The reconsideration of this paper is carried out through re-examining how pedagogy of post-war Japan discuss general education.  Scientific knowledge has the function which abstracts common elements among various industrial technology.  Therefore the“ vocational education” that differs from vocational education for a particular vocation becomes possible through science education.  Here this paper finds out the ground that scientific knowledge is employed as the contents of“ vocational education” in general education.  Thus it become the problem to be solved how we develop contents of science education from standpoint of relating various industrial technology.  And the general education requires to consider how teachers instruct scientific knowledge for learners to transfer it to unknown situation.  This paper discusses the educational method on the basis of Dewey’s educational theory.  Based on the above consideration, this paper propose contents and methods of“vocational  education” in general education as alternative plan for current career education.

　　There is the idea of drama in education, drama should be for themselves.  There is similarity between creation the drama in education and children’s play.  L. S. Vigotsky’s theory of rules children makes up themselves in their play is important theory.  His theory of rules of children’s play can interpret not only infant’s play but pupil’s play. 

 　　The rules children makes up themselves are formed in their drama.  We examine that process.  Children come to an understanding about the rules that they had each other.  Rhythm of discovery of play is the means to create a drama.  Participation in imaginary situation is children’s will that they lives in the imaginary world.  We position their elements as the process that children make the rules for themselves.

 　The challenge, where school is not connected with life is one of the major problems in modern didactics from progressive education in 20^th century to today’s reforming school.  This problem is usually discussed under the question,“How  school is connected with life?”.  Nonetheless, the significant opposition against such a didactic problem-setting was delivered by Klaus Prange.  He did not only emphasize the improbability of integration between school and life, but also recaptured the new concept of lesson in school premised on the divergence between them.

 　What kind of school lessons, based on this difference, has Prange developed?  Starting with this question, through clarifying Prange’s concept, the purpose of this paper is to reveal the difficulty of connecting school and life, and to present a form of school lesson premised on difference between school and life.  

 　Prange indicates difference between school and life following“contingency”  in modern society.  Based on this, he delineates the changing role of school.  According to him, the prompting of“reflective  learning” can intermediate between school and life in modern society.  In this way, the originality of Prange’s school lesson’s concept is not integration between school and life.  Rather, it adopts fully the difference between school and life.

 　This study reveals two aspects of the core curriculum theory of the Core Curriculum Federation in postwar Japan: progressivism and essentialism.  For this purpose, it compares the theories of two leaders of the federation, Satoru Umene and Katsuo Kaigo.  The first chapter focuses on the transition of Umene’s theory of units and problem-solving.  He defined learning as an“unexpected  product” for children, on which he founded the core curriculum.  The second chapter focuses on Kaigo’s theory, especially describing what to teach in schools and problem-solving.  Before the war, Kaigo studied how science and technology can coexist in education and, after the war, his previous studies encouraged him to suggest making ability charts or discussing about what to teach.  While discussing about what to teach, he did not emphasize the quantity of knowledge, but encouraged students to discover key knowledge, or laws.  Hence, Kaigo’s theory emphasized an essential aspect of the core curriculum, and his problem-solving theory stressed arranging situations according to the knowledge that must be acquired or problem that must be solved.  The third chapter compares the theories of Umene and Kaigo.  In terms of the curriculum, the differences in interpreting the problem-solving unit represent the gap in the ideas of the two leaders and, furthermore, they affected the practices followed in schools.