A political theorist, Hannah Arendt (1906-1975) became famous around the world for her sharp criticism of modernity in The Origins of Totalitarianism, published in 1951. Two of her papers on education have been hints toward criticism of modern education. Her educational theory offers a sharp criticism of "progressive education" as modern education. In "Reflections on Little Rock" in particular, she attacks the idea of adults making use of children to solve the issue of racial integration. In this way, she criticizes "progressive education," but she hopes for children to become something new in a different way. She indicates a relation between the birth of children and the renewal of the "world". In concluding "The Crisis in Education," she identifies children as having "a chance of undertaking something new, something unforeseen by us," and calls for "conservative" education that enables them to be prepared in advance for the task of renewing the "world".

 Arendt discusses the renewal of the "world" from the perspective of "action" and "work". In Was ist Politik?, she finds "spontaneity" at the base thereof. Based on this, it is presumed that the overall argument about the renewal of the "world" in her theory of education will become clear after the work of rethinking it from the perspective of "spontaneity" underlying "action" and "work," which she has discussed since the first edition of The Origins of Totalitarianism. When this work is done, how can the connection between the "conservative" aspect and the renewal of the "world" in Arendt's theory of education be read through "spontaneity"?

 To answer this question, the following four issues are clarified. First, this paper confirms the argument of "spontaneity" in The Origins of Totalitarianism in relation to Arendt's criticism of totalitarianism (Section 1). Second, based on this "spontaneity," it examines the discussion of "action" derived from the study of the Hungarian "revolution" in the second edition of The Origins of Totalitarianism (Section 2). Third, the paper confirms the connection between "action" and "work", using the discussion on "between" derived from the previous section. It then clarifies the position of "spontaneity" in politics by demonstrating the relationship between "work" and "spontaneity" in The Human Condition (Section 3). Fourth, through reading Arendt's theory of education from the perspective of the discussion on "spontaneity" and politics, the paper elaborates on the connection between the "conservative" aspect and the renewal of the "world" in her educational theory (Section 4). The education derived from this connection is a "conservative" one that conserves the "spontaneity" of the child as the underlying faculty for "action" and "work" that brings about the renewal of the "world".

 The purpose of this paper is to clarify the production process of the book Our Yogo Teacher Theory, published in Tokyo in 1970 by the yogo teachers' voluntary study group Menokai. Yogo teachers, who support students with their everyday health problems, represent a unique Japanese educational profession. Most yogo teachers are women and work full-time, usually one or two to each school. The paper examines the historical process and significance of yogo teachers' questioning of their existence and the reidentification of their mission.

 Little research has been done on yogo teachers in the 1960s, or on Menokai and Our Yogo Teacher Theory. Sugimura (2014) applied a sociological consideration of the image of yogo teachers in the 1960s based on a discourse study of magazines. Fujita (1985) described the writing of Our Yogo Teacher Theory as the first attempt by yogo teachers to theorize about themselves. However, the activities of Menokai and the historical context of the writing of the book have not been clarified.

 Menokai, formed in 1960, was the first voluntary study group of yogo teachers. In the 1960s, the social need for public health and nursing work by yogo teachers was diminishing. In addition, their work involved many miscellaneous tasks, which raised the question of what the essence of the profession was. The group gathered to explore what the work of yogo teachers entailed and to theorize about this work through the publication of journal articles, regular meetings, and research activities. Our Yogo Teacher Theory was published in 1970. The publication presented the mission of yogo teachers and illuminated their work regarding structural child health problems, revealing that they protect and nurture children's health rights and act from the perspective of the child.

 In short, the publication of Our Yogo Teacher Theory was an epoch-making event in the history of yogo teachers. It defined the values and ethics of yogo teachers' work and was the starting point for the autonomous development of their work as a profession. The research activities of Menokai and Our Yogo Teacher Theory led to the formation of the National Yogo Teacher Circle Council, the rise of regional circle activities nationwide, the examination of practice records, and the publication of practice books. It had an impact by transforming the post-war public health and nursing work of yogo teachers into educational work on a practical level.

 The aim of this paper is to clarify how high school students' participation in extracurricular activities has expanded and how the expansion of participation is connected with changes in their learning behavior.

 The expansion of extracurricular activities has become a social issue, and a large number of researchers have investigated how these activities have increased recently in Japan and the various problems they cause. However, there are several issues which are important but have not been examined by previous research. Primarily, it is not clear what kind of students came to participate in extracurricular activities. Secondly, the relationship between the expansion of extracurricular activities and the historical change of students' learning behavior has not been investigated. Addressing these issues will provide fundamental information for the reform of extracurricular activities and hints for a more meaningful academic life for high school students.

 This paper analyzed the 1st and 4th Basic Surveys on Learning (High School Students Edition), conducted in 1990 and 2006 by the Benesse Educational Research and Development Institute. Comparing the results calculated with these two surveys, it was clarified that middle-level high school students became more likely to participate in extracurricular activities. The participation rate has increased overall, but especially in middle-level high schools. However, there was no difference in the increase of the participation rate between high social classes and others.

 In addition, the relationship between participation in extracurricular activities and learning behavior has changed dramatically, and the change differs between top-level high schools and middle-level high schools. At top-level high schools in 1990, there were a certain number of students who concentrated on studying, but these students have decreased in number, while more students focus on both studies and extracurricular activities. At middle-level high schools, while in 1990 a large number of students worked hard only at their studies, the number of students who concentrate only on extracurricular activities has increased considerably. That is to say, while extracurricular activities expanded as an addition to learning at top-level high schools, they expanded as an alternative to learning at middle-level high schools.

 These results suggest an important change in high school students' subculture. In Japan, it has been pointed out that, until the 1980s, there was a learning-centered culture, so that a wide range of students studied hard. The culture did not allow students to concentrate on extracurricular activities without studying hard. However, from the 2000s on, the learning-centered culture was replaced by a extracurricular activities-centered culture. In this culture, a wide range of students came to participate in extracurricular activities, on which they have been allowed to concentrate without studying hard. This may be a new culture generated as a result of the introduction of an entrance exam system that allows students to enter colleges through means other than test scores.