This paper investigates the relationship between schools and the community during the Taisho period by analyzing “school district education associations (renku-kyoikukai)” in Nagoya city. Researching the relationship between school and community in detail can help us understanding whether community-related educational activities can revitalize schools. “School district education associations (renku-kyoikukai)” were established in each primary school district in Nagoya city before the war, had their own funds, and involved the local primary school as local representation. This paper focuses on the Yae school education association, which was established in the school district of Yae primary school as one of the “school district education associations (renku-kyoikukai)” because it practiced pioneering community education activities in the school while maintaining a close relationship with the school during the Taisho period. The analysis reveals that the community benefited from the schools through voluntary community education activities, which aligned with the interests of the schools and regional education administrations. Thus, during the Taisho period in Nagoya city, a relationship was established in which communities conveyed demands to schools via community education activities, and schools updated themselves by accepting the demands of the community.

  The goal of this paper is to examine the labor union’s learning movement at the Komoro Branch of the Saku General Hospital of the Nagano Prefectural Federation of Health and Welfare during the 1970s. It is believed that this labor union’s learning movement encouraged healthcare workers to cooperate and collaborate.

  In the 1970s, labor problems, hospital management issues, and a schism between the community and the hospital were caused by healthcare rationalization policies. The labor union established theoretical studies on labor issues, circle activities to rebuild human relations, and opportunities for dialogue with local residents so that medical workers could feel active participation in hospital management and community health care as employees.

  As a result, health care workers learned about health care labor issues for individuals and society, health care labor, autonomy, and collaboration issues for hospitals and unions, and community health care issues for hospitals and local residents. Thus, learning was restructured to address the issues confronting health care workers, hospitals, and communities, with labor unions driving the development of cooperative hospital autonomy and community health care.

  This paper clarifies the location of expertise among artists who design workshops, as well as the process of developing such expertise. Artists who conduct art workshops are “experts” from outside the field of Adult and Community Education. While they have knowledge and experience in the field of art, they also require expertise to support learning in their practice. The situation in which “experts” with expertise in other fields also serve as learning supporters has not been adequately addressed in previous research on learning support. Therefore, this paper contends that the manner in which artists discover, position, and deal with their own authority in the context of the increasing authority of experts in the late modern period is an expertise for learning support provided by “expert” artists. Finally, this paper’s interview survey reveals the following three major points. (1) Artists, as social education practitioners, discover the authoritative nature of art and artists through their practice. (2) How artists as social educators interpret the authoritative nature of art and artists. (3) How artists as social educators deal with and struggle with authority.

  The goal of this research is to attempt to reconsider the concept of “key-person” in the theory of endogenous development.

  The importance of the subject formation of the agents of endogenous development and its challenges have been highlighted since the concept was first proposed, along with the need for interdisciplinary inquiry; however, there have been few studies on subject formation within and across academic disciplines, and in particular, subject formation research in social pedagogy has not been sufficiently deepened.

  In this paper, therefore, I start by retracing the ideological background of the concept of “key-person” which was proposed by the philosopher Saburo Ichii and then taken over by sociologist Kazuko Tsurumi, who advocated its use in case studies of social change with the local community as the unit of analysis. Then, by positing the “key-person” who promotes the endogenous development of the region as “community-building entities” and focusing on learning in their practice, we want to investigate methodologies that contribute to case studies of regional learning theory