This is retrospective and prospective of my own studies in curriculum for about 40 years, referring to the main current of curriculum studies in Japan.. 1) My experiences of school education before the end of the second world war. 2) The days of beginning to study pedagogy(1949〜1954). The fresh academic atmosphere of the new born education department, The University of Nagoya. 3) The days of pursuing educational science(1954〜1965). a) Studies of Ushinsky' pedagogical anthropology. b) Studies of Vygotsky' psychology and Soviet pedagogy, c) Studies of the modernization of science education. 4) The days of studying in didactics(1965〜1975). Studies of teaching methods of Saito Kihaku and other educators. 5) The days of studies in curriculum and teacher education (1975〜) a) Studies of Japanese school curriculum after the "modernization". b) Studies of curriculum of teaching Japanese language and literature, c) Studies of curriculum of teacher education and teaching practices. d) Studies of curriculum of "learning how to learn".

View full abstract

The ultimate purpose of this paper is to furnish research ideas for the study of elementary and secondary school curriculum in Japan from the administrative view point. Education in Japan is well equipped with inter-related laws which are systematically organized. In order to study education in Japan, a full understanding of the educational system is a prerequisite. In this paper, basic materials for understanding the Japanese educational system are provided as follows : 1) an explanation and analysis of the administrative system of today's curriculum, 2) a historical analysis of the development of the national standard of curriculum, and 3) the problem of curriculum improvement and outlook for Japanese education.

View full abstract

In a 1989 article in the Harvard Educational Review, E. Ellsworth criticized the "critical pedagogy" by problematizing her own teaching practice. She pointed out that although the intent is to empower students, educators cannot set rational solutions for students' problems, because of their differences in social positions. Instead, she proposes a "pedagogy of the unknowable." A new perspective for understanding the relationships between humans and their ways of producing knowledge. In this paper, we trace how this perspective becomes posslible by examining the theoretical developmental the sociology of school knowledge, and its recent adaptation of poststructuralist approach. We begin by examining major reproduction theories and resistance theories in terms of their treatment of the subject and knowledge. Through a review of studies written from the beginning of the 1970s until the mid-1980s, we find that human beings, in most cases, have been treated as mere receivers of knowledge, and that education is considered to be merely the transmission of knowledge. Human agency, in our view, has not been given enough attention. Recently, however, many scholars have begun to recognize the importance of employing poststructuralist approaches. We introduce several examples of educational research based on poststructuralist theories, examining how they treat subject and knowledge. It becomes clear that these poststructuralists share common interests of deconstructing and reconstructing "concepts" which have been seen as given, and that they employ semiotics to analyze text and/or discourse. We believe that these interests and semiotic analysis bring a new perspective from which human beings are recognized as creators of knowledge. Returning finally to Ellsworth's critique, we conclude the paper by exploring the implications of poststructuralist theories upon curriculum theories. It is necessary for educators to develop new curriculum theories in which students are empowered as creators of knowledge.

View full abstract

Most of the research on sex differences in teaching materials have focused on sex role stereotypes in textbooks. However, it is necessary to examine not only textbooks but also TV materials. This paper reports the results of a language analysis of NHK Television School Educational Broadcasting Programs. Particular attention was paid to usage of language which may mark sex differences and could represent a "hidden curriculum". First, 1st-grade programs for arithmetic, science and moral education televised from January to March, 1991, are analyzed using R. F. Bales' interaction process analysis framework. Second, the characters' language is analyzed. The language analysis focuses on particles and intonations at the end of the sentences. Third, as a comparison with the characters' language, language of 1st-grade pupils is analyzed in the same way. Fourth, to examine the pupils' familiarity with the character, thirty-seven lst-grade pupils who always watch the moral education program were asked several questions. Regarding interaction process analysis, it was found that the sex differences are not clear. However, there are some sex differences in the characters' language : Boys tend to speak more directly ; girls tend to speak more indirectly and more politely. These tendencies are not clear with 1st-grade pupils. Finally, the pupils tend to feel friendly toward the char-acters of the same sex, and they tend to like the ones whose activities are sex-role congruent. In conclusion, the TV programs may present one model of masculinity or femininity at least regarding language and play a role of a hidden curriculum, and that the pupils may be influenced by the programs as a result of familiarity with the characters.

View full abstract

American elementary social studies was integrated by introducing expanding environment approach. However, this approach has been criticized from the standpoints of new social studies, global education, and history-centered approaches. However no comprehensive theory exists and it is often said that social studies tended toward loss of identity. The purpose of this article is to discuss the shared bases of these diverse approaches and to clarify the tasks of integrating elementary social studies. The author concludes that there are three bases among these approaches' criticisms of expanding environment approach. First, they could agree on the goals of social studies as the report of the National Commission on Social Studies in the Schools recommended in 1989. Second, they accepted Bruner's hypothesis on readiness. Third, they emphasized the necessity for taking advantage of the psychological characteristics of children. Finally, these critics will not succeed in integrating elementary social studies without solving the following tasks. They have to come to understand that the major objectives of social studies at each grade consist of socialization and counter-socialization. Then, it is necessary to select and distribute fundamental concepts appropriately from history, geography, and social sciences. Next, though higher order thinking is believed to be the keystone of counter-socialization, no one exactly knows what it is and how to teach it. The last task is that they have to present an alternative social studies at the early grades. As an alternative, it seems that teaching thinking skills give reasonable promise than introducing narrative derived from history-centered approach.

View full abstract

The early education of the mentally retarded in our country began to sprout in the fields of social welfare and school education during the Meiji or Taisho era. Ryoichi Ishii was a leader of the former field and Iwazo Ototake was one of the latter. The aim of this study is to clarify the modern characteristics of two leaders' education for the handicapped children. The main results of this review are as follows: First, "physical and mental harmony" is considered of great importance in the two leaders' theory. And the same thing is shown by " Yogo-Kunren" in the present course of study. Second, "sense" (sensory experiences) is regarded as the matter of the highest priority in this education as well as the case of "Yogo-Kunren". Third, playing (gross motor) and working (fine motor) in "motor" field are emphasized. These are located in "the progress of the motor function" of "Yogo-Kunren". Fourth, "the progress of the speech ability" in "speech" is pointed out. This is in common with "the communication of the intention in the present curriculum. Fifthly, they are trying to consider the emotional security. This "emotion" is in the same idea with "mental adjustment" in course of study. However, creating a feeling of security by careful, positive planning was not clearly outlined.

View full abstract

"Kasuga-Machi Plan" which was the most important core curriculum in the 0950s was incorporated to refine a new subject "Seikatuka". Although today's educational practices are viewed as separate from those practices of the 1950s, results from a survey of modern teaching practices show a great deal of continuity from previous teaching practices. By re-evaluating the whole-school curriculum components, we insure that we continue to be successful in this area.

View full abstract

In 1989, the course of study (primary and secondary school in Japan) was reformed, and the change of curriculum choice was extended in junior high school. But, we have many problems with this system. In the school history since 1949, we estimate the system of curriculum choice have been obliged to bear the function of educational selection. Therefore, we have the conclusion that if the principle and conditions of curriculum were not changed for the better, we can't expect the system to succeed. (1) We must change the principle of education from the selection to the choice. (2) Conditions of education must be reformed. (3) Autonomy by pupils must be valued in the process of choice. (4) Evaluation system must be established. (5) In the school, all teachers need to come to an agreement about the curriculum.

View full abstract

This paper is examines the meaning of educational activities taking place in the framework of 'the discretionary periods of individual schools' found in the Course of Study for Upper Secondary Schools in Japan which was revised in 1978. First, 'the discretionary periods of individual schools' is viewed as a curricular policy and reconsidered in a historical context. Among the findings are its relation to 'the free study periods' which allowed for students in the very early stage of the revised upper secondary school system. It is pointed out that both are similar with respect to the aim of encouraging students' spontaneous study done either in a group or independently. Secondly, two schools are selected, one from the public schools and one from the private sector, and their educational activities are respectively considered as the model cases in order to clarify their uniqueness and also their problems. What is called 'Challenge Time' is a non-credit course for 10th graders. And the 'Form' system is a group of credit courses for 12th graders. Finally, it is emphasized that, in the framework of the newly revised Course of Study, individual schools could organize their curriculum more flexibly by using their increased discretionary periods.

View full abstract

One of the most serious problems of upper secondary schools in Japan is the increase in dropouts. This problem leads us to ask why there are so many students who refuse formal school education and what role the upper secondary schools should play in the growth of students. Today, more than 90 percent of the graduates from lower secondary schools enroll in upper secondary schools. As more and more students are enrolling in upper secondary schools, these students are becoming more and more diversified. The most important principle for school education in Japan is respect for the individuality of the student. To respond to the diversity of ability and aptitude of individual students, reforms have been recommended for the upper secondary educational system. I want to point out that acknowledging the importance of individuality is not sufficient. The reasons are as follows: (1) Teachers, students, and parents tend to concentrate too much on pure knowledge. (2) The students lack the autonomy to consider and choose for themselves the courses or subjects most relevant to their future careers. (3) The existing elective course system might be too rigid. Once students have chosen their curriculum, they are bound by their initial decision. (4) The Japanese educational system channels the students into homogeneous groups aiming at the same goals. As a result of this tracking system, the range of alternatives becomes narrower. To solve these problems I propose the following: (1) To lay the foundation that encourages people to continue learning throughout their lives through a comprehensive education based on general principles, as well as providing diversity within the school curriculum. (2) To promote a variety of educational institutes as alternatives to upper secondary schools and to widen the range of choices available to youths. And to further clarify the goals of upper secondary school education as compared with other educational institutes. (3) To improve education and policies for the personal development of youths, not only through school education, but also through cooperation with other departments of the prefectual administration. And to promote closer relationship between schools, families and the community.

View full abstract

This paper describes the process of curriculum development of "Sogo-gakushu", the Integrated Learning Program, and of the new subject, "Seikatsu-ka", Life Environment Studies in our school. We developed an elementary school curriculum called "Sogo-gakushu" in order to build a smooth bridge between a kindergarten and elementary school. Since 1988, we have practiced a unique curriculum including "Seikatsu-ka" of the 1st & 2nd grades and Sogo-gakushu called "Shiraume-gakushu" of the 3rd to 6th grades. In "Seikatsu-ka" curriculum, we constructed the sequence and structure of the learning activities where the central values of the subject should placed on internationalization and respect for life. Because we think "Seikatsu-ka" should not give a sole play time, we analyzed the instruction and the development of class to deepen the perceptions in this subject (perception of nature, perception of society and self-perception), and also to plan a year's schedule to be considered about children's real lives and various kinds of teaching materials both inside and outside school. At present, we are developing the teaching guides of "Seikatsu-ka" and "Shiraume-gakushu" which are regarded as a core of the curriculum in our school.

View full abstract