We made a teaching plan about sausages for high-school students in Kumamoto, and we surveyed five actual homemaking classes which sausages were used as the teaching materials. These classes focused on food processing, and aimed at consumer education, but did not develop individual awareness of dietary culture creating for the future. Then we made a teaching plan with this aim. The process by which sausages without nitric acid were sold at markets was taught learning about the practical aspects of food processing, by conducting the interviewing, and through a lecture from the teacher.

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In order to pay attention to food hygiene in homemaking education, a study of the effects of using 'Food Stamps' was carried out based on an analysis of elementary and junior high school home economics textbooks. Pupils' awareness about food hygiene and washing their hands increased. Their favorable evaluations of 'Food Stamps' could be observed.

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The purpose of this study is to clarify the fundamental principles related to developing practical decision-making abilities in economic education. Through analyzing 'Mini Society' simulation material, I identified two essential elements: 1) expanding experience which results from participation in the economic society provided by the simulation; 2) reflective inquiry-an abstract conceptualization which results from reflective observations and contributes to the formation of new emotion-based values. If teachers apply these principles, children that acted as participants in the simulation can reflect and through debriefings, interpret social science concepts and construct new values on the basis of the interpretation and criticism of social scientific theories.

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This paper examines the learning materials for time management in high school home economics education. Time management is defined as the plan-do-evaluate process of time use. Home economics education has focused on time management planning or time management design, which appears to be related to time use research. However, time use research has not focused on such topics. The main interest of time use research is to analyze main tendencies in the allocation of time, and also to look at differences in the behavior of subgroups in society. In this paper, the course of study, textbooks and teachers' guide books for high school home economics were examined with regard to how home economics education formally deals with time management or time management planning. After that, books which deal with time management were reviewed and many good points for the development of study materials for time management design were found. The author proposes learning materials for time management design in high school home economics education as follows. (1) Time management design should be viewed as one aspect of short-term life planning. (2) First, students fill the time use sheet. (3) Students plan, do and evaluate their time use. (4) Students identify their goals in conducting time management design. (5) Students think how to implement the plan. (6) It is necessary to relate time management design to family and human relations. (7) Students find the constraints on the implementation of the plan. (8) To evaluate the plan, try to make an evaluation sheet to check the plan from various points of view. (9) A daily plan is better than a weekly plan for use in home economics classes.

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The chief aim of this paper is to examine the developmental process of Holt Social Studies in New Social Studies, which is the representative plan of Social Sciences Education, by analyzing the educational research that Edwin Fenton carried out in 1950' s and I960' s. In conclusion, the following are pointed out. Dr. Fenton carried out research into the Teaching of History for social cognition on the Advanced Placement Program in 1959-1963 and the Pittsburgh Scholarship Program in 1963-1966. Therefore he had instituted social science courses connected with history courses so that students could explore to application of facts about social sciences to historical events, and had taken "the study of history by students" as a learning method in history courses. These studies connected to the development of Holt social Studies.

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The roll of education in aid strategies has changed in different ways in the history of 'development' in developing countries. It has been regarded as a fruit of economic development, a precondition of economic development, one of the essentials in social development and a significant target in human development. However, 'Basic Education for All' has been a common agenda in all developing countries and their donors since 1990. The eradication of illiteracy is one of the objectives of 'Basic Education for All'. This paper introduces one of the literacy projects implemented by APPEAL (Asia-Pacific Programme for Education for All) and Hiroshima University. The aim of the project was to develop literacy materials for the improvement of primary education, especially in rural areas. From the description of workshops in mathematics education, the following significant points, and problems, of the project have appeared. (i) Problem-oriented teaching materials. (ii) The establishment of a network to improve lessons. (iii) Dialogue between different views of teaching materials and lessons based on socio-cultural backgrounds.

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In this paper, the researcher tried to clarify the characteristics and significance of the "Practical Problem Approach" in the 90's focusing on Curriculum Development for secondary school Family and Consumer Education in the states of Wisconsin, Ohio and Minnesota. Three states have recently been developing and revising curricula in these fields based on the "Practical Problem Approach" in the 80's. After considering the new Curriculum for Family and Consumer Education developed or revised by three states in the 90s', the following became clear. These curricula were characterized by the practical reasoning processes in which the components and relationship among constituting concepts were made explicit and aimed at improving the quality of the practical reasoning process. Furthermore, they attached importance to the objectivity and universality of practical reasoning beyond intersubjective value judgements by adopting the method of evaluation of examining the reason for actions, the criteria for decision-making and the justification of value judgements.

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It is true that, nowadays, more attention has been paid to global education. However, taking on account of the already crowded school curriculum, there seems to be no introduction of global education as a new school subject. Therefore, as a second best policy, we have to explore subject-based approaches to global education, that is, how global education concepts can be infused effectively and sufficiently into an existing subject. I am of the opinion that English education in Japan should take more responsibility for global education, and that the contents of English textbooks should be improved in accordance with the new movement towards a global-oriented society. Global education has some important concerns and interests, of which global environmental issues will be specifically addressed in this paper. First, I will show how English textbooks now in use deal with global environmental issues. Second, after considering their contents from the viewpoint of environmental education, I will explore their contents from a global point of view. In the conclusion, I will offer some suggestions for improving the contents of textbooks.

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