@article{oai:kumadai.repo.nii.ac.jp:00031615,
 author = {ISEMONGER, Ian and アイズマンガー, イアン and ISEMONGER, Ian and アイズマンガー, イアン},
 journal = {人文科学論叢, Kumamoto journal of humanities},
 month = {Mar},
 note = {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.},
 pages = {71--87},
 title = {The turn toward active learning in Japanese education : Pedagogical foundations and an appeal for theorization},
 volume = {1},
 year = {2020}
}