This study aims to illuminate the nature of argumentation, a method of providing reasons for inclass assertions and the exchanges that arise from those assertions, as a form of mutual student-teacher interactions. Simultaneously, it will seek to explain the use of this instructional program as a treatment method for developing students' social cognition. This study begins by looking at two issues in the research results on argumentation in recent years, with special attention to the concept of revoicing: 1) previous social studies research has not focused on dialogue between teacher and student, solely focusing on the teaching method through lesson plans, 2) previous studies of classroom discourse investigating successful continuous communication argued for its use as a general stance common to all teachers without considering the specific social studies teaching methods and the position of social studies teachers. To bridge over these difficulties, I first classify revoicing into four treatment types to be used in social studies classes, based on the social studies framework. This paper will specifically focus on the explanation treatment type, investigating the validity of this treatment through comparative analysis of both pre-service teachers' and expert teachers' uses of the same lesson plan. The results indicate the validity of this method with regard to 1) utilizing a decisive viewpoint through overviewing, depersonalization,presenting uncommon stances and methods, offering the results of academic inquiry, numerically converting data, and reducing falsifiable evidence; 2) using two events for observation of causality in order to provide proper perspective; and 3) offering a range of causalities or concepts in order to elicit proper outlook.

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In this study, the author develops the method of "Lesson Analysis from Various Angles" which can contribute to "discover new meanings for the fact of a lesson" (Ogawa, 1971 p.23). This method is referred to the traditional way of "Lesson Analysis" (jugyou bunseki) which was proposed by Takayasu Shigematu (1961). The author has an idea that new participants bring clues to improve the classroom lessons and construct academic theories of education. To be concrete, the author selects children attending the lesson as new participants in "Lesson Analysis". The goal of this study is to abstract their points of view in "Lesson Analysis". First, the author designed the method of "Lesson Analysis by Children". Second, the author continuously conducted "Lesson Analysis by Children" in the upper grades of elementary school. As a result, through the data analysis process, the author obtained two major cording categories, each contains five subcategories. They are "Internal View" and "External View". The former focuses on the contents in a lesson, and the latter pays attention to the lesson in itself. Additionally, it appears that the "Internal View" has three functions for teachers to make use of planning a lesson, and one effect for children to renew their learning. On the other hand, the "External View" has two functions for teachers to deepen their understanding of children, and one effect for children to change themselves.

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A series of studies on teacher satisfaction suggested that positive emotions. such as joy or pride, motivate teachers and that teachers experience a sense of "flow" when they feel enjoyment during a class. Therefore, this study examined teachers' positive emotional experiences when teaching by using the idea of "flow" in the analytic framework and by examining how teachers show their professionalism and how students react toward the teachers' actions. The data were gathered by combining a questionnaire (experience sampling method (ESM)), interviews with 10 high school teachers and observations of 40 of their classes. The following results were found. First,the ESM questionnaires showed that teachers experience marked happiness and enjoyment in classes that challenge them and when their own skill level is evaluated as high; simultaneously, their cognitive potential, activity, and motivation increase. Second, the interviews showed that teachers experienced wonder and joy in their classes and that the students had many positive reactions to the teachers' explanations and questions. For example, students spoke their remark spontaneously, learnt by mutually cooperation and listened to the teacher's explanation well and ardently. These suggested that teachers experienced a sense of flow by receiving clear feedback from the students' positive behavior. Third, the classroom observations showed that teachers experienced marked enjoyment, i.e., flow, when they were able to smoothly develop a class, responsive to the students' remarks and questions, by improvising and searching for learning tasks through collaboration with the students. These results showed that the positive emotions and flow experiences that occur while teaching enhance teachers' creative thinking and fiexibility of cognition. Moreover, flow experiences enable teachers to maintain a high standard of teaching that includes activities like improvised teaching and collaborative learning with students. I hypothesize that these challenges promote the professional development of teachers.

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This paper investigates the methodology of learning environment analysis by recursively examining the differences between educational practice in citizenship education and lesson structure theory from the relationship of citizenship awareness. This study recursively analyses the differences in citizenship education practices and their logic by focusing on how close children's citizenship awareness approaches the educational practices of their teachers and not by using the methodology of determining the learning principles and their effectiveness using deduction methods from an analysis of the curriculum, teaching materials and lessons traditionally and commonly used in citizenship education in various countries. The research procedure first involved clarifying the research methodology, followed by analysing educational practices in citizenship education that featured the same topic in the United Kingdom and Japan; finally, it examined the differences in the lesson structure theory and the underlying foundation in the two countries based on an analysis of the results of a citizenship awareness survey given to the children. The results of the analysis firstly showed a large difference between the two countries in educational practices for citizenship education and revealed a consequent difference in citizenship awareness in the two countries. Specifically, British citizenship education, which promotes political citizenship education, has lessons structured around actual activities to discuss and perform activities related to re-enacting behaviours displayed in society at school. It became evident that Japanese citizenship education is structured around lessons based on analytical activities aimed at cultivating logical thinking ability because it is necessary in education to revise, improve and develop analytical thinking because children's evaluation criteria is based on non-logical perspectives such as Confucian ethics.

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The purpose of this paper is to shed light the perspective to clear up making sense by member inside them in the classroom. From the viewpoint of Vygotsky's Communication theory, this paper confirm creating a new sense in the movement of 'linguistic thinking', which contact word's meaning and sense, and consider it from Bruner's folk psychology, then suggest the necessity, which reconsider making sense process from emotional 'plausibility' appropriating member's daily than 'truth' by objectivism. In addition, we try to capture member's senses making from the movement between recognitive 'linguistic thinking' and emotional 'inter-subjectivity'. Consequently, the present study reveals that 1) making sense process for a subject is to need including other intention surround him and their emotional relationship. 2) when cognitive and emotional transformation is promoted by the given educational intention, that probable to shave off subject's feelings outside its intention, and 3) capturing the movement between recognitive 'linguistic thinking' and emotional 'inter-subjectivity' with my subjectivity leads to the zone where a non linguistic sense yet generated.

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Fritz Jode was a music teacher who played an active role in the 20^<th> century in the German-speaking world. This paper deals with the theory and practice of Jode's music pedagogy for "Create" aiming to clear the aspect of the coexistence of two opposite methods for education: the student-oriented approach (anti-intellectualism) and teachers' initiative (demanding special skills). The author discovered the following. Jode's pedagogy did not aim to create something new but at reenacting and appreciating a work of art, following two situations of the process of creating, namely, "idea" and "extension." The theory includes the content that follows the process of creating: first, imagination is generated as a source of creation, and subsequently, this imagination is expressed directly through means of an improvisation ("idea" phase); second, imagination is tied to the sense of musical expression; furthermore, this musical expression is refined ("extension" phase). According to the practice record, in the lesson on generating imagination ("idea" phase), the student-oriented approach was used. However, in the lesson on generating the sense of musical expression ("extension" phase), not only was the student-oriented approach adopted but also the teacher took the initiative. Therefore,the two opposite dimensions coexists as follows: The appropriate method was adapting to each dimension in music: personal imagination and musical expression as a common language. Moreover, that the teacher explained a passage not with analytic knowledge but with a concrete image was illustrative of the conquering of intellectualism.

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In the U.S.A. theories of multicultural education have shifted from 'education for cultural diversity' to 'social justice education.' The purpose of this paper is to clarify the characteristics and the significance by exploring changes of K.Zeichner's theories on teacher preparatory program for 'social justice education multicultural teacher education. He has given greater importance to 'integrated approach'. which centers students' thinking and experience, since he shifted from education for diversity to social justice education. This shift brings three important change of emphasis on his theories. This paper especially focuses three changes in emphasis on learning theories at university. Firstly, he has had his students see relation between children's life and social structure, having had them check their own experience. Secondary, he has had his students appreciate both their own culture and different culture at the same time. Hereby, he clarifies existence of certain people having cultural privileges hidden by a social structure. Thirdly, he has detached himself from social standard invented by people who have privilege hidden by social structures. Consistent throughout these changes is that Zeichner's focuses on link between chilrden's environments and social structure have become more refined. What is particularly worth noting that he has employed strategies for making students cognize where they are placed in social structure.

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The purpose of this study is to examine the historical development of "Docimologie"-a theory of educational evaluation in France. The theory arose out of the need to secure the justice of selection in examinations. It derives from the philosophy of Pieron, the founder of Docimologie. He was of the opinion that aptitude is innate and that its distribution in a homogeneous group follows normal distribution. Therefore, he believed that the justice of selection is reserved by measuring the aptitude using standardized tests. Until the 1930s, Docimologie criticized traditional examination formats like essay-type examinations, because their subjectivity could affect the justice of selection. One dispute over this argument was whether the reliability of measurement was more important than the validity of evaluation. In the 1960s and 1970s, Docimologie not only criticized traditional examinations but also proposed methods of measurement with enhanced reliability. Furthermore, it was fused with the theory of evaluation in the United States. This changed the purpose, main principles, criteria, and objects of evaluation in Docimologie, and the theory declined in the 1980s. It was thought that these developments would not improve the quality of instruction at schools.

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The purpose of this paper is to make clear how the Dewey's Laboratory School realized their ideal concept of "community centered" school in their concrete educational activities. First, the Laboratory School was planed to be "miniature community" or "embryonic society," for overcoming the harmful effect by the graded system dominantly those days. The system of Group-based activity was adopted in the Dewey School for replacing the graded system. Such groups were called "class," considered as the group of community or cooperative group in which each child was to participate. The "leader" was in the "class," whose responsibility was to conduct the daily program with independence of the teacher. And the collaborative relationships among the School's teachers were constructed. Thus, in the Laboratory School, the "class spirit" as the "community spirit" was to be cultivated through the "classroom method" which enabled the children to learn voluntarily and independently. The characteristics of such educational practice are as follows; (1) "the balance or coordination of individual and social factors" was reflected in the "class" activities, (2) the "class" was the democracy-oriented community. And the problems are as follows; (1) each "class" as community was grouped according to the almost similarly-aged children, (2) the children and the teachers at the Laboratory School were not treated as the political or intellectual equals.

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The purpose of this paper is to clarify the structure of the KINOSHITA's "Learning Method" in the KINOSHITA Takeji's educational theory. The educational theory of KINOSHITA was formed in the so called Taisho Democracy Era and his theory was strongly supported the Japanese progressivism to carry out the objectives of child-centered education. I surmise, emanated from the theoretical influence of J.Dewey's theories of educational purpose. KINOSHITA's theory, however, had Japanese or eastern spirit appearing in "Zen or Bushido". The concepts of "freedom" and "cooperation" transformed into the concepts of "autonomy" and "cooperation" in the KINOSHITA Takeji's Educational theory of Learning Method (Gakushu-hou) from 1923 to 1927. But there are difficulties for Dewey's democratic thought to become established in that times. This paper has five parts: Introduction, (1) "Autonomy" and Japanese culture in the self learning, (2) "Cooperation" and democracy in the interactive learning, (3) KINOSHITA Takeji's "Nobiteyuku" and Dewey's theory of inquiry, Conclusion.

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This paper examines John Perry's mathematics pedagogy, focusing on the concept of 'usefulness'. At the British Association Meeting in Glasgow, 1901, Perry delivered an address entitled 'The Teaching of Mathematics'. In this address, commenting 'I have said that it is usefulness which must determine what subject ought to be taught to children and in what ways', he proposed to make school mathematics based on science. First, I confirmed the eight points of 'usefulness' in the study of mathematics that Perry presented. Second, in order to ascertain their origins, I traced his history of teaching mathematics and developing theories. He criticized the traditional school mathematics that was based on the classics and wished to develop the scientific temper in everyone through studying the physical sciences. This belief is shown in his syllabus on mathematics; therefore, third, I examined his syllabus, focusing on his 'Geometry' and 'Use of Squared Paper'. Finally, I traced the discussion on Perry's proposal among mathematicians and mathematics teachers in the early twenties in England. The Perry movement was considered as the modernization of the contents of school mathematics. Moreover, he proposed the reform of the school mathematics paradigm. Contemporary school mathematics pedagogy originates from this movement.

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This article analyzes an inter-institutional, collaborative after-school learning activity for children called 'New School' (NS), which is based on a partnership between a university and municipal elementary schools and involves other social actors and institutions. In the NS, these parties are involved in designing and implementing mixed grade, group-, and project-based collaborative learning activities for 'sustainable living' from the experience of agriculture through the organic cultivation of local food products and learning about ecology and about 'slow food' through cooking lessons. Using a framework of expansive learning theory, this article illuminates the emerging collaborative forms of learning activities that transform the pedagogical activity of traditional schooling that is isolated from real life and transcend the institutionalized boundaries of schools. In particular, we focus on children's group-based learning activities for creating original scripts on the theme of the local and traditional vegetables of the Osaka region and the plays they performed for the public at a city museum. Data analysis from such NS activities explores how new patterns and processes of learning emerge based on and mediated by the participant ideas and strategies concerning 'collaborative self-government.' This concept suggests a new form of pedagogy and creative collaborations through real-life activities. The findings also show that computers and the Internet can break the encapsulation of school learning that takes place within the confines of textbooks and classrooms. In this way, NS can be represented as an emerging inter-institutional activity system in which the 'object' of learning on which children are working expands into the collaborative creation of living life activities and transforms into the surrounding world, such as community revitalization.

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