This study aims to clarify the significance of Michael Scriven's "goal-free evaluation" (GFE), focusing on its methods with which secure qualitative objectivity in curriculum evaluation studies. Qualitative objectivity can be separated from quantitative one, since objectivity is defined not only numerically but interpretatively. For example, judgment seems to have two ways of securing qualitative objectivity: by setting multiple viewpoints and emphasizing fact-finding. Comparing with judgment, in Japan, curriculum evaluation studies are seriously lack of qualitative objectivity, because teachers serve as planners, practitioners, and evaluators at the same time. As a result, this situation makes curriculum evaluation biased. The methods of GFE-independent evaluator, needs assessment, and checklist - pay attention to secure qualitative objectivity. I found the merits of GFE as a means of setting multiple viewpoints and emphasizing fact-finding. Through the consideration, I come to the conclusions as follows: 1. Independent evaluator can set multiple viewpoints, because the person is "free" from the "goals" of planners and practitioners. 2. The fact-finding in the method of GFE emphasizes the human judgment, the form and procedures of evaluation, and the results rather than rhetoric in curriculum evaluation. 3. GFE can change the concept of curriculum evaluation as follows: a) from the instrument to the decision-making of evaluator; not how to evaluate but who evaluates. b) from the content to the form of evaluation; not proposal but process. c) from the intent to the result of curriculum practice; not what is aimed but what was done. Finally, I point out some tasks which GFE suggests in empirical curriculum evaluation studies: 1. A researcher should make his/her position clear: evaluator or practitioner? 2. Objectivity of qualitative study depends on the position of researchers, not its method itself. 3. What is the function of evaluation in school? 4. Data must be gathered with many ways, from multiple viewpoints.

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The aim of this paper is to re-evaluate the practice of Music education named "Creative Music" which was originated in the 1920's by Satis Coleman at the Lincoln School affiliated to the Teachers College of Columbia University. This paper will point out the underlying principle of the genetic method which gave special meaning to Coleman's "education of expression". Through this examination, this paper attempts to clarify the meaning connoted in the word "Creative" that Coleman herself had not be able to theorize. Based upon her background in anthropological musicology, Coleman was able to grasp the origins and development of music by human beings in its totality. And the acquisition of this viewpoint made it possible for Coleman to critically reconstruct the subject of music, and to shed light on the natural impulses the children have, and further to embody it in the children's activity of making primitive instruments. The genetic method in general which gave influence on curriculum development in the United States since the end of last century was mainly the principle for arranging the educational contents ,which had an eye on the sympathetic correspondence between children and learning materials. In contrast to this, the genetic method in Coleman's teaching was a constructive principle in the educational process which made it possible for the children themselves to generate the culture of music, and not just be the passive receivers of cultural products. This principle gave structure to the "education of expression" based on the children's spontaneity.

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The purpose of this paper is to analyze Patty Smith Hill's study on the form of life by comparing a draft of Yochien Law in Japan with A Conduct Curriculum for the Kindergarten and First Grade (A Conduct Curriculum) which was developed at Teachers College, Columbia University. American kindergarten education began to make a great progress in the period between the late 19th century and the begining of the 20th century, however, there were serious problems to be solved. The most important of all was the form of teaching 'Gift' in Froebelian kindergarten. In Louisville Anna Bryan and Patty Smith Hill began experimenting with teaching methods of enlisting the child's nature by using the terms of 'free play' and 'dictation play' for reforming the kindergarten practice. Under the direction of Hill, who got a position at Teachers College in 1904, the kindergarten and first grade teachers at Horece Mann School began experimenting with the structure of the curriculum and published A Coduct Curriculum in 1923. In introduction Hill explained that the shaping of specific habits became not only a set of kindergarten goals but a means of measuring change in behavior,however, the building of inventory of habits was not readily accomplished. A "Habit Inventory", a lengthy list of kindergarten activities and the behavioral outcomes they were expected to produce, which became not merely an appendix to the curriculum but a gradual transformer of it. A Conduct Curriculum produced not wider freedom but more repression to children. During 1919-1922 Sozo Kurahashi went abroad and saw the practice of kindergarten at Teachers College. He spoke to Hill and realized that the peculiarity of A Conduct Curriculum regarded the kindergarten as the place of the child's life. He attended to a shortage of interaction among children and recognized it as the cause of probems. In 1925 Kurahashi and others devised a draft of Yochien Law, which emphasized on the actual life of the child and the shaping of character. A Conduct Curriculum strongly influenced the forms of life and life's process in the kindergarten in Japan under the direction of Kurahashi.

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The purpose of this paper is to consider the significance of the Klafki's plan of "Schlüsselprobleme" (key problems), in order to reconsider the importance of learning about the important issues of the day and to consider a new curriculum. The Klafki's plan of "Schlüsselprobleme" becomes the center of public attention as the theme of "Fächerübergreifender Unterricht" in Germany. The "Schlüsselprobleme" mean the important issues of the day such as the environmental protection, the world peace. Klafki thinks that the "Schlüsselprobleme" are the important contents of education for the development of children's ability of self determination, co-determination and solidarity. The significances of the Klafki's plan of "Schlüsselprobleme" are: 1. to give the children the views for the future world, 2. to motivate the children to learn, and 3. to be a core of curriculum integration.

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The most important and serious issues in our contemporary world involve development issues as seen in the North-South Problems. And the most original and prominent characteristic of World Studies is a strong interrelation between acquiring global perspectives ("outward journey") and being aware of and understanding oneself ("inward journey"). In this paper, I discussed how World Studies deals with development issues and attains the aims of its education. Therefore, I selected the unit "Food comes first". Consequently, the conclusions are as follows. (1) In World Studies, this unit was constructed from the viewpoints of how "I" see and how can "I" get involved in the famine issue, which is one of the most representative of the global issues. And this unit was constructed to broaden one's view from the personal "I" to the universal "human". In this way, constructing the unit based on "I", World Studies is to combine the "outward journey" and the "inward journey", and helps children grow and continue to inquire about famine, which occurs in far away Africa, not looking on unconcernedly but as something they should be involved in. This combination of two journeys is an inevitable consequence of World Studies, which stands on a holistic paradigm and places a key concept on 'interdependence'. (2) World Studies, which is aimed at teaching younger children, is not meant to have the children understand something, but to learn how to see the world and develop skills for planning, choosing and pursuing their own futures. And World Studies holds that not only lessons but school education should be the starting point for further learning by learners themselves. In this view of education, World Studies made up for a defect in Development Education, which tended to impact a stereotyped image of the Third World.

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The development of thinking skills requires more than a mere coverage of content. A review of the history of teaching thinking reveals three different perspectives: philosophical, psychological, and pedagogical concerns. Today, thinking skills programs are developed from the psychological perspective. This paper focuses on an analysis of thinking skills programs in America from the following three perspectives. 1) Overview of reseach and practice on current programs for teaching thinking 2) The rationale and content of the program "Thinking Skills: Making a Choice" 3) Characteristics and problems for developing thinking skills programs The development of thinking skills instruction was rooted in new curricular programs in the 1960s. But since the 1980s, the teaching thinking movement has been reemphasized as the "New Basics". The activities of thinking skills programs are content-free, nonverbal, specific for each thinking skill, open-ended, and individual. "Thinking Skills: Making a Choice" (C. E. Wales et al.) is written for students to teach thinking skills. He thought of higher order thinking as the process of decision making, and presented the hierarchy of thinking strategies. This program consists of three parts: 1) solving open-ended problem, 2) research and practice, and 3) human development and problem solving. Students read each problem and act according to the "Guided Design" instruction. Thinking skills programs are based on the research in the nature of thinking and learning. They are remedial and easy for all students to do. In particular, integrated thinking skills are presented and taught in "Thinking Skills: Making a Choice." But sometimes they have a tendency to be routine work. So students are not interested in or motivated by the program. It is hoped that it will incorporate thinking skills into the subject matter. For example, cross curriculum will be suitable for developing a thinking skills program.

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Curriculum integration is one of the crucial problem of curriculum studies. Especially, 'Seikatuka' (Life Study), 'Sougou Gakusyu' (Integrative Study) and 'Kurosu Karikyuramu' (cross-disciplinary curriculum) are the typical trends and have appeared as an important educational theory to be made clearer in recent years. Subject-based curricula, which are now official ones in Japan, are divided into clear-cut categories for differentiation and specialization. They have the danger of fragmentation and lack of coordination that too specialistic teaching may lead to. Curriculum integration basically has been interested in the unity of knowledge, it aims to develop a unity of understanding in the mind of the individual pupil, all of whose experiences shall be internally related one another, and further more to form integrated stance toward ones life context. We can find the fundamental principles about this view in American Progressives, such as J. Dewey and L. T. Hopkins. They addressed the theoretical framework of 'curriculum integration' that was integration of educational experiences of the individual child and emphasized reconstruction, evolution and continuity of experiences through the interaction with environment - nature, people, society, etc. This paper discusses and examines these issues from 4 points of the view as follows: 1. Constructing the transactional relationship with the world and others around the self. 2. Creating educational context through inquiring the meaning of the self. 3. Constructing knowledge through transaction of the personal and the social knowledge. 4. Organizing and structuring their own study through interrelating 'resource units'.

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When new educational system was established in 1948, the power of Ministry of Education for controlling school curriculum was limited. Local boards of education and schools got the initiative for making new curriculum until 1956 when the power of Ministry of Education was reinforced. This paper analyses characteristics of music education in the curriculum made by the local initiative during this period (1948-1956), methodically incorporating quantitative approach based on about one hundred curriculum plans as sources. The results were as follows; 1. Core-curriculum plans that attempted to integrate various subjects by making social studies as a core gradually declined, while the curriculum based on traditional subjects division increased after 1951. 2. Music education in the core-curriculum had a lot of problems. As most of cores consisted of social studies, it was difficult to make music education linked with core studies. For example, even if children sang a song of a port when they learned social functions of ports and trade, the relation between music and social studies remained superficial. 3. However, some core-curriculum plans succeed in integrating music education into creative learning that made it possible for children to enjoy music in relation with their daily activities. 4. On the other hand, the curriculum based on traditional subjects adopted units method for music education, in which various music activities were integrated into one unit. This type of music education became dominant after 1951.

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The purpose of this paper is to evidence how we should examine and deal with the essences of composing a curriculum with curricularizing the general learning. The instances in introducing the general learning in an elementary school give some answears on it. The instances teach us the following: Firstry, Team-Teaching should be adopted in introducing the general learning, not for the effective teaching, but for the effective learning. For second, according to the hours in introducing the general learning, we should consider whether they reduce other subject hours, and we should rectify the improper ones. For third, we should reconsider how we curricularize the interdisciplinary contents, and establish the principles of in introducing the general learning in an elementary school.

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A school based curriculum development process, framework, design, implemented process, result are described and considered. Our school is located in an urban area and confronted with the same problems as the other schools in Japan today. Our school traditionally has studied physical education. We made these framework to develop the school curriculum as follows: (1) Health education (physical education) in narrow meaning is located at the center of the curriculum. (2) The whole curriculum is developed based on a new health concept characterized as dynamic and holistic. (3) The health care thought of Ekiken Kaibara who taught people health teachings in Edo Era in our school district is located at the center of the whole curriculum. (4) The new health education ideal is embodied in each subject by the cross-curricular procedure. The result is as follows: (1) The consciousness and behavior toward living together with nature and the other people based theoretical knowledge arose among children. (2) A child who had not come to school came back to school by favor of this practise. (3) The bond among school, PTA, and community became stronger. (4) Teachers began to feel that they could make the school curriclum for themselves. And they got many fresh impulses from guest teachers who were invited in classroom from community.

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