It is generally believed that Child-Study contributed to the development of Progressive Education Movement and it had little influence on American Herbartianism except that it forced them to shift their emphasis upon subject matters to that upon children. Since they produced their own Project Method in early 1920's, it is partly true that American Herbartians learned much from Child-Study and changed their way. However, in fact, they positively took part in the Illinois Society for Child-Study from 1894 to 1897, and C. C. VanLiew, who was one of the famous advocates of Herbartianism, served three years as a secretary of the society, while they launched National Herbart Society in 1895 and discussed some educational and instructional theories such as five formal steps, concentration, and culture-epochs. After all, the period when they were engaged in Child-Study perfectly coincided with the period when they improved their theories of instruction, so it is natural to believe that Child-Study had direct influence on the development of American Herbartianism. In this article, I try to revaluate the role of Child-Study for American Herbartianism, examining some articles in Transactions of the Illinois Society for Child-Study and The Public-School Journal. The psychological principle of apperception, which means the reception of a new or partially new idea by the assistance of kindred ideas already in the mind, was turned out to be a pillar supporting all the theories of instruction. So, in order to demonstrate them, they studied the principle of apperception in Child-Study, investigating the mental condition and the experience of children before entering the primary school and researching the steps of their physical and mental development. It is possible to believe that the role of Child-Study for American Herbartianism was directly important in 1890's.

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This study gives an account of the clinical approach of French theorist Henri Wallon (1879-1962). Wallon is a developmental psychologist and a physician, who wanted to understand handicapped children as well as cure them. He described child development in the phase of emotion in contrast with his contemporary Jean Piaget, who described in the phase of cognition. Today, in the field of developmental psychology and pedagogy, Wallon's theory plays an important role as "method, attitude, or point of view for understanding child development". But it is not fully discussed how Wallon approached children in clinic. In this paper, it is argued that Wallon discovered "timidite" in handicapped children, and related "timidite" with "prestance". So I consider the meaning of Wallon's clinical approach today that suggest three methodological guides in pedagogy: 1. focusing on the body 2. positioning emotions in the foundation of pedagogy 3. reconsideration of facing each other

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The collapse of classroom order (Gakkyuu Houkai) is nowadays one of the most difficult problems in elementary education in Japan. This can be defined as a situation in which the class is beyond the teacher's control. The aim of this article is to give an explanation to this phenomenon from the view of Emile Durkheim's social theory. He mentioned the famous anomie theory in his sociological writings, "De la division du travail" and "La suicide". Anomie means, on one side, a kind of syndrome coming from the unrestricted desires in individuals, and on the other side, disorder of society itself, or disintegration. His aim was to offer a solution to the social disorder and amoral confusion arising from the economical domination of those days, in the 19th century, by inculcating morality to individuals. Durkheim presented 3 elements for that in "L'education Morale". There is a close analogy between the social disorder Durkheim pointed out and the classroom disorder we face now. In this article, I intend to offer a solution through the application of these elements by a teacher who succeeded in reconstructing her class in 1999. The teacher used the positive effects of the group. And she brought children's learning activities to autonomy by indicating class rules and making plural relationships among children. Durkheim's theory can be applied as principle in this case. "The classroom is a society". This idea can help teachers in classroom management.

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This paper describes a study of the role of teacher in Just Community. The Just Community represents Kohlberg's effort to balance "justice" and "community" to introduction the powerful appeal of the collective while protecting the rights of individual students and promoting their moral development. The essential role of teacher in hypothesis dilemma discussion is the only one as a facilitator, that is, to promote for the cognitive-development moral growth of students. He makes students advance a process of thinking and judgement. But the role of teacher in Just Community is the one as an advocator who takes a role of preaching the importance of caring sprit for the community and maintaining the community system. However, there is a possibility that the role of advocator becomes authority that connected directly with indoctrination or power. In Just Community, such an authority is rejected by democracy. Teacher authority is established through ability to resolve opposition between students-students and students-teachers in the community, leading them to coexistence. In short, the authority is based on an attitude in which teacher listens carefully in the Carl Rogers way of counseling psychology that accepts across the board. The teacher needs to play a role as counselor. A role as facilitator and advocator does not function until a role as counselor does function. To accomplish both the development of individual morality and the development of collective morality through the dialogue activity, teacher must have the role of counselor in Just Community. From the above consideration, I make clear the role of teacher in Just Community, that is, facilitator, advocator and counselor.

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As historical background, Minister of Education in Nordrhein Westfalen (NRW) of Germany proclaimed a new course of study for political education in 1973, and published second edition on 1974. The Center for school and adult education of NRW put three conceptions of in-service teacher training into practice for the implementation of the new course of study. The aim of this paper is to identify the characteristic points of the conceptions and qualifications demanded for participants in the conceptions. As research finding, it can be seen the characteristic points and qualifications demanded for teachers of the conceptions as following. 1) The knowledge about the course of study for political education and the knowlege and attitude for teaching planning are demanded in the first conception. The second and third conceptions expect participants should have detailed knowledge of the curriculum theory and teaching method. 2) The three conceptions are planed based on the teachers experiences and interest in classroom lesson. It is hoped in the conceptions that participants should master a theory of course of study for political education, while practice of teaching planning. 3) A fixation of a role of an instructor and a participant is overcome in the second and third conceptions.

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The purpose of this study is to clarify how constructivism is situated in didactics and what is the issue of constructivism in didactics. Constructivism is the position which argues that knowledge is constructed by a subject. This position is not peculiar to didactics, but is spread over several theory-areas. This genealogy is found in the physiology of the brain or system-theory, for instance. Constructivism is cited in didactics for the purpose of explaining active learning perspective in the classroom teaching. When the constructive learning perspective is used in didactical context, a concept named 'constructive didactics' is advocated. Dubs, R. summarizes the character of constructive classroom teaching deduced by the concept in seven points. Considering the character, it does not seem that constructive didactics has new opinion compared with traditional didactics. Constructivism argued its own logic from particular perspective about knowledge closely, and brought constructive didactics into existence. Furthermore, it realizes constructive classroom teaching pragmatically. On the other hand, constructive arguments use particular terms, therefore constructivism separates itself from traditional didactics. For situating constructivism in didactics, it becomes essential that each classroom teaching between constructivism and traditional didactics is discoursed.

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This paper aims to show how the teacher experiences children in the classroom, based on my own observation. As a observer, I interpret the behavior of the teacher or children by analogy with my own, and through my inner experience. Nevertheless this interpretation has a problem. Because in this interpretation the others are not more than duplicates of myself. In the classroom however the teacher experiences children neither analogy nor projection. As M. Merleau-Ponty so rightly declares, the teacher perceives the grief or the anger of the child in his conduct or his face, without reasoning by analogy. According to M. Merleau-Ponty, when the teacher perceives the child, the anonymous existance inhabits bothe bodies simultaneously. For the teacher furthermore the child is not only an object of his perception or understanding, but also a partner in the dialogue. Founding on B. Waldenfels' insight, it is clarified that there is constituted between the teacher and children a common ground in the experience of dialogue, and they have the mutual awareness each other. Consequently it is made clear, that the observer has the mutual awareness with the teacher and children, only when he co-exists with them through a common ground in their dialogue.

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The puropose of this study is to clarify the condition and perspective of the concept "experience" and "learning" under the applying in the classloom teaching. Because, 1) recently, the concept "experience" and "learning" have proved a great deal of controversy, but the concept "experience" and the concept "learning" is never one and the same about the condition and perspective. 2) the condition and perspective of the concept "experience" that concern revison of school education remains the question. The question has relevance the leadership in the classloom teaching. For this puropose, I try hypothesizing following two aspects to grasp and arrenge the condition and perspective of the relation "experience" and "learning". 1) What is the condition and perspective which the concept "experience" has? The "experience" concern revison of school education. 2) What is the condition and perspective which the concept "learning" has? The "learning" concern the interpretation of "experience".

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In recent years, a number of studies on classroom discourse have been conducted. However, little attention has been given to the mechanism on the emergence of classroom discourse. This article puts together research results on this topic. Taking a holistic approach, the article considers both teachers' and children's participation in classroom teaching. More specifically, this paper highlights the following research findings: 1) that classroom discourse is composed of three components, acts of the teacher and students, local culture of the classroom, and discourse system; 2) there is a reciprocal relationship between discourse system and acts of teachers and children, as shown by conversation analyses; 3) based on the Geertz' arguments, a systematic device, like the discourse system, is used based on the local culture of classroom teaching; and 4) but based on neo-Vygotskians and socio-constructivists arguments, the view on teachers' and students' acts should not only be limited as a systematic device and a reflection of the local culture of classroom teaching, but also its actual use in the society. The studies reviewed showed that there is a reciprocal relationship between teachers' and children's acts, classroom culture, and system.

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Some researchers studying educational drama such as Bolton, G. and Courtney, R. have regarded the transition from the dramatic play to the creative drama as an important process. Bolton, G. on his own came up with a concept-model of drama in which he classified the dramatic play as one of the stages where representative activities develop into expression. He also used Langer's thought to arrange qualities of feeling into three levels. This instructional-model interpretation was then applied to the theory of educational drama set forth by Courtney, R. In this paper, the ways that teachers could assist young children at the dramatic play stage and their roles in these activities were investigated through surveying my case-studies as well as Bolton's interpretation. Teachers' intervention at the dramatic play stage were defined and young children were made to understand scenes and fictional feelings while reinforcing their expression by role playing and music.

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The purpose of this paper is the development of the unit for the Education on International Understanding in the Integrated Studies in the elementary school. I chose the subject of mankind commonness as a theme of this class. It is discrimination against the woman. I did a developed class toward the fifth grade in the elementary school. Then, after a class was finished, what each child thought about was evaluated. I knew that this class was effective as a result. Children improved a value judgment standard. This class is successful in improving a children's value judgment standard.

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The purpose of this research is to summarize the preparations for the new course of study that have been made in lower secondary schools. We asked fifty-five lower secondary schools throughout Japan to send us their case study reports or publications. We generalized the current trend of preparations for the new course of study in lower secondary schools by examining the following four categories: Integrated Study, Elective Study, Information Study and Compulsory Subjects. First, Integrated Study has some types and the combination in a school. Second, Elective Study has two types; one is the stream of development scholastic ability, which is acquired in Compulsory Subjects. Another one is the stream of supplement scholastic ability, which cannot be acquired in Compulsory Subjects. Third, it is necessary for Lower Secondary Schools to distinguish from Information Technology and Information and Communication Technology throughout classifying of schools' innovations in Information Study. Forth, Compulsory Subjects have changed with curriculum development toward for the new course of study. From this research, there are two findings. First, it is important to harmonize "Personalization" with "Standard" in the curriculum. Second, it is necessary to recognize Elective Study as a subject between Integrated Study and Compulsory Subjects.

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The purpose of this paper was to examine how should we construct the student centered education and make free the frame of the class at university based on our KKJ project. KKJ project had been done by Kyoto university and Keio university jointly in 1999 and 2000. At the KKJ internet and the offline meeting were incorporated into the curriculum, for they would bring "Place" "Otherness" "Everyday life" to the class. Students recognized the differences at the various "Place", were threatened by "Otherness" and took their "Everyday life" into the class by internet and the offline meeting, etc. So the class frame was always unstable. At the first stage, students were perplexed. However, they came to make the frame of the class gradually recognizing the situation. In addition, an adventitious event occurred because the frame was threatened by others, so they made their "story" of the class. Moreover, teachers devoted oneself to changing situation, joined students' "story", and threw self as the researcher at students. The class form like KKJ seemed one of the liberal arts education methods at the university in the future.

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