The purpose of this paper is to make clear the construction of educational evaluation of the "Seikatsu-Tsuzurikata" (life composition) before the World War II. First, I analysys the formation process of the educational evaluation theory of Seikatsu-Tsuzurikata in 1930s, and clear the three points. (1) After teachers knew children's severe life, teachers had questions of value at school standard. So they tried to formulate new system of value, "Seikatsu-gaku", from popular cultures. (2) Some teachers thought about a great deal of Tsuzurikata works, and they discovered children's actual feeling and worry. Therefore, teachers thought it was important Tsuzurikata-centered curriculum. The criteria of Tsuzurikata-review were not only reality of thought and expression, but also action in life. But it didn't mean depriving children of freedom in thought and action. The teachers' aim was liberation children from standard in school and nation, and help them to create new culture, moreover, develop to new pedagogy based on "Seikatsu-gaku." (3) A teacher argued important of teachers' new culture to assessment "Seikatsugaku" and new pedagogy. Second, I analysis the practice of the educational evaluation in children and teacher's Tsuzurikata-review. It shows the two points. (1) Teachers took care of children's free expression, and were placed on not the authority but cooperative worker. (2) Children and teacher's Tsuzurikata-review generated new cultures in classroom. The culture based on cooperative work and cooperative thinking. In conclusion, the educational evaluation of the "Seikatsu-Tsuzurikata" was built in the Tsuzurikata-review which produced new culture.

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The purpose of this paper is to clarify how Klingberg developed his didactics after German unification. His argument will be reduced to the following three points by considering his articles after the year 1990. (1) Klingberg insisted that there were some similarities between didactics of East Germany and that of West Germany. And then he indicated that it was the serious tendency to evaluate didactics of East Germany only from a political perspective. (2) Regarding the relation between general didactics and subject-didactics, he tried to grasp the relation unitary, as he emphasized the position of subject-didactics. The communicative profile of his didactics and the profile that he emphasized general didactics appeared obviously. (3) As he adopted the arguments of Herbart and Diesterweg, he developed his argument about the theme "Fuhrung and Selbsttatigkeit" with deepening that. He urged that both of the didactics of East Germany and West Germany were based on traditional didactics in Germany, and his didactics was also based on that.

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In the arguments on the educational process of moral education, teaching and learning haven't been grasped systematically. Therefore, in the field of moral education, teaching and learning are understood as if they could be used properly for convenience, and confusion has arisen. The discussions on the educational relationship in the studies of educational methods also could not have clarified how to integrate teaching and learning. Dilthey's educational relationship theory, which is considered as the origin of Nohl's theory, has not been studied as the main subject since Dilthey's theory has been regarded to be insufficient in inquiry. But the researchers on Dilthey recently pointed out that it is necessary to reconsider his whole plan of "Human Sciences" based on its relation to his thought about pedagogy. In this paper, it is made clear that the relation between "Bildung," which was discussed in Dilthey's educational theory, and "Gestaltung," which was discussed in his "Human Sciences," corresponds to the relation between teaching and learning. Then, Dilthey's educational relationship is reconsidered based on the method of "Erleben," "Ausdruck," and "Verstehen," which is the key to connect "Bildung" and "Gestaltung." As the result, it was proved that the educational relationship is gradually dissolved by the method of "Erleben," "Ausdruck," and "Verstehen," and teaching and learning are integrated in Dilthey's educational theory. Thus, a solution was suggested to the conflict between teaching and learning in the moral education method.

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The purpose of this paper is to clarify a contemporary meaning and the contemporary state of "Zeigen", the importance of which was pointed out by Giel, K. in German Didactics. In particular, I consider how Duncker, L. has inherited and developed the study of "Zeigen", relating with "facherubergreifender Unterricht". Giel set "Zeigen" at the center of didactical acts from the point of view of educational humanics, and planed the "mehrperspektivischer Unterricht (MPU)". MPU reconstructed children's familiar reality into model from four perspectives, and aimed to give their fundamental competence to see through reality and to participate in socially. However, the conception of the MPU was limited to decipherment and critical interpreting their familiar reality. In these days, Duncker demands that "Zeigen" should not only produce the variousness in the world, but indicate the approach to the variegated perspectives. He suggests what the order of each subject is temporarily invalidated and new perspectives and their new orders are searched for in "facherubergreifender Unterricht". The change of perspectives makes children release from their views which were familiar with. So Duncker's conceptions have inherited Giel's study of "Zeigen". But, Duncker's conceptions of "Zeigen" is more expansive than Giel's in the following respects; Duncker indicates that "Zeigen" makes children release not only from their familiar views but from the views of a subject, and that it changes their perspectives, with making new order.

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In this paper, I focus on Grant Wiggins' theory of "uncoverage", and clarify the intention embedded in the instructional theory. "Uncoverage" learning attempts to uncover "big ideas" that lie at the heart of subjects by inquiring with "essential questions". In the late 1980s, Wiggins was concerned about "thoughtless mastery" caused by "coverage" curricula that intended to teach everything important, and by teaching thinking skills that tended to deal with only logical skills. To overcome that problem, he emphasized that it is important to keep on exploring questions. In the Coalition of Essential Schools, for example, it was tried to organize curricula around "essential questions", which included two types of questions: one is the question that approaches structures of discipline, and the other is the one that gives attention to dispositions. Wiggins demanded inquiries with appropriate dispositions. Now these inquiries are supposed to be assessed by the performances derived from "Six Facets of Understanding". In order for assessment tasks to be carried out in realistic situations that will make students exhibit such performances, Wiggins proposed "authentic assessment". Wiggins' theory of curriculum & instruction consistently aims to educate new dispositions in approaching structures of discipline.

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Service-Learning is a new instructional method in which students contribute to their own community. The goals of Service-Learning are based on citizenship education and character education, where students learn about democracy. Also, it is a good way to teach students how school subjects relate to their real lives. The knowledge learned from Service-Learning can be useful in problem solving situations in the students' future. The basic idea of Service-Learning is to integrate academic standards, community needs and student interests. Service-Learning uses reflection to help students rethink their service experience what they did for the community. This study discusses the constitutional factors of Service-Learning by focusing on the relationship with reflection. It is the hypothesis of this study that if the most important factor is reflection, the relationship of the three factors (academic standards, community needs, student interests) has a certain level of integration. In conclusion, this study attempts to prove that reflection is a significant factor in Service-Learning, and the reflection has an important relationship with the three factors mentioned above.

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This paper deals with the Whole School Approach to special needs education, which developed in the 1980s based on the criticism against the segregated educational system. This approach suggests that a school should have a responsibility to meet the needs of every child with special educational needs (SEN). The purpose of this paper is to explore why the Whole School Approach failed, and to reconsider its relationship with "segregation". In the late 1980s, the Whole School Approach had difficulties. Clark et al. argued for "Beyond the Whole School Approach", in which they tried to overcome "segregation" by reforming the curriculum and the school management system. This theory, however, did not work in practice, because both the parents and the government demanded special education according to children's SEN. Here, we need to note that they supported "segregation" because they felt that it worked as a good method of meeting children's needs. It is questionable whether the Whole School Approach is incompatible with segregation at all. People who practiced remedial education, which has been a type of "segregation", argued against physical and spiritual separation between remedial department and the main corpus of the school. They chose to broaden their role to meet all children's special needs in the schools. Thus there is a possibility of using the idea of "segregation" in order to promote the Whole School Approach. In conclusion, we should not criticize "segregation" at one aspect of it, but we should appreciate the other aspect of "segregation", which enhances the expertise of the staff and the resources and enables to meet individual SEN. The Whole School Approach will succeed only when it is regarded as a compatible approach with "segregation".

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In this paper, the author tries to clarify method of developing pupil's self-assessment ability. He reports process and product of two case studies on a male teacher and a female teacher in the elementary school. Describing their strategies, and picking up principle from case studies, he makes a model of self-assessment ability development in this paper. As concrete teaching strategy, 1) to make pupils assess their own assessment for others from male teacher case, 2) to create learning environment which make it possible to see others action from female teacher case, are shown. In conclusion, they make the use of pupil's eye to see others to develop their self-assessment ability. This result expands the development principle about method of developing pupil's self-assessment ability. This paper reports that this new strategy can be used by middle-age teacher or above upon.

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In the study, we will discuss the following three points. At first, we will consider the relationship of teachers as "collaboration" and "cooperation" with the practice of "Speech Activity". Secondly, we will study the establishment of "collegiality" and "autonomy" among teachers by "Speech Activity". Finally, the sense of "Speech Activity" will be discussed. The "Speech Activity" has been practiced in Inagi Dairoku Elementary School for ten years. All of the teachers in the school have agreed with the idea of the activity and enjoyed it. As the result of the activity, the teachers achieve to create the good school by their "cooperation" and "collaboration", which have a great influence on the students. They open their classes to criticize their activities of education for the students with each other through the "Speech Activity". Also, they try to manage the different problems such as the gap of teaching experiments or the specialties of subjects among them. Thus, they create their school with the establishment of "collegiality" and "autonomy" as they share their views of school. "Speech Activity" is one of the ways to help the public school teachers who want to create a school with their "collegiality" and "autonomy".

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This article seeks to probe into the deep meaning of art education and the aesthetic experience in school settings, by showing a way of creating class-work based on the Dewey's Genetic Method and focusing on the meaning of the experience utilizing the methodology of Educational Criticism, in the constructivist paradigm. First, I describe how the class practice which activates children's expressive expression was designed along with the features of the "Genetic Method"; then, a focus is made on the last hour of shared experience as the culmination of this series of class works, and presented in the form of an educational criticism. I could see the deep experience of music expression, which can be seen as the "aesthetic experience", as Dewey called it, where the consciousness of "self" is resolved and inter-penetratingly experienced between the wind as the others, and I. And I pointed out as the outcome of the Educational Criticism, that such an aesthetic experience is composed outside of the framework of school subjects, and that the aesthetic experience as such was the index of the learning as the generation of meaning by the learners' community themselves, that is by no means restricted to the realm of so called artistic. In the process of learning as the generation of meaning by the learners' community included was the confirmation of individual's identities. The practice of this specific educational criticism opens up the implication's for the future the significance of the educational criticism as a method of qualitative research in the curriculum to uncover and disclose the "dimension of the aesthetic experience of the curriculum".

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In a foreign language class, we often utilize a work of art as a useful teaching material. In the studies on foreign language education, although a work of art is considered significant owing to the frequent presupposition that "it is natural as teaching material," the reason for this is not yet clear. This paper tries to clarify the meaning of this presupposition. Primarily, it is impossible to treat the nature of a work of art as teaching material without relating it to the notion of "authenticity" in the study of teaching materials. However, authenticity is argued in foreign language education on account of the fact that the words learned in a class are separated from the context. Therefore, considering this fact founded on the notion of "context of situation," we can understand that an instruction whose level differs from that in grammar is required. However, this instruction is not only based on situations in which language is used but is concerned with "communicative competence." Nevertheless, communicative competence is currently utilized as an equivocal technical term, demonstrating various viewpoints. Therefore, in order to clarify the presupposition in question, we need to reconsider it by referring to the definition by Hymes and the four divisions proposed by Canale. Moreover, the notion of "coherence" needs to be considered. Based on these considerations, it is elucidated that a work of art needs to be transformed into teaching material in such a manner that it focuses a student's attention on words which are not expressed in a sentence or a dialogue. Thus, a work of art can demonstrate how a sentence or a dialogue is natural even though it is not normally explicit.

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