Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

By Yuri Ishii | Go to book overview

6

Introduction of Life Environment Studies and the Period of Integrated Study into the School Curriculum

INTRODUCTION

This chapter analyzes curriculum change from a slightly different perspective. As a strategy, the chapter specifically investigates the implementation of Seikatsuka [life environment studies] into the national curriculum in 1992 and discusses the factors that delayed the implementation of this subject for over two decades. Then, the introduction of Sogo Gakushu no Jikan [the Period of Integrated Study] in the curriculum revision in the late 1990s is discussed. Since the introduction of life environment studies can be regarded as preparation for the introduction of the Period of Integrated Study, the investigation of the process of the introduction of the former is indispensable in order to understand the process of curriculum change that enabled the insertion of development education into formal education.

The chapter focuses on the story of the creation of life environment studies, from the time that it existed as fragmentary components until it was introduced into schools as a subject, and its relationship to the development of Time for Integrated Learning.


THE PRE-IMMOBILISM PERIOD: COMPONENTS OF LIFE ENVIRONMENT STUDIES

Life Environment Studies as Defined by the Ministry of Education

The Ministry of Education abolished social studies and natural science in the first two years of primary school and introduced a new subject called life environment

-97-

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