This paper explores efforts in schools to solve the trilemma of subject, activity and ability through the expanded perspective including the schools’ overall curricula. It will offer an analysis of facts and the possibilities in such efforts within the context of the core-curriculum, which formed a part the New educations of the early postwar period. Focus will be placed on what were called ability tables or element tables. This paper will be composed of the following sections: 1. A summary of the common “structure” of the ability tables/element tables; 2. Using Tateyama-shi Hojo Elementary School as the primary case study, an examination of how these tables were “construct”ed with their practical applications in mind; and 3. The possibilities of the simultaneous achievement of subject, activity, and ability, focusing on the Hojo Elementary School.
The following became clear. As activities in social studies expanded, other subjects became incorporated (core curriculum). Although the “structure” of subjects changed, the teaching and testing of subject contents (knowledge, skill, etc.) became more emphasized. Ability was at first divided along subject lines, but eventually there was a reinterpretation along inter-subject lines, leading to their listing in element tables.
In schools like Hojo Elementary, subject structures were not simply lists of elements but rather reinterpreted as tools. The elements listed were treated as tools to be used in activities. On the other hand, skill-specific groupings and tests were conducted in each subject.
While there were contradictions between subject, activity, and ability, the activities and the abilities they nurtured were understood holistically. While in practice elements were divided along subject lines, the goal was to make them applicable in all circumstances. A cycle was completed culminating in the evaluation of learning outcomes.
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