Theory and Methodology on Moral Education

1. Acquire the ability to learn and analyze fundamental concepts regarding the principles and history of moral education.
2. Develop the critical thinking skills necessary for moral education by examining contemporary issues.
3. Understand the objectives and content of moral education within the current school system.
4. Conduct teaching material research on the “Special Subject: Moral Education,” develop lesson plans, conduct mock lessons, and create chalkboard layouts while envisioning actual teaching scenarios, thereby cultivating practical instructional skills for moral education.

This course aims to provide foundational knowledge of moral education—conducted throughout all school educational activities with “Special Subject: Moral Education” at its core—and to cultivate and enhance teaching skills. The course is broadly divided into three parts. First, students will learn about the philosophy and history of moral education, confirming what it means to teach morality and how moral education in Japan has fluctuated over time. Second, students will develop the critical thinking skills necessary for moral education instruction by examining various moral education teaching materials. Third, students will review the content of the “Curriculum Guidelines,” conduct teaching material research related to the “Special Subject: Moral Education,” and create lesson plans, conduct mock lessons, and prepare blackboard designs, all while envisioning actual teaching scenarios.
　
This course emphasizes sharing and deepening opinions among students. Active participation in group activities is expected. Additionally, students will compile handout assignments, report assignments, and lesson plans into a portfolio to document their learning process.

Notes
・This course is primarily conducted as in-person instruction.
・Course plans and evaluation methods may vary by instructor, so be sure to confirm details during the orientation session.

1. Understanding and explain the principles and history of moral education in Japan.
2. Considering moral issues from multiple perspectives and develop one's own opinions.
3. Understanding and explaining the goals of moral education in the current school system and how moral education is implemented throughout all educational activities.
4. Acquiring and implementing fundamental techniques for creating lesson plans and teaching methods for moral education classes.

1. Handout Assignments (Each Session) 20%: Submit via Scomb after class. Evaluated based on handout notes to assess understanding of class content and participation in group/individual work.
2. Report Assignment (1 Time) 20%: Confirms understanding of first half content.
3. Lesson Plans (3 Times) 30%: Developed during the latter half of the course; submit three drafts: first draft, revised draft, final draft.
4. Mock Lesson (1 session per instructor) & Board Notes (1 session per non-instructor) 20%: Groups designate one instructor to conduct a mock lesson. The instructor's performance is evaluated. Non-instructors provide advice and support for improving the mock lesson and submit their board notes. Evaluation covers contribution to lesson improvement and board note quality.
5. Portfolio 10%: Bind printed assignments, reports, lesson plans, the reflection sheet created in the final session, and any handouts used for individual study into a file. Submit this during the 14th class session. The content of the reflection will be evaluated.

Failure to submit any report assignments, lesson plans, conduct the mock teaching session, or submit the chalkboard notes will result in a score of 0 for all relevant components. All items must be submitted and completed. Evaluation criteria will be explained upon return of materials.

A total score of 60 points or higher is required to pass (60 points: indicates the minimum level of knowledge required for this course has been acquired).

Japanese

Reference books: It is recommended that each student have their own copy for review purposes.
汐見稔幸・奈須正裕監修、上地完治編著（2020）『アクティベート教育学09 道徳教育の理論と実践』ミネルヴァ書房
※Requirements may vary by instructor, so be sure to confirm during orientation before purchasing.

• Generally contact before or after class.
• Please discuss the date and time in advance via email or other means.

Non-regionally-oriented course

• Course that cultivates a basic self-management skills
• Course that cultivates a basic problem-solving skills
• Course that cultivates an ability for utilizing knowledge

Most classes are interactive

• 1.NO POVERTY
• 3.GOOD HEALTH AND WELL-BEING
• 4.QUALITY EDUCATION
• 5.GENDER EQUALITY
• 10.REDUCED INEQUALITIES
• 13.CLIMATE ACTION
• 16.PEACE, JUSTICE AND STRONG INSTITUTIONS