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Purpose: This paper aims to discuss the significance of teacher authorship ("jissen kiroku") developed during "jugyo kenkyu." Specifically, it explores the structural conditions of "jugyo kenkyu" that enabled the flourishing of "jissen kiroku." Design/methodology/approach: To find how "jissen kiroku" developed in "jugyo kenkyu," this paper settled triad of authors-text-readers as the analytical perspective. Disputes through 1960s-1980s are adequate to inquire because it can elucidate how readers read "jissen kiroku," which is typically challenging to observe. Findings: "Jissen kiroku" is a powerful tool for semantically preserving, reconstructing and consolidating professional values and knowledge in "jugyo kenkyu" with deepening connoisseurship. Voluntary educational research associations (VERAs) encourage teachers to write and read "jissen kiroku" to develop their professionalism, which also helped develop exclusive semantics within the field. These developments were possible due to the public nature of "jissen kiroku," disseminated to lesson study (LS) actors, thereby strengthening discussions both inside and outside VERAs. Research limitations/implications: The paper proposes shift in views on educational science and emphasizes authorship as authority in that professionalism of teaching can be protected and elevated through authoring. Originality/value: The significant roles of writing practice have not been explored enough. This paper finds the value of authorship in terms of public nature and openness to all teachers which enable the enhancement of professionalism of the LS field.

The relationship between concepts of 'native-speakerism', English language education and their effects on local stakeholders are continually evolving. As such, this paper critically analysed native-speakerist ideologies in the Japanese EFL teaching context with the aim of illustrating the complicated nature of native-speakerism as it currently exists. The findings of the review show that native-speakerism and associated ideologies can be seen in various aspects of ELT and ELL. Private English language teaching sectors, as well as higher educational institutions appear to employ elements of native-speakerism, such as the native-speaker fallacy, to the detriment of both native speakers and non-native speakers alike.

Against the prevailing outcomes-based education and the instrumentalization of education, a movement has arisen towards holistic education. This aims to go beyond objective measurement of the outcomes of education in order to treat the student as a whole person. In this paper, we shall examine some strands of education in Japan which in some way or another feature the idea of the whole person. This includes the tradition of clinical pedagogy, which originated in Kyoto University, Yukichi Shitahodo's educational anthropology ("Kyoiku-Ningengaku"), Kuniyoshi Obara's "Zenjin" Education (the education of the whole person) and holistic education. Notwithstanding the fact that such education is benevolent in intention, it can be miseducative in some respects. In the light of this, and with some reference to criticism of the idea of the whole person, we shall point to an alternative vision of education of the whole person following Cavell's Emersonian moral perfectionism -- a perfectionism that is thoroughly anti-foundationalist and that transcends self-entrapment in circulatory discourse on the whole. In critical dialogue between the rich traditions of Japanese thought and the critical voice of liberalism raised from within the West, we hope to find a more nuanced answer to the question of how being a whole might make sense.