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The course of study was first published as a tentative draft in 1947, and since then there have been seven full revisions. The history of revisions represents two main streams of thought; experiential education and a systematic education. The current Course of Study is based on systematic education, but it incorporates problem solving methods mainly adopted from experiential education. It is directed by the primary objective of developing “a zest for living”, and was completed by preparing a curriculum scheme to harmonize the thoroughness of basis and fundamentals, with the enhancement of individuality. However, these objectives could not be achieved under the current Course of Study. The new Course of Study again adopted these objectives, because developing “a zest for living” will be needed more even amidst the 21st century, when a knowledge-oriented society is realized. It also aims to nurture “a zest for living”, by focusing on linguistic roles as providing the foundation of “intellectual activities (logic and cogitation)” and “communication and sensitivity/sensibility”, and to emphasize the importance of boosting linguistic capabilities in realizing that objective.
Moreover, in line with the spirit of the revised Fundamental Law of Education, enhancement of education on “tradition and culture” and “moral education”, which had always been an issue, are the important factors in the new Course of Study. These were elements whose incorporation was long considered necessary. As education is a basis for preservation and advancement of society, learning the culture and tradition of the community, as well as acquiring common values through moral education are considered essential. In order to realize these effectively, I think that we must utilize knowledge and concepts, embark on well-balanced study of our own and other countries’ traditions and cultures, and also learn the rules of law on one hand, while acquiring adaptability on the other, to foster normative consciousness.