@article{oai:shinshu.repo.nii.ac.jp:00046119,
 author = {田村, 俊輔},
 issue = {18},
 journal = {清泉女学院大学人間学部研究紀要, Bulletin of the Faculty of Human Studies Seisen Jogakuin College},
 month = {Mar},
 note = {Integrated Studies（総合的な学習の時間）had been legalized with the course guidelines issued by the Minister of Education in 1998 and Japanese schools (elementary through high schools including special needs schools) were required to start Integrated Studies as a compulsory subject from the year of 2000.  This educational activity, thus, has been taught here in Japanese schools for almost 20 years.  Despite this relatively long history, this educational activity has been hardly recognized as one established educational subject in Japanese schools.  There seems to be some discrepancy between the ambitious mission of this educational activity aiming to support children to find their own way of life and the activities each school is supposed to design according to the characteristics each school has. This paper deals with the reason explaining this discrepancy in terms of the epistemology Integrated Studies are supposed to deploy, which has been hardly shared among teachers.},
 pages = {53--61},
 title = {総合的な学習の時間－その方法と認識論},
 year = {2021}
}