The subject of this thesis is concerning Emerson’s "Intellect". Emerson is as a writer who represents American Renaissance or American Romanticism, as a Leader of Transcendentalist, denied the ideal way of a conventional church and spread the thought of self-reliance.

Emerson can be interpreted as a phenomenon rather than the existing person. It is considered that it is not only located as a key person of American Renaissance but also the influence reaches even the present age writer in a literary history. In education, Emerson is located as Pioneer of the Progressive education movement in thought. Especially, he influenced Dewey’s educational philosophy.

However, the evaluation to the transcendentalism that Emerson belonged is not high at all in an American, educational history. The American transcendentalism is put in the category of "Antiintellectualism" in an American Intellectual history.

As a result, the following conclusions have been put out. That is, Emerson is evaluated when subordinating it to Dewey. Moreover, the transcendence principle is evaluated a romanticism element, and is non-intellectual or Anti-intellectual.

This thesis is an attempt to reconsider the evaluation to such a current Emerson evaluation. In this thesis, searching for the meaning of his intellect theory taking Emerson’s influence in an American Intellectual history like literature, thought, and the education, etc. into consideration, Additionally, the actuality of Emerson’s "Intellect" is clarified.

In conclusion, the following was clarified. First, Emerson’s〈Intellect〉was a means to get rid of mental rule from Old Continent by thought "self-reliance" when having seen in a macro viewpoint. Secondarily, in relations with the society Emerson’s〈Intellect〉was to have located as an important thing of democracy. Thirdly, the ideal way of ontology intellect that exceeded a modern and rationalism reason concept was shown in Emerson’s〈Intellect〉as a style of the idea prophesying. Therefore, the Emerson thought can be said that elements that are more intellectual than anti-intellectual elements were strong. Aspects of〈Intellect〉in Emerson gives powerful grounds that distinguish the Emerson thought from the "Antiintellectualism" in an American Intellectual history. And, his thought should be assumed that being the intellect principle rather than romanticism and be evaluated in history of American Education.

In today’s viewpoint of actuality, it is in giving the hint to keep the stance "Apart from others" though the industrialization progresses further than the age where Emerson lived, and it cooperates with others in the present age that shifted to the popular democracy society if the actuality of Emerson’s〈Intellect〉is derived from the above-mentioned point. Emerson protected democracy by advocating "Individual universality". In his thought, social construction was insisted on without degenerating into "Populism" based on the self-reliance.

Emerson explained the ideology of the self-reliance in "Young America" as transcendent "Reason" concept in an American society that was popularizing the 19th century from recluse’s standpoint, or from the transcendentalist with politics.

In September 2001 the Penn Alexander School (PAS), which is the innovative, state-of-the art, newest public school in Philadelphia, opened with kindergarten and first grade. The phase- in of all grades (Prek-8) was complete in 2004. Its official name is the Sadie Tanner Mossell Alexander University of Pennsylvania Partnership School.

The Penn Alexander School is a partner school with the University of Pennsylvania (Penn) as the official name shows. A large number of Penn schools, departments, and programs are working with PAS to enrich the students’ educational experiences. Today PAS has become one of the best performing schools in the Philadelphia School District.

The purpose of this study is to examine effects and some problems in PAS from the viewpoint of school-university partnerships. This study addresses four issues: (1) background and process of PAS establishment; (2) the academic program in PAS; (3) partnership activities of Penn with PAS; and (4) test scores of the Pennsylvania System of School Assessment (PSSA) under the No Child Left Behind (NCLB) Act.

What sociological factors increase the number of learners of a foreign language? In this study, I examine MLA data (1958 to 2009) on student enrollment in foreign language classes in U.S. higher education and explore why the enrollment for certain languages rapidly increased in certain time periods. In the early 1960s, the three major foreign languages were French, German, and Spanish. Although French had the largest enrollment, followed by Spanish and then German, the differences between enrollment numbers among the three languages were not great. However, Spanish enrollment caught up to French enrollment in the mid-1970s and rapidly increased through the 1980s and 1990s. By 2009 the enrollment for Spanish was four times as large as the enrollment for French. To understand the enrollment changes, I explore the relations between the increase of Hispanic immigrants and the increase of enrollment in Spanish. It seems that the majority of students began to learn Spanish as the usefulness of the language increased.

I also compare four minor foreign languages (Arabic, Chinese, Japanese, and Russian). The enrollment for Russian increased rapidly in the late 1950s and through the 1960s. I attempt to explain this increase in terms of the importance of U.S. national defense/security. After the "Sputnik Crisis," the United States needed to catch up with Russia in the area of science and intelligence, and promoted the learning of foreign languages, especially Russian. However, the enrollment for Russian decreased after the end of the "Cold War." Similarly, Arabic enrollment increased rapidly after 9/11 when U.S. security was seriously undermined. The enrollment for Japanese increased rapidly in the 1980s when the Japanese economy gained world importance. Economic importance may be regarded as a factor contributing to increased enrollments, but we need to consider other factors as well because enrollment in Japanese still increased in the late 1990s and early 2000s when the Japanese economy was in a slump. Considering the increasing importance of the Chinese economy and Chinese immigration to the U.S., we can predict a rapid growth of enrollment in Chinese in the near future.

The International Kindergarten Union(IKU) is the first nationwide kindergarten teachers organization, which is renamed Association for Childhood Education International. One of the goals of IKU is to raise the standards of qualifying kindergarten teachers. For this goal, they built the training classes committee in 1898, in which they struggled to foster the qualification through the arguments of kindergarten teachers training. The Kindergartening Committee of Bureau of Education, which was established by P. P. Claxton in 1913, played an important role in providing various ideas for the goal. This committee became permanent in 1914, and changed the name to the Bureau of Education committee, and issued the journal titled Kindergarten training schools in 1916. This bulletin consisted in reporting the survey of the state of the many kindergarten training schools in the United States and proposed the prospective standards of the kindergarten teachers training.

In this paper, I analyzed the content of the curriculum model of Kindergarten Training Schools, which was a pioneer of the kindergarten teachers training program. Through this analysis, I tried to illuminate the meaning and role of the proposed program.

IKU published Kindergarten training schools by the surveying the individual training schools, corresponding to the needs of standardizing the kindergarten teachers training. I pointed out that the American kindergarten teachers training program was inconsistent and not standardized in terms of program formation and whole structure. In the proposal, it was recognized the necessity to standardize and establish the two years training program. The feature of this standardization consisted in its feasibility by the whole nation’s kindergarten training schools but not in its highest qualification which might not be practicable by all training schools.

I pointed out that the training program was considered as a pioneer which was influenced by Progressive Education Movement. The standardization of the minimum essentials for kindergarten teachers in the program implies that the direction of the training program was transformed from the traditional to the progressives.

Education for living in the diverse society is not merely about appreciating different cultures and learning about foreign countries, which, unfortunately, tend to be the focus of such practice in Japan. Instead, the focus should be put on much more fundamental and universal issue of personal and social development.

This paper is part of a larger ethnography based on the author’s field study at an elementary school with multicultural and dual-language education program. The school pays careful attention to the hidden curriculum that has great influence on children’s personal and social development. The principle is to encourage children to accept different values, reduce prejudice, respect others, and develop fair self esteem.

Early childhood is a very important stage for developing such personal/social attitude. This study shows that even young children (Pre-K through 3rd grade) have taken in the hidden messages from the school environment and have acquired various skills especially in the following three areas: Relationship with others, Identity development, and Connection with the world. The children are learning how to treat others with respect, and to settle conflicts with others with fair and rational attitude. They are developing their identity in relation to the society, with empirically-derived confidence that everyone-their classmates and themselves -- is special and remarkable. They know that they can help others in some areas and that they also need help in other areas. They show great interest in other people, culture, and countries.

Children’s experience, skills and attitudes at this elementary school tells us in a factual manner that multicultural education is not some special lesson but a principle that penetrates the whole school environment and children’s daily interaction.

The purpose of this study is to examine new programs to teach students about 9/11.Many Americans received a shock because of the 9/11 terrorist attacks. However, now many students don’t completely understand what 9/11 is because they were only children in 2001. This new program is for middle and high school students. Before 2009, although some teachers tried to teach 9/11 to students, the comprehensive education plan related to the attacks was not implemented. In 2009, schools in New York City, California, New Jersey, Alabama, Indiana, Illinois and Kansas tested a new program focusing on the attacks. In the program students learned about 9/11 through lessons, interactive exercises, and videos. In addition, they researched global terrorist activities on the Internet and mapped them, using Google Earth Software and gained knowledge of 9/11 with various other activities.

This program was developed by September 11^th Education Trust, a non profit group which include the survivors and families of the attacks. The group cooperated with Social Studies School Service, an educational materials distributor and The Taft Institute for Government at Queens College. With the educational material based on 240 hours of images and 80 interviews with witnesses, survivors, families and politicians, students will be able to think 9/11 critically. The Former New York City Mayor Rudy Giuliani recommended the new program, saying, "This is one of the critical subjects on which young people should develop some ideas and thoughts. They are going to have to live with this for quite some time," "It gives young people a framework in which to think about Sept,11, all that it meant and all it means to the present."

The September 11^th Education Program is divided into seven lessons.( Lesson1- Visualizing 9/11; Lesson2-The Historian’ s Craft: Timelines; Lesson3-The Post 9/11 Recovery Process;Lesson4- Designing a 9/11 Memorial,;Lesson5-Honoring Heroes, Lesson6-Advocacy and The Role of Government;Lesson7-U.S. National Security and 9/11) The curriculum was first tried out in 2008 in Oradell, New Jersey which is located about 32 kilometers north of Manhattan. Approximately 1,000 high school students took part in the program.

The new program helps students to remember 9/11clearly and encourages them to understand the background of the attacks. For example, in Lesson 7, students are required to examine timelines. At Lincoln High School in Vincennes, students compared two timelines; One timeline comes from the 9/11 Commission Report, and the other one started from the Soviet Union invasion of Afghanistan. After taking the lesson, one student said, "I really wanted to put it all into context and look at the possible reasons why 9/11 might have happened."

Through the analysis of this study, three features of The September 11^th Education Program are made apparent. First, this new program was introduced into one city and six states in America in 2009. A non profit group by the families of the victims produced the concept of the new program. Second, the program includes videos, lessons and different practices such as writing timelines and mapping global terrorist activities. Third, according to the students’ impressions, they were satisfied with the contents of the program. It made the students understand the problem of the terrorism more clearly.