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The turn toward active learning in Japanese education : Pedagogical foundations and an appeal for theorization ISEMONGER, Ian アイズマンガー, イアン 377.15 Active Learning Socio-Cultural Constructivism Congnitive Constructivism Lecture Format The term active learning is increasingly heard in Japanese institutions of education at all levels, with its origins within Japan in policy directives from as early as 2012 by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The purpose of this paper is to argue that the value of active learning becomes understood only when it is properly situated within theoretical reasoning, and that such reasoning assists with dissolving some of the reductionisms which include overly simplistic claims about the traditional lecture and teacher-centeredness. A hypothetical lecture scenario is elaborated using social-constructivist theory to illustrate how the lecture can be construed as quintessentially learner-centered and active. A brief overview of the origins of these terms, both from within Japan and internationally, precedes broad theoretical discussion aimed at situating social constructivism and backlighting the later elaboration of the hypothetical lecture scenario. 熊本大学大学院人文社会科学研究部(文学系) 2020-03 eng departmental bulletin paper VoR http://hdl.handle.net/2298/00043270 https://kumadai.repo.nii.ac.jp/records/31615 40022203025 2435-0052 AA12888532 人文科学論叢 Kumamoto journal of humanities 1 71 87 https://kumadai.repo.nii.ac.jp/record/31615/files/JBR0001_071-087.pdf application/pdf 1.5 MB 2020-04-30