I would call my educational philosophy in this article "Dynamic Relativism", a sort of experientialism in education, which is not simply to deny the Absolute, rather to continue and not to stop searching for it. It is the experientialism that played a big role in Japanese school education field as the principle of "New Education" from 1947 to 1952 the year in which Japan became independent politically. Since 1952 the experientialism in education has been put away until now. However, at present most people are very interested in "problem solving method" in learning of this experientialism because I believe that our society has almost the same situation in which recent value system has been very unstable and dynamic as that of Japan just after the defeat in World War II. The education of the experientialism, particularly that in the school subject "Social Studies" initially attempted to change the old academism or sciences, but that was unsuccessful because the Japanese government wanted to over-control the school educational world and denied the philosophy of experientialism. As a result the Japanese people could not experience this philosophy completely, so the individualized and child-centered curriculum based on this philosophy has not been influential to the Japanese educational system for a long time. However, from now on, we need a curriculum focused on more dynamic and creative thinking ability and if we can construct one, we believe it is possible that the individual will be properly connected with the curriculum. We are now obliged to change concepts of "nation", "race" and "religion", for we face the very difficult problems of environment, population and so on. It is not permitted for us to rely on the sciences easily and thoughtlessly. We can expect that a dynamic curriculum based on the "Dynamic Relativism" would be effective for the serious problems including the problems of older people and international political relations.

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In this article I attempt to summarize the change of the National Course of Study, mainly in the philosophical ideas since World War II. In 1947 when Japanese "New Education" started, they used the word "subjects" or subject contents not "curriculum". This is the result of the Japanese educationists not being able to go out of the Japanese tradition of educational ideas. However, in 1951 they agreed to use the word "curriculum" formally in the governmental documents. As a result, all of the Japanese schools developed two areas, that is, subject area and extra-curricula area. In 1958 the Ministry of Education (Monbusho) lauched National Course of Study of each school stage separately.And Monbusho could make their position stronger than before to the local educational authorities, in addition to the minimum of essencials of the content. In the revision of 1968, Monbusho changed the National Course of Study from the minimum to the standard or average. They recommended to the schools to construct their own curriculum in reference to the National Course of Study. But most Japanese schools did not want to change so much. In 1977 and 1988 Monbusho expected the schools to be more active in building their curricula creatively, while their attitude became more flexible and more open. Therefore, the present National Course of Study has not been very rigid, but ideologically it has still forced schools to show their loyalty and conformity to the nation. However, the long range of the revisional history of the National Course of Study shows the change from the strong power of the government to the flexible attitude of it.

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Curriculum is defined as a whole system of structures and processes concerned with the selection, distribution, transmission, acquisition and evaluation of educational knowledge. In this sociological context, one major focus of the sociology of curriculum becomes an inquiry into the social organization of knowledge in educational institutions. In this paper, I shall first attempt to suggest the role of power in terms of selection and organization of school knowledge. According to the historic changes of curriculum administration in Japan, authoritarian characteristics of "power" had emerged in 1950 under the change of political and economic background. The governmental and administrative power in our modern Mass society has, however, different characteristics from the coercive power of 1950's, because of having been based on the national consensus, for instance, "Rin-kyo-shin". We must be convinced that the pedagogic discourse, as a principle of re-contextualizing the socio-political processes, is constituted by the role of "hegemonic power", and converted into the standard of what knowledge is valid in terms of transmission of school knowledge. The "contents" of knowledge are also classified, and the problems of stratification of knowledge are to be the important focus of pedagogical analysis. Alongside of taking the standpoint of Sociology of knowledge, the interpretative approach of analysing the reality-construction between teachers and pupils in terms of the "form" of transmission of School knowledge. Thus, this has effective implications for the study of Curriculum Process, sociology of curriculum is no longer conceived as the area of enquiry distinct from the pedagogy of curriculum.

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In this aricle I will analyse the education of history, particuraly of modern history in Japan as an example in order to show several reasons of necessary change of the paradigm in school curriculum and teaching. In general, many of us have been taught that the Meiji Restoration does not make us change so much in life and society and people were still oppressed after the Meiji Era had begun. Most Japanese historians and the textbooks which they wrote are too much influenced by the theory based on the United States' policy of the occupation of Japan and the historical viewpoints of the Soviet Union, both of which intended to destroy the Japanese ultra-nationalism and nationalism. However, now some Japanese historians have wanted to review the Japanese modern history, and so we need to look over those reviews openly and properly. Therefore, I would like to propose the new standpoint to look our modern history in Japan as a "Liberalistic Standpoint in the Study of History". As a result, our educational paradigm of modern Japanese history should be changed. We need to be liberated from the old paradigm of Japanese education of history from now on.

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Over the past ten years a considerable number of studies have been made on the risk with which modern education is accompanied in Europe and America, for example, in a trial to deny the modern education as a whole, in social- and psycho-history of Education or in the postmodern education. Under such a situation, some of educational reserchers in Japan gradually begin to feel hesitate in continuing a direct import or imitation of european and american modern education as before, not only because they may increase the risk of the modern education, if they continue the modernization, europeanizing and americanizing of Japanese education, but also because modern education in Europe and America itself, the model for us, is going to lose its self-reliance today. But it is off course possible to introduce, for example, the postmodern education in Europa, if we won'ts change the style of "Learn from education in Europe and America". The postmodern education, particularly in Germany, may be devided into two types: the "constructive" postmodern education and the "analytic" postmodern education. In this paper, I adopt the method of the "analytic" postmodern education in Germany to characterize the "Ki" as a daily educational aim in the Japanese home, school and society. This study reveals some significant characteristics of the "Ki": The "Ki" is a unique part of the heart of healthy Japanese. The "Ki" exists in one's heart, only while the "I" pays attention into the heart. While the "Ki" exists in one's heart, the "Ki" may have a tendence to have an intention different from one of the "I". The intention of the "Ki" surely stems from the unconsciousness, but it is not identified with the intention of the unconsciousness. The "Ki" has a tendency to realize the intention of the unconsciousness not to expose the social existence of "self" to danger. A human group united by the common intention of "Ki" tends to treat a person having a different intention not as a person (human). Japanese aim to form such "Ki" in children not only in school education, but also in daily life in home and society. If we pay much attention to such characteristics of the "Ki", it may be not meaningless only to introduce assertions of the modern education or, on the contrary, ones of the Anti-Pedagogy and ones of the "constructive" postmodern educational studies in Europe and America. From this point of view, I want to suggest that "postmodern" in curriculum studies means not only the deconstruction of the technological and architectural metaphor, but also the deconstruction of the style of studies of the direct-import.

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This paper examines the concept of the "Hidden Curriculum" based on D.Gordon's theory. The definitions of the "Hidden Curriculum" are different in many ways. For example, on the one hand, some Functionalists stress morality in education, which students have to learn for survival in the classroom , on the other hand, some Radicalists regard "Hidden Curricullum" as Ideology, used by the dominant classes in the society. Because of the variety and ambiguity of the concept of the "Hidden Curriculum", it is very important to identify it's concept theoretically. I will take 3 points into consideration. 1) to clarify the meaning of "hiddenness". 2) to identify the effectiveness of the "Hidden Curruiculum". 3) to classify the contents of the "Hidden Curruiculum". The findings may be summarized as follows; 1) The reason for "hiddenness" is that the "Hidden Curriculum" is so pervasive and consistent over the many years in which our students attend school, that it affects them unconsciously. 2) If students were to learn the general nature of rules, we could say that learning the "Hidden Curriculum" leads to success. 3) We can distinguish between two types of hidden curricula with regard to the internal cognitive structures of the learner and the reward value of the learned material.They are "Hot Curriculum" and "Cold Curriculum".

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The purpose of this article is to clarify the possibility and the problem of application of marketing theory to curriculum management through a case study about the study course formation in a public high school. The contents are as follows; 1 The subject of this study 2 The application of marketing theory to Curriculum Management 3 A case study of marketing application in a high school 4 The feature and the problem of marketing application to curriculum management 5 Conclusion I found the following; 1 I found the curriculum management process that applied marketing in a high school of Japan. 2 It is essential that Bord of Education should support and control curriculum management in public high schools. 3 I found the necessity of analysis and control of curriculum management. 4 It seems that marketing mix creates image of organization in harmony with school missions and objects. 5 There seems to be a possibility that school culture toward marketing orientation obtains good management results. So it is important to analyze marketing environment carefully. 6 It is difficult to have priority among various educational values.

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This paper is an attempt to clarify the characteristics of subjects on the basis of the logic of teaching. B.O.Smith's modified analytical method specified in "A Study of the Logic of Teaching" has been introduced to analyze eight lessons of Japanese, social studies, mathematics, and science in junior high school. In this analysis, the minimum parts of the lesson are grouped either as "episode" or "monologue". They are then classified into four levels and 15 categories. The significance of the appearances of the logical category together with the relationship between the practice of lesson and the logic of teaching are also analyzed on the basis of the practical incidents. The findings are: First, the significance of each subject matter teaching in terms of the appearance of the logical category is value judgement in Japanese, fact judgement in social studies, deduction in mathematics, and induction in science. Second, concerning the significance of the logic of teaching, 1) the main category is fact judgement in social studies, and value judgement or inference in the other subjects, 2) the logic of teaching the core of the lesson is consistent with the teaching of the most significant part of the lesson, and 3) the characteristic of the subject is exemplified in the teaching of the core of the lesson conspicuously.

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To what extent should curriculum be regulated? This is a basic question of curriculum policies. This article tries to answer this question by analysing "Regulation" and "Discretion" in curriculum policies in New South Wales, Australia. In New South Wales, the curriculum policies reform was started in 1988. The report entitled Excellence and Equity - New South Wales Curriulum Reform - describes general direction of the reform. According to this report, the purpose of the reform is to simultaneously to improve basic skills of students and to meet each student's demand including minority. In order to accomplish this purpose, new curriculum policies make regulations and give discretion of curriculum in balance. Because without regulations it is impossible to improve basic skills and without discretion it is impossible to meet diverse expectations of students. Specifically, taking for instance lower secondary level, concering the time allocation in curriculum 60% of all time was regulated, but 40% was left to discretion of the school. This characterizes newly introduced curriculum policies in New South Wales. Further this article has an analyses the current curriculum of Richmond River High School to exemplify the result of the reform. In conclusion, I would place emphasis on the importance of the balance between "Regulation" and "Discretion" in curriculum policies. Because the balanced curriculum policies make it possible to measure up to demand from a society or a nation and each student. The contents are as follows. 1) The objectives of the study. 2) The problems of curriculum policies before the reform 3) The development of the curriculum policies reform 4) Current curriculum in Richmond River High School 5) Conclusion

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"Music in the National Curriculum" (MNC) has been in operation since 1992 in the U.K. This is the first music curriculum regulated by the goverment in the U.K., and the MNC has been influenced by the theory and method of "Creative Music Making" (CMM). The influential points are as follows: 1) making much of the learning activities of children's own accord, 2) introducton of "composition" activity, 3) teaching multi-music, 4) change of teaching contents based on the theory of western classical music. As a result of this influence, the character of MNC has become child-centred and activity-based. Keith Swanwick, professor of music education, University of London, criticized this character of MNC in view of the importance of integrating "acquisition of abilities through activities" with "teaching knowledge." Swanwick insisted that these activities couldn't be attainment targets in themselves, and that the education of abilities should be done through both teaching knowledge and practical activities. The aim of this study is to account for the relation of "activities," "abilities," and "knowledge" in CMM through Swanwick's criticism of MNC. This study intends to gain insight into the implementation of CMM, because since the implementation of CMM in 1989, there have been some problems with activity-based teaching learning in Japan.

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Music Education was established in the 1910s when "Music Theory," "Music Composition," "Music Appreciation," "Instrumental Performance," were added to "Vocal Music." At the time of its establishment it faced the problem of what logic curriculum organization should be for integrating these into the music curriculum. Music Education in the Experimental and Demonstration School of Columbia University aimed to develop an appreciation of the esthetics of music as art, namely a recognition of and pleasure in music as art. The ability to appreciate music is necessary in order to recognize and grasp the musical idea by which music as an art is constructed. The musical idea constituted the idea related to structure, the idea related to interpretation, and musical thought. The development of the musical idea was the nucleus of integrating all these components into the curriculum. "Vocal music", "music theory," and "song-making," were placed on the regular curriculum. "Music appreciation," and "instumental performance," were extra-curricular subjects in the schools. The nucleus in the curriculum organization was "music theory," in which the idea as related to structure was constructed on the basis of objectivity-defined educational content. The curriculum was divided sequentially into three stages. The first stages constituted observing pitch, tone duration, pulsation, and transposition from tone duration and pulsation to notes, from pitch to five-lined staff. In the second stage, the child was taught by means of analysis that music constitutes some phrases. General musical experience was extended in the third stage. The curriculum was composed of a highly intellectual training. It had become another curriculum worth estimating to be music-for music education.

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