The purpose of this paper is to analyse the curriculum theory of Heizi OIKAWA (1875-1939) who was one of the most distinguished researchers in Japanese curriculum study. He started it with his inspection of European and American educational practices from 1925 to 1926, and was most impressed by the efficiency of the educational measurement theory in America. Soon after his return, he introduced an intelligence test and the inventory method into the curriculum construction. The feature of the development on his curriculum investigation based on such assimilation of the scientific studies of children can be explained as follows. (1) He attempts to measure the habits and attitudes of pupils by the inventory method he studied in Columbia University. He insists that the measurement should be based on teacher's observation of the behaviors of his pupil's real life, and that the faults found by the observation should be introduced into the educational objectives. (2) He asserts that classroom management should be planned by the teacher, applying the results of educational measurement to the pupils. In this sence, it's regarded that his assersion admits the teacher's initiative in the curriculum construction that was not admitted on the teacher himself at that time.

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1 Aim An aim of this research is to make suggestive characteristics of the beginning postwar period(1946-1955) clear regarding a problem of curriculum integration. Therefore, I take notice of a relation with structural changes of ability evaluations for learning persons and a core curriculum. 2 Method Hojo plan is a typical example. I divide it into 3 periods, that are a realization period, a completion period, and an expansion period. I use report cards of Hojo elementary school since 1946 to 1955 that are discovered anew this time. 3 Analysis 3-1 Hojo plan realization period 3-1-1 Curriculum of Hojo plan realization period 3-1-2 Ability evaluation of Hojo plan realization period 3-2 Hojo plan completion period 3-2-1 Curriculum of Hojo plan completion period 3-2-2 Ability evaluation of Hojo plan completion period 3-3 Hojo plan expansion period 3-3-1 Curriculum of Hojo plan expansion period 3-3-2 Ability evaluation of Hojo plan expansion period 4 Conclusion At the realization period, items of ability evaluation at report cards lagged behind a change of curriculum structure. At the completion period, "records of action" were a result of the life learning as a core. At the expansion period, depending on curriculum structure of 3 layer 4 domain, every course was closely related to.

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The purpose of this paper is to re-evaluate the theory (I) and characteristics (II) of curriculum organization of Hanna's Social Studies on the basis of elementary textbook series "Investigating Man's World" (1970) edited by him. I. The theory of curriculum organization can be summarized as follows: 1) The subject of pupil's study, which has been represented as "Communities of Men", are constructed as geographical "Area" for synthetic studies on social phenomenon in the particular place. 2) The geographical areas are investigated by the spatial methods of geography, focusing on "Areal Association" and "Spatial Interactions". 3) Pupils investigate the world areas applying "Generalizations", gathered from social sciences: political science, economics, sociology, and so on. 4) Thus, Hanna's Social Studies can be defined as "Social Studies based on Geography" that ensures pupils to recognize society scientifically on the basis of geopraphical subjects and geographic methods. II. The characteristics of curriculum organization can be summarized as follows: 1) Hanna's Social Studies adopted "Expanding Communities (Environment)" curriculum, for pupils could recognize their place of residence scientifically through the comparative study of the world areas. This is the antithesis of "Expanding Horizons" curriculum: pupils only understand their community superficically by the closed survey on their local place of residence. 2) Hanna's Social Studies was constructed as "Spatial Interrelation" in the world, for pupils could expand their viewpoints on society through the analysis of interrelationships from the local to nation area, and from the nation to other nations. This is the antithesis of "National Chronology" in the world: pupils could only grasp one viewpoint uncritically by interpreting historical trend of their nation's formation. "Investigating Man's World" can be evaluated as the proposal of curriculum theory that challenges two types of traditional Social Studies curriculum in the United States and has solved their problems. The significance of Hanna's "Social Studies based on Geography" is to develop a scientific social cognition toward the world.

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The purpose of this paper is to consider the arguments against "The United States History National Standards" in the context of current education reform movement in the United States and to propound a view for history curriculum development in multicultural society. Over the past few decades a considerable number of educational reform projects have been conducted in the United States. Central to this reform is a new concept of education in the multicultural society. It seems that as a matter of a common sense they need the new education to be equivalent to this multicultural society. So far as history of education is concerned, there are two streams in it. First, educators insist that the knowledge of US history is treated as a common heritage or a common norm. Second, educators insist on the importance to know multicultural perspectives and to evaluate multicultural values in the U. S. history. The question that arises is: What is the role of history education in multicultural society? This question strikes at the very heart of the author's concern. To consider this deeply, I would like to begin by considering educational reform in the government. Central to this reform is the development of national assessment standards for 9 school subjects. The movement for national assessment standards began after 1989 when the government proclaimed national education goals. Five national standards that related to social studies were developed: US history, World history, K-4 history, Geography, Civics/ Government. In this five disciplines, only US history standards caused big argument concerning its contents. The typical critique was that this standards devoted so much attention to minorities, therefore the main issues of US history did not clearly appear. In 1996, only two years since first national standards were published the U. S. history national standards were revised and combined US history, World history and K-4 history. We can find the two streams mentioned above in the arguments against US history standards and in the contents of the revised version. In this paper I tried to consider and believe that we have to analyze these two streams to consider and to develop history curriculum in multicultural society.

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In this article, I will propose the method how to select and organize theories as teaching contents in high school world history, taking an example of the caste system theory in Indian history. The method has been devised through personal experience in planning several classes in world history. The chief principles of the method are as follows: firstly, we teach theories, not facts, in the history class. Secondly, theories must be studied critically by students, because the theory is an expository hypothesis, and thirdly, we must select theories and organize them into the teaching contents for history class. Practical techniques of selecting and organizing theories may be ordered as follows; 1) to select the middlle ranged theories of structural history for the subject. 2) to systematize theories from viewpoints of professional historians. 3) to examine the systematized theories whether those are suitable for teaching contents or not. I have two ways of examination of theories: firstly, to examine the theories from the contents of historical cases as teaching materials and secondly, to examine the theories from the logic of inquiry of students. 4) to reorganize the examined theories into the teaching contents of history. 5) to make up the history unit according to four steps; (1) getting information about the subject and understanding the problem, (2) making hypotheses (discovering theories) about the problem, (3) examining and revising hypotheses, (4) applying revised hypotheses to other (or future) cases.

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This essay is an attempt to examine the value of the experience based cross-cultural learning program at an elementary school. I initiated the curriculum planning for a 6th grade elementary school teacher to introduce the cross-cultural learning program in the unit of cooking involving international understanding, which is usually defined as knowledge of social studies. This curriculum is carefully designed to emphasize the real senses of the individual student because I assume that the knowledge of other cultures cannot become the authentic foundation of cross-cultural understanding unless the individual student actually experiences the elements of other cultures. The real sense is important especially when the curriculum is planned to deal with the taste of food because food is always served as an entity pertaining to the cultures of various ethnic groups. The main topic of the learning program was to inquire into the culture related to Indica rice in Thailand. The activities of the students consist of cooking and eating Indica rice and other Thai dishes like Thai curry in order to develop their own tastes and connoiseurship. The students were well motivated to participate in this program because they were always concerned with the variety of what they eat everyday. I examined the process of the changing taste and cultural understanding of one student in terms of her essay. I found that she developed her reflective attitude of her prejudice of the Indica rice culture by expanding her global perspectives. I can point out the indispensable epistemological elements in the process of her changing awareness as follows: Sympathetic imagination plays an important role in students' understanding of other cultures. This imagination enables them to figure the concrete life style of the far distant people whom they cannot directly see. The formation of the concrete image of others in the students' selves develops students' reflective attitudes of themselves. The sympathetic imagination is based on the individual's own innate structural foundation in which everybody can identify the similarities. This foundation is a framework that the individual can transcend the differences among the different people. The students' sympathy can develop by actually sensing the food that the people in other countries eat. The sympathetic imagination does not develop simply by the individual being exposed to the experiences of others. It is necessary for the individual to focus and evaluate the problems relevant to their own experiences. The focusing and identifying the relative status of the individual's values create the others perspectives in themselves. Curriculum materials of food provide students with very important cross-cultural experiences. Food does not exist as itself. It always accompanies certain styles of culture, e.g. style of cooking and eating, which have been historically and geographically differentiated among various countries. Food is a symbolic cultural entity. It is always a fertile foundation empowering students' curriculum experiences.

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The aim of this paper is to clarify the reality of "Integrated Course" senior high-school students' subjects choice through an analysis of their "Time Perspectives". "Time Perspectives" are defined as a view of the psychological past and the psychological future of individuals in specific situation. In this paper, I suggest that students construct time perspectives through interaction between students, teachers and parents in the process of subjects choice, which is controlled by the form of an elective system of curriculum in "Integrated Course". Based on the concept of "Time Perspectives", I researched students' subjects choice in "Integrated Course" at Sakado Senior High School attached to Tsukuba University. Working hypotheses of this research are as follows; 1) Students would construct time perspectives in the process of subjects choice. 2) Owing to changes of situations with promotion, students' time perspectives of one grade would be different from those of another grade. 3) "Settings", set as guidelines of subjects choice in "Integrated Course", would have an influence in the process of constructing of students' time perspectives. I found the following; 1) Students constructed four types of time perspectives in process of subjects choice, those are "long-range perspectives of occupation-minded type", "long-range perspectives of college- minded type", "long-range perspectives of self-realization-minded type", and "immediate perspectives". 2) First-year students attached the most importance to "long-range perspectives of occupation-minded type" in the process of subjects choice, while second-year students attached the most importance to "immediate perspectives". 3) First-year students found it easy to construct "long-range perspectives" on account of utilizing "Setting" as a framework to predict their future. But,second-year students lost the framework because they attached little importance to "Setting". In consequence, second-year students found it difficult to construct "long-range perspectives", and attached importance to "immediate perspectives".

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The Ministry of Education's new opinions on education have brought about big changes in the theory of academic performance and also in the overall theory which is introduced with revision of the system of senior high schools. I will make the points at issue clear, illustrating the changes and our experiences, and practices with the examples of senior high schools in Kyoto. I will suggest how curriculum and the academic evaluation of senior high schools should function and what the academic aims should be for students. The contents of this article are as follows: 1. Reformation of High School System and Evaluation of Achievement 1-1 Changes of High School System in Kyoto 1-2 New Concept of Academic Achievement 1-3 Problems of Achievement and Evaluation at Senior High School 2. Basic Abilities and Career Guidance at Senior High School 2-1 Curriculum Evaluation 2-2 Career Guidance and Education at Senior High School 2-3 Necessity of Basic Common Abilities 3. Main Purpose of High School Education and Academic Achievement 3-1 Activities at Suzaku Senior High School 3-2 Practice of Chemistry Education

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This is an article discussing Yi language problems of school education in China through a case of Zhaojue county in LiangshanYi Autonomous Prefecture. This county has radically changed its position on Yi language after Cultural Revolution. Starting with introducing Yi language as a subject, primary schools adopted it as instruction language. After that secondary schools also became the same as primary schools. These years three higher educational institutions admitted to accepting students who graduated from those schools. It's true that expanding Yi language is obvious, but some people make much more of Han language. It's natural for people supporting Yi Language to insist on dealing with languages equally for "ethnic equality". It's also effective to improve educational quality. Other people support Han language as communication language and as means to success in life. Most favorable schools, so far, use Han language as instruction language and establish Yi language as a subject. Respecting minority cultures at schools in China means respecting minority languages. Han language, in fact, is respected more than Yi language. Therefore diffusing Yi language means diffusing Han language at the same time. The primary purpose of school education in China is to form what is the meaning of "Chinese" and "Chinese" are formed only by education. Han language means "Chinese" language. Yi nationality students who enter universities after having been educated in Yi language for many years need certain abilities of Han language. That's a traditional "Chinese" standard. Chinese Communist Party, however, found from its experiences that diffusing Yi language was effective to form more "Chinese". Although those changes contained not a few limitations, they have positive meaning of expanding the road for Yi nationalities to enter universities from developing areas such as Zhaojue county. They are also first attempts to realise language equality and opportunities to make "Chinese" image changed.

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It is an increasing trend in Japan that non-traditional students enter doctoral courses, although there is no academic research focusing on the curriculum for these students. Considering the above condition, I based this paper on a research project of a case study of 13 graduate schools in 10 universities. I propose that we should consider the following findings seriously if we are to develop the necessary curriculum. 1. Although special arrangements are needed for non-traditional students in doctoral courses, especially for the students who have full time jobs, institutionalized arrangements are poor. The mentors for the students are forced to do the arrangements individually. Evening classes are being available, but it makes the exchanges between the non-traditional and traditional students difficult in the Japanese context. 2. Most of non-traditional students expect to be the universities' academic staff. This makes a gap, between the anticipation of the students and the national policy that intends the growth of doctoral courses for the development of other professional training.

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