In chapter 7, four selected cases, in which development education was relatively successfully introduced, were described. In this chapter, why development education could be expanded to the school level in these schools is discussed. For this purpose, interviews with teachers at schools that were not introduced in chapter 7 are also mentioned.
The difficulty of introducing development education at the school level is not necessarily because of the nature of development education itself, but because of the conflict that the introduction of any new activity causes in the existing system. In the four successful cases, teachers who promoted development education overcame the conflict. The ways in which they overcame the conflict have some similarities. This chapter analyzes the similarities in order to identify key elements in the success of these four cases.
The national curriculum in Japan consists of three areas: subjects, moral education, and special activities. Among these three areas, control over subjects is the strictest. For moral education and special activities, teachers have much freedom in organizing the content, while the content of subject-area teaching is limited by authorized textbooks. This difference led to the development of two different patterns in the introduction of development education into classrooms. They are summarized as follows: