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In the course of training elementary school teachers at a university, most of scholars approve its importance to improve ability to create and produce field-work basis educational materials which be found in near-arround community. Although during training elementary school teachers at the faculty of education, geographical field-work is almost never implemented and its meaning is not studied well.
The purpose of this study is to clarify students' evaluation and to investigate its meaning regarding geographical field-work attended by Kagawa University students in the training course of elementary school teachers. The field-work was held from July 1994 to August 1994, with each thirty students as one group in Iyomishima-city, Ehime prefecture. Students' opinions were analyzed through sending out questionnaire to and interview with attended 137 students, and following points appeared to be obvious.
Before implementing geographical field-work, more students answered as would not like to participate and less students answered as would like to. Students' negative mind was striking at this stage. Nevertheless after implementing, most of the students replied as field-work was meaningful and approved its necessity and importance. Moreover when they become teachers, intention to positively encourage field-work in their class is highly promoted and at the same time, they recognize that teacher's own interest and teaching skill are distinguishly important factor to make field-work meaningful.
Change of students' mind before and after attending geographical field-work, is contributed to their appreciation to their experienced field-work, which is interested and useful. As above, it could be concluded that students' oppotunity to experience worth-while field-work class is a significant key in the view of training school teachers.

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1. There is a common structure of “the violent principle” among the various modern problems, such as destruction of the natural environment, disputes, poverty, discrimination, and so forth. “The violent principle” is caused fundamentally by the way of “relative self-recognition, ” which is the decision process of self-value by comparison with other persons.
2. The study of overseas cooperation is significant not only because it shows “the cooperate principle” and how to cooperate, but because it is the way of “absolute self-recognition.”
3. The methods of the study of overseas cooperation that include the way of “absolute self-recognition” are as follows:
(1) realization of relativeness, to become aware of pluralism
(2) realization of commonality, to sympathize with various people and nature
(3) realization of difference, to respect each other without value comparison
(4) realization of the view overall, to become aware of systematic thought
(5) aquisition of voluntarism, to put cooperation into actions

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