Published Papers - OKAZAKI Yutaka

Human Rights Education and Training in Europe Through the Case of -IN Service Education and Training (INSET)

Yutaka Okazaki （Part： Lead author )

Buraku Kaiho Kenkyu   ( 105 ) 54 - 78   1995.08  [Refereed]

Tradition of Human Rights Education

Yutaka Okazaki （Part： Lead author )

CGIE World Studies Journal   10 ( 1 ) 12 - 24   1995.07  [Refereed]

Theories of International Education in the U.K.: Goals, Contents, and Methods of World Studies

Yutaka Okazaki （Part： Lead author )

International Understanding   26 ( 26 ) 9 - 18   1995.03  [Refereed]

The Establishment and Development of World Studies: A Brief History of International Education in the United Kingdom

Yutaka Okazaki （Part： Lead author )

International education   1 ( 1 ) 100 - 117   1995.01  [Refereed]

ワールドスタディーズと人権教育—World Studies―An Approach to Human Rights Education

岡崎, 裕, 中川, 喜代子 （Part： Lead author )

奈良教育大学紀要. 人文・社会科学 ( 奈良教育大学 )  43 ( 1 ) 135 - 152   1994.11  [Refereed]

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In Japan "World Studies" has been considered to be a sort of international understanding or multicultural education. The World Studies movement is, however, said to be a school subject or study area as well as an educational philosophy or strategy for the global age. "World Studies" in England became a category independent of the tradition of Person Centred Education at the begining of this century, and developed into a movement of "internationalisation" during the Second World War. In this sense, it may be said that "World Studies" has an origin entirely distinct from the "Global Education" movement in the United States. The perspective of "World Studies" has spatially shifted from the whole world to a person himself, and further to body and mind, while the perspective has changed from past to future in view of time. This means that the fundamental idea of "World Studies" is observed not in object but in philosophy. When the idea is understood as a practical subject, then it should be constructed within that framework. What is a guiding principle for understanding the idea in this case? What do we mean by 'value' in this context? This problem could be solved with the use of the term 'Human Rights'. Therefore, it might be concluded that the fundamental concept of "World Studies" is based upon Human Rights Education. The purpose of the present paper is to point out a proper direction for establishing 'international understanding' in Japan, with removal of misunderstandings of "World Studies". The first chapter traces a historical development of the World Studies movement, especially that of the postwar movement of "World Studies", and the second chapter deals with the basic theory of that movement. The following chapter devotes a brief discussion to the value and guiding principle of "World Studies", and the final chapter makes clear the development of Human Rights Education in the Council of Europe and its relationship with "World Studies.

World Studies and its surroundings: Implications of animal rights education

Yutaka Okazaki （Part： Lead author )

Development Education   ( 27 ) 104 - 110   1994.07  [Refereed]

Theory and Practice on Guaranteeing the Right to Learning: A Legal and Sociological Examination of Low Academic Achievement among Children in Discriminated Areas

Yutaka Okazaki （Part： Lead author )

    1988.03