The ideas on home lives of junior and senior high school students were investigated by using a questionnaire on 50 items. The purpose of this investigation is to search for educational contents for consumers. Students would be able to make better decisions by receiving an education pertaining to their ideas on home lives. The following results were obtained from the ques- tionnaire : 1. Their ideas on home lives are rather conservative. For example, they think that the house keeper should be the mother, meals should be made in the home, and simple clothes should be made in the home. About 10-20 percent of students, however, have a modern ideas on home lives. 2. They choose and purchase clothes by making sure of the size. If they will live alone, they themselves will do their own {amily affairs. 3. They choose and purchase foods by making sure of quali‐ ty and the manufacturing date, but they scarcely have rational knowledge Of cooking and of administering foods. 4. Giris have mOre steady ideas on the home lives than boys, scince the giris study a homemaking course.

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The purpose of this study is to explore the problems of older consumers and to collect basic data for developing consumer edu- cation programs for older people. First, I analyzed about 513 per- sons over sixty years old who seeked advice about their problems in the Consumer Center in Okinawa prefecture for five years from 1981 to 1985. Then I interviewed 161 older persons who live in Naha City about door-to-door sales, What the door-to-door salesman came with were over twenty kinds of goods and services. The three major commodities the respondents bought were feather quilts, magnetic or healthy mats and health foods. Based on the research, the features of older consumers indicated the following six points: 1. They have an uneasy feeling about the state of their finances. 2, They have an uneasy feeling about their health. 3. They have a handicap when they read a label, warranty or contract, 4. They do not have the flexibility to accept new goods and services. 5. They can not utilize new systems like credit or computer networks. 6. They are not fully conscious of their own consumer rights.

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It is said that in the near future credit cards issued will exceed the whole population of Japan. The young generation is suffering from not only a flood of various cards but also from damage of contracts with installment payments. In spite of that, there are very few cases where students obtain knowledge of consumer credit and/or money management at school. The reason is that in our country, too much weight is laid on knowledge of subjects which are necessary for undergoing entrance examinations, and education on personal finance and/or life-planning is rather ignored. Last year, however, the Economic Planning Agency demanded that the Ministry of Education should include consumer education at school. I myself believe that consumer education is indispensable to every student when talking a new look at the quality of his own life. I also believe that learning consumer credit and/or contract will be especially helpful not only for our proper life-planning but also for the understanding of the mechanics of our economic world.

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The aim of this study in to clarify the significance of con- sumerism in our society. In this article, the author tries to analyse why and how this movement took its origin in the United States in the beginning of the 20th century and relates to Japan.

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In the conference of "International Symposium for Consumer Education in Kyoto", American presentators pointed out that consumer economics was a main stream of American consumer education and that Joint Council on Economic Education (JCEE) was a leader of the consumer economic education movement. This paper aimes to research the meanings and concepts of con- sumer economic education planned by JCEE. JCEE and the Office of Consumers' Education (OCE), U.S. Department of Education held the national seminor on Consumer Education and Economic Education in the Public Schools in 1980. After the seminar, the books "Integrating Consumer and Economic Education into the School Curriculum" and "Consumer Education and Economic Education in the Public Schools" were published by JCEE. In these books, the following was pointed out: 1. "Economists should use the economic principles of self- interest in order to attain their goal of increased economic literacy. When economic concepts are applied to consumer decisionmaking, students can more readily understand their usefulness." (by John S. Morton) 2. "The needs for a broad perspective or context underscores why economics should be a part of the consumer education cur- riculum. Economic concepts assist in the analysis of alternative choices and their consequences, thereby allowing individuals to make more informed judgements about how to use their resources." (by Judith Staley Brenneke) 3. The concepts of resources, scarcity, choices opportunity costs and trade~offs are important for the consumer decision~mak- ing. Microeconomic concepts like competition and market structure and macroeconomic concepts like inflation and price level changes are also important for understanding the consumers, economic environment.

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Consumer education is to be done in many fields of study, so it is considered to have "Inter-studious" side. I have taught nutrition for these two years at the college course of training nutritionist. I think that nutrition education is also to study about dietary life. Diet is the fundamental ele- ment of human life, so it can be said that study about dietary li{e is important part of consumer education. The purpose of consumer education at school is said as fol- lowing: 1) To respect the meaning of human life. 2) To learn the value of human existence through human rights. 3) To know the importance of social contact in one's life. The same thing can be mentioned to the nutrition education. Here I dare say the way how to establish the nutrition education as a part of consumer education. It is: 1) To lay stress on the viewpoint at the side of eater. 2) To seize the meaning of "Health" wider. 3) To consider what must be added to nutrition education fr-rn the viewpoint of food quality.

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In this paper, we will present information estimating the ex- ponential generating function on consumer-attitude and behaviour (i.e., consumer-attitude function) that take explicit account of the price-oriented principle. We will also show how the restrictions of consumer-attitude function enable us to identify the model dependent on the presence of an unobservable variables that can be interpreted as revisions to the marginal utility of discounted expenditure. Those restrictions allow us to take explicit account of the psychologically different effect of various phases in market prices behaviours. In addition, an important check Out model shown in this paper is derivative for expenditure elasticities, when the consumer-attitude function has expenditure. We also find that we can project the principle that revisions to the marginal utility of discounted money are orthogonal to the past value of our corn- modity variables. Then, based on the above-mentioned estimation and projection, we are able to build consumer-attitude function models on the basis of some research data on the actual condi- tions. Accordingly, we recognize that estimates determined by those function models could be feasible and useful as the simulators of information in consumer education theories.

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The consumer environment is becoming ever more complex and diversified, inundated with new products and new ways of doing business. Accompanying these developments is an increase in the number of people who run into trouble with antisocial, unscrupubous business transactions. Even if one never meets up with problems of that kind, he or she, regardless of age, must have the knowledge necessary to be an informed consumer. Adoption of thorough policies for consumer education is a vital task that should be carried out as soon as possible. We would like to discuss some of the problems that the consumer in Japan may be confronted with and should be exposed to in consumer education.

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