Shinichi Ushida

Educational methodology (pedagogy)
School Education

・Research on the relationship between general pedagogy and general didactic science ・Research on the theoretical development of key concepts in traditional didactic science (educational teaching, educational tact, etc.) ・Research on the practical development of key concepts in traditional didactic science (research on the conception and practice of school reform oriented towards reform pedagogy)

To put it very simply, I have been basing my research between general education and general pedagogy. Below are some of my main research achievements, which I hope you will refer to. "Bielefeld Experimental School and Academic Achievement Surveys: Rethinking School-based Learning," School Education Research (No. 20) (Japan Society for the Study of School Education, August 2005), pp. 129-143. (Co-authored paper) "The logic behind Prange's theory that education is unnecessary in schools: Didactic differences that dismantle pedagogy," Educational Methodology Research (Vol. 31) (Japan Society for the Study of Educational Methods, March 2006), pp. 49-60. (Sole-authored paper) "Criticism of reform pedagogy-oriented pedagogy based on system-theoretic constructivism: Regarding the paradox of autopoiesis and operational intent," Journal of the Kanto Society of Educational Studies (No. 33) (Kanto Society for the Study of Education, October 2006), pp. 29-39. (Sole author) "Educational instruction as a criticism of schools: Herbart's criticism of schools based on pedagogical logic and its pedagogical meaning," Journal of Educational Methodology (Vol. 33), (Japan Society for Educational Methods, March 2008), pp. 109-120. (Sole author) "Educational instruction as an interactive system: Between the lack of causal technology and the theory of educational instruction," Journal of the Kanto Association of Educational Studies (Vol. 35), (Kanto Association of Educational Studies, October 2008), pp. 1-12. (Sole author) "Educational instruction and subject instruction (school professors)," School Education Research (Vol. 24), (Japan Society for School Education, August 2009), pp. 32-44. (Sole authored paper) "Educational Tact and Systems Theory: Communicative Transformation and Continuity of Educational Paradoxes" Educational Methodology Research (Vol. 37) (Japan Society for Educational Methods, March 2012), pp. 71-82. (Sole authored paper)

Again, this is a very rough expression, but as in the past, the main pillar of my future research will be to investigate the theoretical and practical development of key concepts in general pedagogy and general pedagogy. In the case of theoretical development, I deal with very abstract discussions, but in the case of practical development, the discussions become more concrete, such as investigating the educational practices of reform schools. I am advancing my research in both directions, but as always, there are many challenges ahead.

I hope that through your studies you will become clear about the issues you would like to pursue.

Teaching and Soka Education