Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

CiNii Books

Other Link： http://hdl.handle.net/10083/00063643

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

CiNii Books

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

School teachers often study multiple academic manuscripts for their research on teaching material. Therefore, our collaborative study reviews the relevant literatures and attempts to clarify the best way to practically connect reading and learning (interpreting) in the relevant field. In this paper, we focus on philosophical studies that predominantly relate to the concept of value. By comparing two books with two different types of research characteristics, we examine the act of reading in relation to the act of learning (interpreting) the subject matter.The selected books are Another Bio- and Eco-ethics (by Kazuo Kudo, published in 2004 by Koyo Shobo) and The Moral Problem (by Michael Smith, translated by Noriaki Katagi, published in 2006 by Nakanishiya Shuppan) .Both books were written in response to challenges and issues faced by humanity, issues that are believed to be inherently difficult to solve. These two studies can be discussed differently if both are read from the perspective of "what can ethics lead to?"The two books use different perspectives because they adhere to different meta-cognitive levels. Kudo's research pursues the question "what are the guidelines for our actions?," implying "thought about action." In contrast, Smith's research asks "what are the guidelines for researchers who pursue the question of 'what are the guidelines for our actions?'" Thus, Smith's research promotes "thinking about thinking." By considering the question from a higher meta-cognitive level, Smith delves deeper beneath the problem's surface and further exposes serious problems that were previously outside the scope of the study, which eventually helps expand the possible range of what can be examined.If we believe that the purpose of philosophical research is to create new approaches to tackle essential problems faced by humanity, Smith's study can be regarded as the development of research that helps uncover new problems and opens the possibility of addressing such problems. Results of our comparative study can allow us to determine that the best way to connect reading and learning (interpreting) is not by trying to interpret the end results of what you were attempting to find, but rather by interpreting the process of the author's thinking in and of itself. We believe that this is the appropriate way of pursuing philosophical research.

DOI： 10.15027/40580

Other Link： http://ir.lib.hiroshima-u.ac.jp/00040580

Authorship：Lead author,　Corresponding author   Language：Japanese  

Language：Japanese  

School teachers not only use and apply the work of professional scientists (researchers), but they also attempt to find a way that these scientists (researchers) could assist in the learning that school teachers advance, with the aim of understanding the process of learning of one individual and applying that understanding. This series of the study on "Authentic Practice" involves teachers learning research studies conducted by professional scientists as a study of teaching materials. From this newfound understanding, this series aimed to develop a system to elucidate and translate the process of "learning" of an individual professional researcher. This article describes the aims, procedures, and overviews of the study on "Authentic Practice", and serves as an introduction to the subsequent studies. Each of the study will construct the process of "learning" of a professional scientist through the analysis of that scientist's published work, reconstructing the process as "Authentic Practice." By elucidating the "Authentic Practice" that these scientists advance in their given academic field, these studies aimed for school teachers, beginner teachers, and teachers in training to be able to apply the findings.

DOI： 10.15027/39112

Publishing type：Doctoral thesis  

Publishing type：Research paper (scientific journal)  

Drawing from the theoretical foundations of reflective teaching, culturally responsive education, social constructivism, and self-study, this collaborative self-study investigates the role of an interactive online journal in an international research collective. Each from a different country, the authors came together through a common interest in the “philosophy for children Hawai'i” approach to education and designed an online platform for journaling together. The overall objectives of the study are to examine how interactive online journaling influences international collaboration, individual research interests and goals, and personal and professional development. To analyze their journal the authors use an applied self-study research methodology that is self-initiated, improvement-aimed, and communicative. The findings reveal how journaling can create an international commons, deepen inquiry in the research process, and foster a culturally responsive approach to international collaboration. The discussion explores the impact of the authors' relationships and roles on their joint production of knowledge and elaborates the usefulness of collaborative technologies in reducing face-to-face tensions often experienced in cross-cultural collaboration. The authors explain how community, philosophical inquiry, and reflection in the context of online journaling proved to be powerful tools for culturally responsive researchers who wish to construct their own understandings of what it means to be a part of an international research collective.

DOI： 10.1080/17425964.2015.1013025

Scopus

Language：Japanese   Publishing type：Research paper (scientific journal)  

Authorship：Lead author,　Corresponding author   Language：Japanese   Publisher：Japan Curriculum Research and Development Association  

The principal of new philosophy education is to have students ask questions. In this study, the author explores the structures and characteristics of the new philosophy education curriculum by analyzing an American textbook of philosophy for higher elementary school students. The textbook, Philosophy for Kids includes 40 activities, which are organized into four different branches of philosophy. The activities are designed to get children to become aware of a concept and then to reflect on their own experience. Children discover the complexity of the concept and ask questions. Forty activities were selected and sequenced so that the questions assist the children in making connection between different concepts and their own lives. The children's questions are the most important part of Philosophy for Kids. This is a departure from the way that philosophy education has been traditionally taught in Japan. The new philosophy education offers a modality of learning in which formulation and asking of questions become the aim, which enables children to learn how to think beyond what they have been taught.

DOI： 10.18993/jcrdajp.37.3_23

CiNii Books

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

In this study, the author explores the strategy of the philosophy education to develop thinking children by analyzing of structures of the curriculum for early elementally school in the program "Philosophy for Children". The curriculum consists of a storybook and instructional manual. The curriculum is structured so that children are made aware of problematical concepts in their own life, and then required to practice judge relations of concepts on their own experience. Children discover good judgments in collaborative inquiry and realize that they make criteria. Student's realizations for revision of their own thinking is the most important part of the curriculum. This is a departure from the way that philosophy education has been traditionally thought. New philosophy education has a strategy as children develop reasoning in the thinking by themselves thorough cycle of revision of thinking.

DOI： 10.15027/36635

CiNii Books

Other Link： http://ir.lib.hiroshima-u.ac.jp/00036635

Authorship：Lead author,　Corresponding author   Language：Japanese   Publisher：Japanese Educational Research Association for the Social Studies  

What Learning about the society should be provided in the lower elementary grades? In this study, the author explores the possibility of young students learning about how we can create society as a relation through collaborative effort. To do so, the author analyzes an activity book used with kindergarten and first-grade students in Hawaii. The activity book, "Getting Started in Philosophy: A Start-Up Kit for K-1," includes 35 student activities organized around the typical ways of doing philosophy and according to the two stages of developing relationship among a group of children. In the first stage, activities are structured so that children are encouraged to reflect on their uses of language by listening to the voice of others, and then children generate questions related to their own understanding. In the second stage, these activities direct children to ask various questions to each other in order to connect to each question with their process of inquiry, and then generate questions together. Through these processes, children discover the complexities of "our" world and generate "our" questions as a group. In other words, they learn the meaning to form a network of each inquiry. The most important parts of "getting started in philosophy" are that it enables children to see questioning as a collaborative process and feel that "I and you" can change each other. This is a departure from the approaches toward learning about the society as an object. In this study, at least theoretically, the possibility of a new way of learning about the nature of democratic society is demonstrated, as members of the society co-operate with each other voluntarily. Understanding the society as a relation can help children increase their concern and ownership for the society in which they live.

DOI： 10.20799/jerasskenkyu.81.0_51

CiNii Books

Authorship：Lead author   Language：Japanese  

The aim of this paper is to pick up three primary schools as representatives of studying the construction of social studies lessons by school teachers, to analyze a view of social studies education, the unit of primary social studies and a lesson and to abstract the principles from the unit and its lesson. As third in this paper we take up the social studies in Akasaka primary school in Fukuoka city, Fukuoka prefecture, using teaching materials the key person in community and an activity of listening the voices from other students.

DOI： 10.15027/35358

CiNii Books

Other Link： http://ir.lib.hiroshima-u.ac.jp/00035358

Language：Japanese  

The aim of this paper is to pick up three primary schools as representatives of studying the construction of social studies lessons by school teachers, to analyze a view of social studies education, the unit of primary social studies and a lesson and to abstract the principles from the unit and its lesson. In this research we analyze the unit and its lesson of social studies in three primary schools; Akebono primary school in Fukuyama city, Hiroshima prefecture, Michinoue primary school in Fukuyama city, and Akasaka primary school in Fukuoka city, Fukuoka prefecture. Following the first paper about Akebono primary school, in this paper we take up the social studies in Michinoue primary school using problem-solving model.

DOI： 10.15027/35357

CiNii Books

Other Link： http://ir.lib.hiroshima-u.ac.jp/00035357

Publishing type：Research paper (scientific journal)  

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)  

Authorship：Lead author,　Corresponding author   Publishing type：Master’s thesis  

Authorship：Lead author   Language：Japanese  

CiNii Books

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

The purpose of this paper is to develop of the curriculum and lesson for developing reading literacy skill. In order to achieve this purpose, this paper focuses on PISA reading literacy model.In this study, (1) We build PISA reading literacy model. (2) We elaborate the curriculum plan for developing PISA reading literacy. (3) We practiced a part of the plan in "Introductory Seminar for First-Year Students". (4) We improve the plan based on the assessment of practice.

DOI： 10.15027/32115

CiNii Books

Other Link： http://ir.lib.hiroshima-u.ac.jp/00032115

Total pages：viii, 266p   Responsible for pages：pp.197-212   Language：Japanese

CiNii Books

Total pages：x, 233p   Responsible for pages：pp.206-215   Language：Japanese

CiNii Books

Total pages：ix, 383p   Language：Japanese

CiNii Books

Total pages：v, 163p   Language：Japanese

CiNii Books

Total pages：191p   Responsible for pages：pp.164-169   Language：Japanese

CiNii Books

Total pages：176p   Responsible for pages：pp.131-137   Language：Japanese

CiNii Books

Total pages：viii, 243p   Responsible for pages：pp.125-132, pp.180-186   Language：Japanese

CiNii Books