Basic research toward developing an economic education program in a diversified society

在本研究项目中，我调查了美国经济教育的发展情况，目的是为日本的经济教育项目建立类似的基础。U.S.case的亮点概括如下：1）促进美国经济教育的全国经济教育理事会，（2）批评者反对“发展经济学教育大纲”及其相关的“框架”，主张在经济思想史的基础上进行道德和价值观的教学。针对这一批评和相关的改革，NCEE将DEEP转移到经济美国计划。3）DEEP的组织原则是促进公民和决策能力的发展。美国继承了DEEP，实际上，4）课程定位可分为实用经济学教学和经济思想史教学。5）教材以模拟和角色扮演为基础，主要目的是发展对情感的理解和决策实践。因此，笔者提出，日本经济学教育的基础应该从以下几个方面来发展：（1）在经济学概念的基础上培养学生的推理能力;（2）在经济思想史的教学和经济理论的教学之间保持平衡;（3）在模拟和角色扮演的基础上组织教育材料，并将决策过程纳入其中。

In this research project, I investigated the development of economic education in the U.S.with the objective of developing a similar foundation for an economic education program in Japan.The highlights of the U.S.case are summarized as follows :1) The National Council on Economic Education, which promotes economic education in the U.S., criticized the teaching of practical economics and accordingly established a developmental economic education program (DEEP) for teaching economic theory.2) However, critics argued against "DEEP" and the associated "Framework" and proposed the teaching of the history of economic thought as well as moral and values. In response to this criticism and the associated reforms, the NCEE shifted DEEP to the EconomicsAmerica program.3) The organizational principal of DEEP is to foster the development of citizenship and decision-making ability. EconomicsAmerica inherited DEEP and in effect, responded to this contemporary need.4) The curriculum orientations can be categorized as teaching practical economics and teaching the history of economic thought.5) The educational materials are constructed on the basis of simulation and role-play with the primary aim the development of an understanding of the emotions and practice of decision-making.I have thus proposed that the basis of economic education in Japan be developed as follows :1) Economic education in Japan should develop learners' reasoning ability on the basis of economic concepts.2) A balance should be maintained between the teaching of the history of economic thought and the teaching of economic theory.3) Educational materials should be organized on the basis of simulation and role-play and incorporate decision-making processes.