This study investigates whether teachers' discussion in school self-evaluation promotes their collaborative reflection and identifies its promoting and inhibiting factors. Thus far, teacher education and research have not paid attention to whether school self-evaluation functions as an opportunity for teachers' collaborative reflection. This study is unique in that it analyzes teachers' discussion to clarify the impact of school self-evaluation on their collaborative reflection. This study reveals that teachers' discussion in school self-evaluation functions as an opportunity to encourage sharing of teachers' reflections on assumptions, hypothesis, values, and purposes of their teaching practice. For the effective use of school self-evaluation for teachers' collaborative reflection, it is necessary to train teachers to be able to do such reflection themselves and contribute in activating and promoting such reflections by other teachers. It is also imperative to let them recognize school self-evaluation as an opportunity for creating added value of education.

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The term "communication skills" has become more diverse and powerful in society. When we think about "communication skills" from a sociological perspective, we can see a situation where communication is becoming more sophisticated and individualized. A similar problem is occurring in "Japanese", where excessive attention to "metacognition" is leading to a situation in which the knowledge and skills required are becoming more sophisticated. Although Habermas′s theory has been the theoretical foundation of "Japanese", its inadequacy has been pointed out in the past. Therefore, in this paper, I will focus on N. Luhmann, who was in dispute with Habermas. In order to gain a different perspective from the increasingly sophisticated "communication skills"we will focus on Luhmann's communication theory and aim to present a new way of understanding "communication system". The three characteristics of Luhmann′s communication theory that I have focused on are: 1) the departure from the metaphor of "transfer," 2) "triple choice," and 3) "double contingency. Although there are still many issues to be addressed, it seems that there is potential for a new view of communication based on the premise that we cannot understand each other.

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This study reexamines the fundamental concepts of "subject" and "self" in career education and discusses their practical implications. "Agency" a related idea in the Organisation for Economic Co-operation and Development project, is concerned with the direction of wellbeing, oriented by the learning compass. These concepts in the national curriculum guidelines imply an integrated and unidimensional self. However, the philosophy of educa-tion, psychology, and sociology assume a relative, public, multi-dimensional, and constructed self. A conceptual framework of "subject" and "self" is proposed, and practical issues in career education for secondary education are discussed.

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Reading While Listening (RWL) has been attracting attention for more than a few decades from pedagogical, educational, psychological, psycholinguistic and linguistic viewpoints. Recently it has been gaining ground while the mechanism involved, when and how it influences language use or what outcome it brings about, are not clear yet. By extensively reviewing the past research results, this paper attempts to characterize the significance of RWL at a certain stage of language development and how it supports language learning.

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In the Course of Study for upper secondary schools, which will be implemented from fiscal 2022, the structure and content of history-based subjects have changed significantly. It is assumed that students will set "questions" and explore the issues of "questions" from a multifaceted perspective by utilizing what they have read from the historical materials. In order for teachers to properly facilitate students so that students can realize "independent, interactive, and deep learning," it is more important than before to grasp new perspectives in history. Based on this awareness of the issue, I took up the causes of World War I and tried to organize discussions in history, taking up the practice of "history" in the International Baccalaureate. In conjunction with World War II, World War I is the beginning of modern history when viewed in relation to the "30-year war of the 20th century." There have been various discussions, such as the view that the war has begun due to the association of various factors even though no one intended it, the rebuttal to it, and the theory of responsibility in Germany and Britain. In particular, we focused on books published after 1914, the 100th anniversary of the war, and examined the causes, and confirmed its historical significance.

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In the light of the crisis of democracy that criticizes various gridlocks of the contemporary election system and representative democracy, this article focuses on the idea of "lottocracy", a creative introduction of lottery into democratic processes, as a means for addressing the crisis. So far, political theorists justify the intrinsic and practical value of lottocracy in comparison with the existing election system, this article compares different scenarios of lottocracy per se. In particular, the article examines (a) bicameral system, (b) lottocracy without elections, and (c) house of citizens with limited roles, thereby identifying opportunities and challenges of the idea of lottocracy from a different angle. The comparison of these three scenarios of lottocracy offers insights into the way in which we can make effective use of lottocracy's opportunities while minimize its challenges.

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