The Australian National Curriculum, which has been in effect since the Melbourne declaration in 2008, embodies the principle aim of cultivating active, and informed citizens and citizen who participate in the community, nation, and global society.  HASS (Humanities and Social Sciences) as a new subject comprises 4 strands: history, geography, civics and citizenship, and economy and business.  This subject was revised and integrated as a new social studies.  HASS includes understanding of concept and skill.  For example, intercultural understanding is evident in not only content but is also listed as one of the general skills in civics and citizenship.

　For this study the author analyzed the worksheets of a lesson in primary school for band 3-4 in the unit: “Participation in the community” in Queensland.  The aim of this lesson is to understand and think about rule and decisions democratically through school life and the dilemma of food customs.  

　Results showed that intercultural understanding is treated as not only learning focus on empathy, but also intercultural understanding of three elements (i.e.- recognizing culture and developing respect, interacting and empathising with others, and reflecting on intercultural experiences and taking responsibility- ) are organized as skill to resolve issues in the HASS.  

　HASS can provide many suggestions to the scholars and practitioners who design social studies lesson including rubric by competency based, because this new course of study in Japan emphasizes the development of general capabilities and globalization as keyword.  

The purpose of this paper is to reveal a new perspective to understand teachers’ narrative and life history. This was done by comparing the styles of their narratives and analyzing the reasons behind choosing the specific styles. First, former female teachers’ narratives were collected. They had been teaching at elementary schools around 1945, the Japanese postwar era. By focusing on their narratives, this study aims to reveal hidden narratives of female teachers who supported Japanese postwar education. Certain amount of time after their retirement enables them to see their experiences objectively and help them share their experiences from wider perspectives.

Second, their narratives were categorized into three: recalling the past with photographs, focusing on the experiences with the specific person, and creating patterns of talk and repeating the same stories. Teachers who used photographs have shown their will to keep their relationships with their students. Teachers who recalled specific person have shown their will were connected with their school. Teachers who repeatedly talked the some episodes, creating some patterns of their talk have shown their will to share their “own story” to inteviewer. Third reasons behind choosing the specific styles were analyzed. Through the analysis “pictures” “persons”and “repetitions” were found as the reasons of choices. These characteristics have shown that 11 former female teachers put emphasis on following points: novice teaching experiences, relationship with their students, experiences embedded in school where they teach and, the border between school and family life. Limited emphasis were put on those points in life history research, thus these findings will offer new insights in teachers’ life history research.

The purpose of this paper is to clarify the various positions in a teacher’s internal self-conversation through reflection utilizing the “dialogical self.” On analyzing the protocol that the I focuses on the positional strength of dominance and conflict, a dialogue relation between multiple I-positions became clear. As a result, the following three conclusions emerged. (1) In the lesson reflection by teacher A, five positional dialogues are developed. (2) The five positions strengthen dominance fluidly, and the thought process of teacher A is developed. (3) One between the position besides “I as the lesson person” also forms a dialogue relation. Such lesson reflection by teacher A helps to teach a lesson with deeper understanding, and it succeeds in finding the fundamentals of the practice of the teacher.

In this study, I’ll propose the means to assess the children’s cognitive characteristics and derive educational conception.  The way to understand children’s cognitive characteristics jointly and make use of those comprehensions for the lesson improvements will be discussed through this study.

Firstly, I revised the PASS Rating Scale (PRS), and by utilizing the clinical information of each teacher’s observation, which prevents immobilization of view of children and contributes to the educational conception.  Secondly, I showed the process to set courses of individual supports and lesson plan with the Discrepancy/Consistency approach through consideration of the class tendency of cognition or teachers’ awareness.  Finally, I proposed the system of in-school Teacher Training with the use of the children’s cognitive characteristics as common view point for the Lesson Studies, which teachers can consider about children’s way of learnings and how to support them more concretely and can access the accumulation of each lesson irrespective of their own subject or grade.

In the next study, the elucidation of the method to reveal teachers’ view of ability which effect their observations or evaluations is awaited.  For the development of the Lesson Construction focused on the children’s cognitive characteristics, the comprehension of children’s cognitive characteristics must be established independently from teachers’ view of the subject, teaching material, and ability.  The means to assess the children’s cognitive characteristics and comprehend results of assessment must be considered further.

In this article, I discuss teaching and lessons based on the learner’s agency from the perspective of the socio-cultural approach. The concept of the learner’s ‘mediated agency’ in the socio-cultural approach is not indicative of individual competence but indicates the intention and the capacity of the agent embedded in context and environment. This contradicts the perception in which learners are a homogeneous group and teaching and learning are opposing practices, and considers classroom practices as the process of complicated interaction among the agencies of teacher and students. Teacher contingency is a key concept to eliminate the dichotomy between teaching and learning. To focus on contingency makes the leaner’s agency the starting point of their teaching, encourages the representation of the leaner’s agency, and brings the learner’s lifeworld to the classroom. Previous research proposed to incarnate the dialogic structure in order that all learners and teachers interact as agents in the classroom. I conclude that we should discuss alternative ways and forms of dialogic teaching and lessons in order to develop and realize the individual learner’s agency.

This paper aims to reveal the contents of the lectures of Institute for Educational Leadership (IFEL) and how the translation of guidance, seikatsu-shido in Japanese, was approved under US occupation.  It was a beginning of inclusive education practice of socially vulnerable pupils and students, including the poor, underachieved, and handicapped children, who were the new subjects of elementary and secondary education in postwar period.  When introducing the American guidance, the purpose of guidance was accepted but the outside experts, who worked to reject and segregate maladjusted pupils and students from normal schools and classrooms, were denied.  Then, guidance was translated to seikatsu-shido, which redefined collective guidance by a classroom teacher to be more emphasized.  Doing so, the postwar school education expanded the function of “inclusion.”

This paper is focused on the use of movies in lessons at Seijo elementary school in the mid to late 1920s, aiming to clarify the relationship between this activity and the trend of the use of movies and other media in school.

By analyzing the articles written by Takeshi Seki; a teacher of Seijo elementary school, it is found that the use of movies in lessons was an attempt to develop an educational method based on the concept of new education. But his efforts did not bear fruit. Therefore he could show neither the actual intention of the use of movies on new education nor the plans or reports about using movies. Instead, he asserted the abstract ideas about using movies in lessons in his articles.

Seki’s articles influenced Soichi Shimono; a teacher of Sakurai Elementary School, and Shimono have led to a trend of the use of movies as teaching materials to help understand the content of national textbooks.

In the mid-1930s, after leaving Seijo elementary school, Seki presented the idea to realize childrencentered learning by using movies. And an experimental movie in which he involved in production influenced the use of the movie in postwar school education.

  In nineteenth-century England, many controversies over the contents of Liberal Education arose.  The controversy between the views of T. H. Huxley and M. Arnold was one of them.  This controversy has been regarded as the confrontation between science and literature in previous research because both Huxley, as a defender of science education, and Arnold, as a defender of literature education, proposed radical reforms in Liberal Education, putting forth the idea of creating school curriculum on culture as the aim of Liberal Education.  The purpose of this study was to explore the controversy in association with the ancient Greek mind which they tried to restore individually.  It was found that Huxley attempted to overcome the confrontation between ‘the true, the good and the beautiful’ and practicability recognized in ancient Greece by changing it into the relationship between the true and ‘the good, the beautiful and practicability,’ whereas Arnold tried to resolve the conflict by restoring ‘the true, the good and the beautiful.’ Further, the difference between Huxley’s and Arnold’s fundamental concepts of culture was that Huxley thought of the relationship between recognition to know and personality to do as monistic, while Arnold considered it as dualistic.  Moreover, the conflict between the opposite principles determining school curriculum was found to be resulting from these differences.  Based on these discussions, this essay reports significance and problems of Huxley’s and Arnold’s respective concepts of culture.

 Language, mathematics, history, gymnastic, and aesthetics are five curricular aspects in secondary education, proposed by Wilhelm von Humboldt in his conceptualization of general education, namely “Allgemeine Menschenbildung”.  These subjects are currently understood as providing students with scientifically-specified views (Ansicht/Einsicht) on self and world.  The validity of this understanding is firmly widespread if the current tense specification of modern science is taken into consideration; however, when the original texts of Humboldt are carefully reviewed, it becomes obvious that Humboldt did not only put the emphasis on “specificity” of those science-based views but also maintained “correlation” among them, which expectably allow students both deepen their specific views and even broaden and enrich their insights on self and world holistically.  Far beyond the curricular principle of “what to teach,” the renewal of current understanding on Humboldt goes across to the methodological aspect of “how to” enforce students’ self-development (Bildung).  Then, apart from the current understanding, this paper aims to reconstruct Humboldt’s concept for general education toward a didactical principle by which students are disciplined toward “the deepest and purest view of the science (Wissenschaft) itself.” Fulfilling the purpose will in the end question and expectably offer two prospects for reframing our modern paradigm of canonical knowledge and science itself.