A development study of an economic education curriculum organized to develop a multidirectional and diversified point of view in the value plural society

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This research is a development study of an economic education curriculum organized to develop a multidirectional and diversified point of view in a multiple-value society. The research consisted of a "curriculum group" and "financial literacy group." The curriculum group concentrated on principle research into "the many-sided diversified point of view in a multiple value society" along with a curriculum investigation of foreign countries. The finance literacy group investigated junior high students regarding their economic knowledge and whether they had acquired an economic way of thinking.The results are as follows: (1) Recognition of policy decision learning which aids the student in understanding differences between preconception and economic theory in the case of an economic dispute. (2) It is necessary to create pluralistic economics education from unitary economics education. (3) The construction of the curriculum lesson should be based on the agreement and disagreement inherent in economics. (4) The refining of a decision-making model is based on results such as behavioral economics and affective characteristics.In addition, for the curriculum teaching materials, we found these oriented toward "problem based economics" and "teaching the ethical foundation of economics" in U.S.A., and the curriculum teaching materials of the business education in the U.K. In addition, in the financial literacy group, the economic literacy of the junior high students was extremely poor regarding basic economic concepts such as scarcity and knowledge such as the weakness of compound interest. From this research, it is clear that we should think about the differences between economics education in Japan and the U.S. on the basis of a versatile contents constitution including cultural background and the curriculum and teaching materials.