Currently, most educational efforts to address gender diversity are conducted outside of the school curriculum, in educational counseling, or human rights education, as a reaction to incidents of bullying. However, gender diversity is being gradually addressed in the textbooks of most fields, making it necessary to enhance efforts to include gender diversity in subject teaching also. Based on this awareness of the issue, this paper focuses on the instruction in qualitative aspects of vocabulary in the Japanese language curriculum as part of the prevention of bullying related to gender diversity and examines the development of diverse perspectives and views on gender. By connecting the learning-target words to the learners’ diverse backgrounds and values concerning gender diversity from the perspective of a gendered social structure, the quality of the vocabulary is enhanced, and through the reconstruction of vocabulary by the learners themselves, learning activities intended to diversify perspectives and views on gender are realized.

　　In addition, the paper points out that this proposal for vocabulary instruction would help Japanese language education to function as an opportunity forum for social change.

　　People all over the world are forced to cope with unknown infectious diseases; as part of that process, patients and medical professionals treating them face prejudice and discrimination. This situation brings to mind that, historically, it was common practice to exclude leprosy patients.

　　A leprosy survivor, Mr. Yasuji Hirasawa was deprived of all rights to live as a human being because of his disease. However, he sought a way out through education and serves as a storyteller to promote the importance of human rights at nursing schools and local elementary and junior high schools.

　　The question addressed in this paper is, “What is the significance of using storytellers’ narratives as teaching materials and promoting human rights education?” To answer this question, the author will (1) examine the use of narratives as teaching materials and point out the direction that human rights education should take for improvement, (2) clarify the significance of using leprosy survivors’ narratives as teaching materials in the COVID-19 pandemic, and (3) shed light on the function and meaning of “silence” after storytelling in the classroom. We will explore these three issues from various perspectives to raise questions concerning human rights education, which tends to become merely a formality.

　　This study aims to clarify the transformation of teacher generated by the practice of democracy in the practice of social studies assessment and evaluation. We organized the social studies assessment and evaluation activities as a “system of participation and responsibility.”

　　This system was refined using the key concepts of deliberative democracy, “validity,” and “reflection.” In addition, we introduced the role concepts of “teacher as a participant in the deliberative” and “teacher as the facilitator of the deliberative.” As a result of the analysis, it became clear that the teacher had the “problems” of “clarification of the subject management logic” and “intermittent inquiries to the third-party perspective that comprehensively captures “myself and students” who are trying to reach agreement.” Social studies assessment and evaluation practice generated “Teacher Practicing Democracy.”

　　In this paper, I discussed the need to learn interdependence as the basis for conducting Education for Sustainable Development(ESD) in elementary school social studies classes. First, I clarified the commonalities between social studies and ESD in terms of directions and learning methods and analyzed the interdependence of international politics. Next, I constructed a learning process and class model for children to learn interdependence through familiar learning materials. Finally, the Class was practiced and verified.

　　Interdependence, which has a high affinity with social studies, was a concept that included not only connections but also conflicting relationships. It is the key to solving complex modern social problems, and it is a necessary perspective and means for practicing as ESD. Classes that apply the structure of interdependence to various social categories through familiar social cases can make third-year elementary school students recognize interdependence as an important concept. Interdependence is an essential concept for children to systematically learn ESD through social studies and to form a sustainable future society.

　　In this study, we set a value goal based on the actual condition of the teaching materials and learners and verified whether using multiple teaching materials related to the value goal as the object of comparative reading is effective in fostering “an attitude that seeks to broaden and deepen one’s views and way of thinking”.

　　Classes were given in the Japanese language for sixth-grade students and analyzed the writings on the learning prints and the speech of the extracted children. From the changes in the writings, it became clear that they were able to obtain new information and relate multiple words. From the children’s speech, it was found that being able to accept one’s own ideas and relate them to one’s own experiences are important for the development of “an attitude that seeks to broaden and deepen one’s views and way of thinking”.

　　These results suggest that examining the actual situation of the learners and the teaching materials, setting a value goal of contents that learners can relate to themselves, and using multiple teaching materials related to “language” as the object of comparative reading are effective in developing “an attitude that seeks to broaden and deepen one’s views and way of thinking ”.

　　This paper examines how students constructed historical narratives from their learning process. Historical Narrative is a concept used to deconstruct stories for nation-building in the context of history education. In today’s world, where conflicts of historical perceptions are becoming increasingly radicalized, students are expected to construct their own historical narratives based on pluralistic interpretations.

　　The research design in this paper is an interpretive practitioner research. This approaches the researcher and the practitioner as one and the same. The following two points are research procedures. (1) Development and practice of a unit that allows students to inquire into the conflict of historical perceptions about Japan’s colonial rule over Korea; (2) An interview survey to ask students about how they came to describe their historical narratives on the worksheet as a result of the inquiry.

　　The significance of this paper is, First, that it qualitatively demonstrates factors that promote or inhibit students’ pluralistic historical narrative constructions from three analytical perspectives: “Perspective”, “Agency”, “Interpretation of Evidence”. Second, it draws a roadmap for using the research results in classroom practice by comparing them with previous research. The limitation is that this research was targeted at schools with academically advanced. In the future, research needs to be advanced in a wide range of school contexts.

　　In the field of Japanese education, it has been one of the important issues of what and how cognition might be. This essay aims to reconstruct Nishio Minoru’s doctrine in “The education of Japanese language and Japanese literature (Kokugo-Kokubun no Kyou’iku)” (1929/1938/1965) from the epistemological point of view. In this book, Nishio explained that his theory was based on “cognition in discipline (Gyou-teki ninshiki)”. Most of the antecedents interpreted this notion with stress on disciplinal character, so its cognitional or epistemological character has been overlooked. Moreover, since it was his first book, people reckon its content as somehow immature or incomplete compared to his later theory. However, in this study we reveal that the idea of his doctrine has been consistent, although its methodology changes over time, and that we have to understand the theme of Nishio’s theory - and even Japanese education itself - in an epistemological way.