This research is a study of a practical class to "deepen cross-cultural understanding" in the creative writing area of junior high school music classes, in order to reduce the negative feelings of "something is wrong" or "it doesn't feel right" related to cross-cultural (Ainu) music, and at the same time, to foster an attitude of acknowledging each other's culture and living together.

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The modern storytellers in Japan talk about the painful experiences of suffering enormous damage from war, atomic bombs, leprosy, pollution, etc., and being discriminated against by others in his life afterwards. From these telling the listeners know historical facts closely, and directly knows what human rights violations are learned. The educational function of this storytelling has been almost overlooked as an object of the education research. Moreover, the storytellers are aging, and it is an important issue to inherit storytelling. Therefore, we will examine practical examples of succession of storytelling departments being tried in Okinawa and Hiroshima. In addition, the point that the storytelling is communication with the listener has not been explored up to now. Therefore, we examine the characteristics of the storytelling of Mr. Yasuji Hirasawa, a leprosy recovery person who has a reputation for impressing and enlightening many people. And the uttering is the communication by " voice". When human rights learning is promoted in the field of school education, we focus on the difference between "character" and "voice" as an intermediary language. Human rights education in the future will focus on the level of "emotion" deeper than the "consciousness"level that works in character-centered intellectual education. We will develop to utilize the merits of uttering associated with "non-verbal" communication.

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Today, with the current academic-centered school education and the resulting maladjustment to school and repeated incidents of self-injury and other harm, the possibility of caring is being sought as a principle for educational restructuring. In this paper, I focused on the practice of Japanese language education in junior high schools, and analyzed and discussed the research questions with the aim of clarifying the structure of curriculum design in order to bring Nel Noddings' caring theory into educational practice. The following three points are the results of this paper. First, we clarified the design of Noddings' universal curriculum. Secondly, it was found that Noddings' universal curriculum functions as a framework for considering the selection of teaching materials and the selection and arrangement of learning contents to be used in Japanese language education practice. In addition, the "from inside to outside" order of the universal curriculum, which consists of concentric circles, was proven to function as the order for selecting teaching materials and learning contents, which was not explicitly stated in the Courses of Study. Thirdly, it was shown that there are parts of the universal curriculum and the Courses of Study that are not fully captured by both Noddings' universal curriculum and the Courses of Study, and that the dialectical development of the two can lead to the enrichment of the Japanese language education curriculum.

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The purpose of this study was to evaluate the effectiveness of a training program for South African math supervisors by applying Kirkpatrick's training evaluation model. Analysis of the evaluation questionnaire at the end of the training revealed that the program was well received by the participants (Level 1 evaluation) and the participants gained new understanding about effective classroom teaching and lesson study (Level 2). It is presumed that the observation of the Japanese lessons gave them a frame of reference to construct their own image of effective primary math lesson. In addition, it was thought that their understanding of lesson study was enhanced by experiencing lesson study in public schools, which is conducted as part of school -based professional learning. After returning to South Africa, how they applied their learning in their own work (Level 3 evaluation) was beyond the scope of this study.

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