This study examines lifestyle reform efforts that target young shop clerks, focusing on a dojo for shop clerks established in the Kitazawa Shopping Street after the enactment of the Shop Law. While this dojo’s efforts ended after a few years, the expectations that it provoked indicate the strong interest in improving the lives of young shop clerks forced to move to cities. Communal accommodations in the Kitazawa Shopping Street, were established with reference to the farmers’ dojo because the physical development of shop clerks was inferior to that of other industries, and it was difficult to recruit shop clerks. Therefore, the challenge was to modify the clerks’ living environment. The shop clerks’ dojo was created to form create an environment in which clerks from rural areas, who tended to be isolated, could develop autonomy and self-esteem through receiving regular care from others. While accommodating the circumstances of the various stores situated on the shopping street, the schedule was changed to a more relaxed one so that shop clerks could take time for themselves. These efforts were also required for the modernization of the stores.

  In the Japan Society for the Study of Adult and Community Education, ESD, as a form of education for social transformation, has been discussed in relation to globalization. In this context, globalization has been characterized as “an age of No-externalization (gaibu)”.

  However, according to Negri and Hardt, globalization is an era of capitalism that has no outside (gaibu), not an era that is without the problems of externality or externalization. Additionally, according to Wallerstein, the global expansion of capitalism is based on cheap labor and the exploitation of nature, such that the problem of the externalization of cost by corporations is not likely to be resolved within capitalism. Such critical examination of an “Age of No-Externalization” suggests that globalization is a characterization of an age featuring no areas unaffected by capitalism and where education for social transformation to ameliorate poverty and environmental issues must be conceived of in the context of a clear position on capitalism.

  Here, the transformative potential of ESD, which advocates for social transformation, is questionable, resulting from its ambiguous position on capitalism. This paper advances the examination of education in a context in which social transformation means the transformation of capitalism. In this paper, we present the following two characteristics of education in relation to the transformation of capitalism:

  1. Emphasizing theoretical learning to generalize individual-specific environmental and poverty issues as problems of capitalism.

  2. Emphasizing the importance of making better choices in capitalism and highlighting the significance of political action for its transformation.

  This study examined parents’ “learning” about childrearing through a qualitative analysis, focusing on their meetings at an early childhood education and care facility.

  The subjects of the survey were 69 parents of 1- to 3-year-old children who participated in six meetings in the 201X to 201X+1 school year.

  We can identify three aspects of parents’ “learning” during childrearing process. (1) Parents observe and interpret their child’s daily appearance to narrate their child’s episodes and feelings. (2) Parents confront themselves and reflect on their parenting through the act of speaking at parents’ meetings. (3) Parents become more understanding and establish a relationship in which they empathize with others’ thoughts and feelings.

  This study confirms that by connecting and talking with each other, parents can learn from each other, build relationships in which they raise their children together, and establish their identity as parents.

  This paper examines international research trends surrounding death cafés. A death café is an important means of promoting death education among the general public, although such cafés remain experimental in Japan. At the same time, the importance of introducing a lifelong learning perspective into death education has been stressed. This paper explores the potential for approaching death education in the context of lifelong learning.

  Using VOSviewer software, this study visualized the temporal trends and keyword associations of the existing research on death cafés. The selected studies were categorized based on their target participants, producing three distinct categories: the general public, healthcare and caregiving professionals, and disadvantaged groups.

  By analyzing literature reviews on death cafés, this study highlights the increasing segmentation of target groups and the role of death cafés in community building and creating safe spaces for socially vulnerable individuals. In relation to lifelong learning, two key research directions are presented: (1) exploration of the qualities that are required of learners and the forms of learning that are necessary to create meaningful interactions in death cafés tailored to specific target groups and (2) an examination of the impact that Death Cafés may have on ensuring the right to death education for socially vulnerable individuals together with their contribution to community building.

  In this paper, I show that the germ of comprehensive sexuality education was found in the collaborative learning of sex education practitioners in the region. In particular, I analyzed the practices of the Aichi Council for Education and Study on Human Sexuality and Research as presented in its newsletter, DEAI (Encounters) published from January 1991 to July 1999. The results indicated that they had studied Western sexuality education, which fostered not only scientific knowledge of sexuality but also sexuality with a conception of human rights at its core in a collaborative learning process among its members.