The development of consumer education and its paradigm changes are needed in the new century for our higher risk society. which has already come, from the serious abuses of industrial civilization, from socio-economic reforms and by high-tech innovations. These changes have been covered over as comprehensive life risk impacts on each consumer, and then consumers have confronted so many risk managerial concerns for their safety, security and stability, and have also required to have their own accountability development as well as societies. Here we propose the new life educational theme, which is how to establish consumer's subjective empowerment and how to encourage socio-economical countervailing power to develop, by life re-recognition, and a strategy for more skillful risk management with regional collaboration and global networking. Among all these, consumer education should be in the central position, and has to play an important role, especially in the era of marketization and socialization of household management, through continuous progress of intrinsic resource management to establish a new civilization of ”Life-nomics (under the principle of the wide meanings of lifeeconomics)”.

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This study is to clarify new directions and issues of consumer education by investigating the effect of consumer education, considering the new era of information. Two programs are developed. One is to cultivate consumers' ability to enter into contracts. The other is an advanced program, which includes improvement of the ability for finding solution to problems, the ability for exploiting the Internet, the ability for demanding consumers' rights and responsibilities. Both of these two programs bring desired results and their effectiveness has been proven. To develop a more sufficient consumer education, three important issues are shown here: l. Identify the ability which is required for consumers in the 21st century. 2. Improve consumer education, which will be better suited to the times. 3. Develop new consumer education by using the Internet.

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The purpose of this study is to explore the subject of consumer education in the new era. That is, to bring up independent active consumers who create and advocate sustainable new life-styles which take into consideration the prosperity of the local community and global developing countries. In this new approach, they should be not only passive receivers of infomation, but also active senders with media literacy in the information society.

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The purpose of this paper is to elucidate the perspectives for developing the curriculum in connection with consumer education and environmental education (Education for Sustainable Consumption). I examined: 1) papers on ”education for sustainable consumption” by UNESCO-UNEP and OECD, and 2) the part concerning consumer education in textbooks of environmental education. The results showed that there was not a theory about consumer education such as the one by Bannister & Monsma. Therefore it is necessary to connect the theory of consumer education to the theory of environmental education.

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System reformation in the fields of law and economics is steadily progressing, and consumer issues have become both complicated and diverse in recent years. In regards to this situation, it is important to train competent people who can contribute to improving and maintaining legislation by improving the sense of entitlement in the consumer education in the future. The role of consumer organizations and their active members is focused on as one of the means of achieving this purpose. It is necessary to have mutual cooperation; to solve problems by forming a network among organizations, as until now, consumer organizations, regional organizations and groups of lawyers have often acted individually when dealing with consumer problems. Further activities of consumer organizations and their active members can be a means of innovation for educating consumers in the years to come, by enhancing education and awareness among general consumers through such networks.

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New consumer education for the 21st century is under pressure to cope with current problems, such as environmental disruption, globalization of economy and finance, and revolution of information technology. In this new social context, each citizen consumer is required to ship to volunteer for the resolution of a community's problems. The purpose of this study is to search for ways to educate consumers for cultivating this kind of citizenship. First, I have studied the Institute for Citizenship's campaign in the UK to find why consumers need education for citizenship. Then, I have understood what kind of citizenship is cultivated by participating in various communities around the world. In this paper, I would like to emphasize that we can implement education for citizenship at any school in any kind of society.

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As to the purpose of this paper, we will show that Pro-sumer Learning is better to solve social dilemmas than Consumer Education. One of the necessary conditions to solve a social dilemma is the formation of an Incentive Compatibility condition. Therefore, I give a general introduction to the new idea of Pro-sumer. Pro-sumer sells the solution plans for social dilemmas to the consumer. It isn't accomplised by in Consumer Education though Pro-sumer learning can achieve this condition. This mechanism is proved by using a game theory. And, in addition, it is proved that we had to change it to the form (Learning) that student's independence was valued from the form (Education) of the knowledge, making too much to train Pro-sumer.

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In the coming century the Japanese people need to study various aspects of consumer education-respectively, according to different stages of the student's development. We propose that the ability standard of living criteria in the consumer education is needed. In this paper we have divided the expertise into four areas and examined whether the level of ability in each area is suitable for elementary students: 1 Consumers'rights and responsibilities 2 Consumers'behavior 3 Consumers'attitudes to enterprises and administrations 4 The environment of the consumption lifestyle Elementary teachers have criticized an earlier report, saying that standards don't necessarily suit elementary students. Therefore the standards have been improved.

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The following four components are identified in consumer education in a junior high school, and we analyze how each component is valued and which school subjects are most conducive to the education of each component. 1 Consumers'rights and responsibilities 2 Consumers'behavior 3 Consumers'attitudes toward enterprises and administrations 4 The environment of the consumption lifestyle The analysis has been done first by forming "a hypothetical level of competence" for each component, and then by having junior high school teachers answer a questionnaire about the issues stated above. It was found that priority is placed on1 followed by2. It was also found that home economics is considered to be important in consumer education in all its components.

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20世紀は消費者被害の世紀でもあった。社会問題となった消費者被害により,わたしたちは繰り返し数多くの肉体的精神的物質的損失を受けた。わたしたちは被害者救済の消費者運動を起こし,消費者の権利を拡大することにより,問題を解決しようと努力してきた。 20世紀最後の夏,日本では,こうした歴史を忘れないようにと,時代が,乳製品や自動車という身近な例を示して,大きな声で警告を発した。現行の学校消費者教育では,消費者が自らの価値意識に基づいて意思決定する技能の向上こそが,消費者の自立に有効な教育だと了解されている。こうした教育が行われるようになって10年が経過したが,消費者被害は一向に減少する気配を見せない。本稿では,消費者被害の発生を論理的に明らかにし,その上で,真に消費者の自立を支援する消費者教育を提案する。

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