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After the Great Hanshin‒Awaji Earthquake, disaster prevention education was developed in Japan. However, the Great East Japan Earthquake was a shock for disaster prevention education. After this earthquake, the number of disaster prevention education practices was increased to varying degrees depending on the region. The number of papers about disaster prevention education practices also increased. Thus, this study reviews the paper on disaster prevention education practices to identify its features. Various viewpoints in practice can be examined after reviewing the paper. The results show that there is a lack of acquiring competences through disaster prevention education practices that anyone can do.

Vietnamese government expresses its serious attention to moral education through national education policy. It complicated history, namely, its dependency on China, almost a century under the French colonization, war against the United States in the 1970s, shifting from plan economy to free-market economy systems-enabling this country to adopt Doi Moi policy for its socioeconomic development. The Doi Moi policy encourages the strengthening of moral and civic education for producing powerful human resources. This paper describes the role of moral education and its contribution to socioeconomic development. The principal aim of this paper is to clarify the contents of the moral education texts through an analysis of the curriculum.

What is aimed at in ""speaking and listening"" educational research of Japanese language education? In ""speaking and listening"" educational research of Japanese language education, I took up some papers considered to be typical, and considered how the educational target is discussed in each paper. In traditional ""speaking and listening"" educational research, the learner who can make an appropriate and just judgment, without being influenced by a direct desire, direct will, and feeling aims. The capability to perform appropriate judgment was understood to be able to communicate, and rhetoric was asked for the basis of judgment. However, I think that the thought of ""speaking and listening"" education is not in Logic, but is in clinical philosophy, phenomenology, or cultural anthropology. The target and the curriculum of future ""speaking and listening"" education must be constructed through examination of the thought which had a ""fresh"" character of a man in the core who generates new learning, while being seriously damaged.

The purpose of this paper is to concentrate the acceptance of the American curriculum studies, picking up in 1970s West erman, and to consider how the American curriculum studies are realized comparing the German traditional „Lehrplan" studies. Until the 19th century, the „Lehrplan" studies, based on didactics, have been lead in curriculum studies. In the 20th century, the American curriculum studies rised, and the American curriculum studies lead today. The „Lehrplan" studies, based on uropean traditional didactics, and the American curriculum studies are regarded as two basic model in present curriculum studies. Since 1990s, the comparison aiming the partnership of this two basic models is picking up. Based on these things, in this paper I regard 1970s when empirical curriculum studies pick up in West Germany as the clue to consider the exchange of this two basic models.

The purpose of this paper is to characterize the comparative education subjects offered in different programs in different foreign universities. As a subject, comparative education has not been firmly institutionalized in education programs in Japanese universities. There was a movement which aimed at making comparative education as one of the mandatory subjects in the teacher training program, however it was not successful. To date, comparative education subject has been offered in various programs in universities without questioning its appropriateness in each program. Thus, this paper considered the importance of teaching comparative education in relation to a particular program. To consider how a comparative education subject can be appropriate to a certain program, the researchers made use of the programs in Japanese universities where comparative education is being taught, namely: liberal arts education, teacher training, and specialized area study. The researchers attempted to classify the data on comparative education subject using the three programs. The data were collected from different universities in different countries mainly through the internet and partially through field work. Among 269 cases (i.e. comparative education subject) which were found, 176 cases were analyzed and classified since they have clear description within a certain program. The analysis and classification of the cases took into account the nature of universities in different countries. As a result, 11 cases were classified under liberal arts in the undergraduate program level. 69 cases under teacher training course specifically, 38 cases in bachelor level and 31 cases in graduate level. 112 cases under specific area study, 43 cases in bachelor level and 69 cases in graduate level. Discussion on the similarities and diversity of the subject between and among the three types of programs was given.

What is aimed at in ""speaking and listening"" educational research of Japanese language education? In ""speaking and listening"" educational research of Japanese language education, I took up some papers considered to be typical, and considered how the educational target is discussed in each paper. In traditional ""speaking and listening"" educational research, the learner who can make an appropriate and just judgment, without being influenced by a direct desire, direct will, and feeling aims. The capability to perform appropriate judgment was understood to be able to communicate, and rhetoric was asked for the basis of judgment. However, I think that the thought of ""speaking and listening"" education is not in Logic, but is in clinical philosophy, phenomenology, or cultural anthropology. The target and the curriculum of future ""speaking and listening"" education must be constructed through examination of the thought which had a ""fresh"" character of a man in the core who generates new learning, while being seriously damaged.

This paper describes pre-service teacher training implemented in Dominican Republic, and discusses its challenges of improving the quality of pre-service teacher training in the context of developing countries. Among 25 universities in Dominican Republic, one national research university and one public pedagogic university train around 90 % of the school teachers in the country. The present study examines the former, the Autonomous University of Santo Domingo (UASD). The UASD was established in the 16th century, developed from the General Education Institute of Dominicanis with La Bula In Apostulatus Culmine issued in 1538 by the Pope at that time. The UASD gained the legal status of institutional autonomy in 1962. In spite of its long history as an educational organization, until the 1970’s the UASD did not train school teachers. Since drastic and widespread educational reforms in the 1990’s, the quality of school teachers has been one of the main challenges of higher education reform in Dominican Republic. During this process, the Faculty of Science Education (FCE) at the UASD has attempted to reform pre-service teacher training through the revision of its curriculum and enhancement of teaching knowledge and ability of FCE professors by implementing various Faculty Development (FD) activities. After explaining the conditions of pre-service teacher training implemented at the FCE, we discuss the challenges faced by the faculty., 本研究はJSPS科研費JP15k13182の助成を受けたものである。

The purpose of this paper is to clarify how Education for Sustainable Development (ESD) plays important roles in the reformation of geographical education. In this study, I analyzed the past and current conditions of geographical education with regard to ESD. Since geographical education was introduced in schools, it has seen various turning points and improvements. Geographical education has always emphasized its value in each society and nation as a means of helping students understand the world, contribute to global understanding, and improve their local communities. Because the aim of geographical education, including its contents and function, is to interconnect the natural and social sciences, geography makes a significant contribution to sustainable society. Recently, ESD or its concepts have been built into geography curricula. I clarified the following: 1) geographical education is strongly influenced by ESD, because geographical education has a close relationship with the educational policy of UNESCO and 2) the educational conditions of each area have various impacts on geographical education., 本研究は，平成27年度科学研究費補助金（特別研究員奨励費: 15J05938）「ESD の視点を入れた地理教育改革に関する研究」の成果の一部である。

The purpose of this study is to examine how morality plays a role in citizenship curriculum. Although citizenship education is regarded as one of the popular topic in contemporary society, the relationship of moral and citizenship education has not been less focused. This study tackles this topic in order to clarify the work of morality in citizenship education. Throughout this study, the 2001 scheme of work for citizenship is used as one example which is developed by QCA in England. In addition, in order to develop the characteristics of morality in citizenship education, two domains are used to look at the curriculum. The first one is the function of morality in the curriculum. The second one is the context around morality in citizenship education. At the end of this paper, I will argue that the morality in citizenship education restricts specific aspect, though morality is regarded as one of the necessary strands in citizenship education. Within wide range of the role of morality, citizenship education particular emphasizes on knowledge or skills around morality, not personal morality itself. In addition, the morality is discussed in social context.

The present time is the information age. The environment which surrounds the act of writing a character, in such a time is changing a lot. Moreover, the sense of values is also changing a lot. The purpose of the act of writing a character has changed from the public purpose to the private purpose. Shosha education is asked for reconstruction in response to such a time background. Also in order to follow change of society, it is necessary to advance reexamination of the purpose of Japanese language education immediately. So, in this paper, arrangement of the point of argument for reexamining the purpose of shosha education is tried, being based on the point of a future time. Moreover, it proposes about the directivity and viewpoint of development of a shosha-education curriculum.

In this paper, the processes of cinstruction of the kindergaten curriculum were invesgeted on the attached kindergarten of national universities, public kindergarten, and private kindergarten. The points of view of this research were follows: (l)almost kindergartens were creating the curriculum. (2) many of private kindergartens had not received instruction in the 3rd person in curriculum creation. (3) the contents which should be taken into consideration in the case of instruction planned creation changed with kindergartens. (4) in many sides about curriculum creation, it changed with national universities attached kindergarten, public kindergarten, and private kindergartens.

The aim of this paper is to explicate the characteristics and problems of the units for expository text reading in elementary school Japanese textbooks, and to propose some viewpoints to develop new units as cores or elements of curriculum for expository text teaching. The viewpoints are as follows: 1) A typical unit of expository text should contain problem-solving ability, cognitive ability, and critical reading ability as well as basic reading comprehension skills, and should integrate them into a united structure; 2) The system of expository text teaching curriculum should be spiral so that children can learn those abilities and skills, which make it possible to read texts in authentic situations; 3) A new method for explaining the structures of curriculum should be cultivated and the results of the method should function as guiding principles in "teachers' manuals"; 4) A method should be cultivated to develop new teaching materials and organize them into units or curriculum.

This paper aims to analyze the teaching of the thematic unit named "Culture: Gazing and discovering" which is a part of Modern Japanese for the 11 th graders, evaluate the results, and point out the problems to be solved to reconstruct the whole curriculum. At the final stage of the plan, students were asked to write short essays on "what develops the culture" consisted of the following 3 paragraphs; (1) what students thought before starting the unit, (2) what they thought on the methods of recognition through studying each texts in the unit, and (3) what they realized through the activities of (1) and (2). One third of the students showed the evidence that they arrived at higher level of recognition, though the texts in the unit required them to think in the abstract to a high degree. By analyzing the unit construction and the teaching-learning process, we found the effectiveness of the arrangement of the selections, and student-centered teaching. But there are many students who could not achieve the expected objects. We should improve the construction of units and teaching-learning activities to help all the students arrive at desirable level.

The aim of this paper is to explicate the characteristics and problems of the units for expository text reading in elementary school Japanese textbooks, and to propose some viewpoints to develop new units as cores or elements of curriculum for expository text teaching. The viewpoints are as follows: 1) A typical unit of expository text should contain problem-solving ability, cognitive ability, and critical reading ability as well as basic reading comprehension skills, and should integrate them into a united structure; 2) The system of expository text teaching curriculum should be spiral so that children can learn those abilities and skills, which make it possible to read texts in authentic situations; 3) A new method for explaining the structures of curriculum should be cultivated and the results of the method should function as guiding principles in "teachers' manuals"; 4) A method should be cultivated to develop new teaching materials and organize them into units or curriculum.

This paper revealed the results and problems of practicing the thematic units in the llth grade Japanese subject, ""Contemporary Style of Writings"" in 2001, and inquired into the assignment of developing the curriculum of Senior High School Japanese Language composed of thematic units. On inquiring into the problem of developing the curriculum mentioned above, we showed a figure which explains the five steps in studying and teaching Japanese texts through thematic units. Those steps are as follows; (1) making ready to read at an early stage before reading the texts, (2) understanding each text, (3) discovering interrelationship among the texts in the unit, (4) confirming the theme of the unit, (5) becoming aware of the process of transformation in recognizing the theme of the unit. We found out that there are many assignments in the third, fourth, and fifth steps, among the five steps. The most important problems to be solved is to develop a sequential and systematic curriculum, and learning process which attaches importance to the methods how learners learn.

This paper aims to analyze the teaching of the thematic unit named "Culture: Gazing and discovering" which is a part of Modern Japanese for the 11 th graders, evaluate the results, and point out the problems to be solved to reconstruct the whole curriculum. At the final stage of the plan, students were asked to write short essays on "what develops the culture" consisted of the following 3 paragraphs; (1) what students thought before starting the unit, (2) what they thought on the methods of recognition through studying each texts in the unit, and (3) what they realized through the activities of (1) and (2). One third of the students showed the evidence that they arrived at higher level of recognition, though the texts in the unit required them to think in the abstract to a high degree. By analyzing the unit construction and the teaching-learning process, we found the effectiveness of the arrangement of the selections, and student-centered teaching. But there are many students who could not achieve the expected objects. We should improve the construction of units and teaching-learning activities to help all the students arrive at desirable level.