@article{oai:mie-u.repo.nii.ac.jp:00015077,
 author = {伊藤, 敏子 and Ito, Toshiko},
 issue = {1},
 journal = {三重大学教育学部研究紀要　自然科学・社会科学・教育科学・教育実践, Bulletin of the Faculty of Education, Mie University. Natural Science, Social Science, Education, Educational Practice},
 month = {Jul},
 note = {application/pdf, This paper examines the concept of “openness toward society” as used in the Japanese Curriculum Guidelines of 2018, placing it in the context of peace education. According to the Guidelines, “openness toward society” is a key educational outcome that extends across the local, the national, and the global. The same outcome has been pursued in Experiential Education for a century. Experiential Education originated in the inter-war years with the German educator Kurt Hahn, who derived it from critical reflection on the aftermath of World War I. Experiential Education is composed of athletic training, training for service, projects, and adventures. The core of the concept consists in training for service, especially training for rescue service, inspired by James William’s “The Moral Equivalent of War”. Hahn defines local, national, and global service as parallel key outcomes of Experiential Education. This paper compares and contrasts the peace-oriented discourses on training for service among Hahn’s contemporaries with equivalent present-day discourses in Japan, while seeking to clarify the distinctive extent of “openness toward society” today. Above all, the paper seeks to shed light on the description of peace-oriented service in twelve authorized textbooks of the new mandatory subject “public (kokyo)”, which, under the new Curriculum Guidelines, were introduced to Japan’s high schools in April 2022.},
 pages = {55--68},
 title = {平和を志向する「社会への開かれ」－「体験教育学」と「公共」の周辺－},
 volume = {74},
 year = {2022},
 yomi = {イトウ, トシコ}
}