Re-examination of the Seikatsu Tsuzurikata-based Educational Method’:A Curriculum Theory Perspective

<p>This study clarifies the essence of the “Seikatsu Tsuzurikata-based educational method” (educational method) from the perspective of curriculum theory. Although there is no shortage of previous research related to the term introduced by Ichitaro Kokubun, its essence has not been untangled or clearly defined when re-examining how it interacts with all subjects. Therefore, this study compares and examines the views on composition by Eikichi Kurazawa and the core curriculum theory from the 1950s with Ichitaro Kokubun’s views on curriculum.</p><p>The results revealed that the educational method is not a curriculum theory that seeks to construct the entire educational curriculum by facilitating mutual “interrelations.” Additionally, similar to how the Japan Composition Association separately needed the term “composition method,” the method cannot be defined as a learning activity or teaching method that the word “method” might imply. Furthermore, this study clarified that Kokubun and others place importance on the educational goal of “real-world recognition.” The essence of the educational method lies in an educational philosophy aimed at acquiring proper recognition. Its “application” to all educational activities refers to the attitude and will of teachers who strive to spread the understanding of “freedom and realism” through writing and discussions in learning various subjects.</p>