著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.13, pp.143-156, 2016-03

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This paper introduces our workshop on fieldwork using maps and conducts discussions regarding this in the university. In fact, using maps for fieldworkis not a new attempt. However, some problems exist in using maps that students have not sufficiently investigated as they are only interested in participant observation and interview methods. Briefly, students would gointo the field without much preparation, making it difficult for them to understand the essence of fieldwork. Therefore, we designed the workshop for building a strong "geographical imagination" and examined its effect.

著者

田中 研之輔

出版者

法政大学キャリアデザイン学部

雑誌

キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.10, pp.109-130, 2013-03

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Informational communicative technologies and social networking servicebased on the Internet have enabled the emergence of new sorts ofcommunities and communicative practices of everyday life. This articleaddresses the phenomenon of Internet-based group, generally referred to asonline community. Analyzed through the lens of contemporary approach byan intensive fieldwork, online community study would contribute to debatesin the literature which seeks to the epistemological positionality ofresearcher different from the qualitative method about the face-to-facegroupings traditionally thought of as communities.

著者

田中 研之輔

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.9, pp.381-428, 2012-03

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This article states the social world of youth subcultures in contemporary Japan using social exclusion theory. By examining "structurally embedded inequalities," which tend to be disregarded by post-sub cultural theory, this study will shed some light on the social contexts in which youth subcultures are created.The conceptual and theoretical frameworks that I will employ differ from those of previous works in three regards. First, my approach treats the socially excluded youth not as a group of the "new poor," but as a new collection of social actors produced as a consequence of social stratification. Second, I will focus on the epistemological turn from socio-political social exclusion where it account new poverty provoke a socially exclusive situation, to sociological social exclusion, which focuses on the process of the relationship between new poverty and social exclusion. Third, I will argue that the process of social exclusion is not only forcibly created by structural factors in the global context, but also that mundane exclusion regard to reproduce the everyday practice in local social world.

著者

坂本 旬

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.13, pp.171-196, 2016-03

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The aim of this study is survey on possibility that introduction of Mediaand Information Literacy (MIL) program to Education for Sustainable Development (ESD) program in Japan. Though both of them are UNESCO education programs, there have not been such combined programs in the world. As Japanese National Commission for UNESCO (JNCU) and Ministry of Education, Culture, Sports, Science and Technology (NEXT) have been focusing to ESD and promoting UNESCO associate schools, there is not a MIL policy in Japan. But Hosei University joined in UNITWIN MILID (University Twinning of Media and Information Literacy and Interculturaldialogue) network as a associate member in 2014 and applied and adopted for ESD consortium for fostering global citizenship project which JNCU and NEXT made a public offering in 2015. Both of MIL and ESD programs share common principles like convergence approach, empowerment approach, cultural and linguistic diversity approach,gender and development based approach, and human rights based approach. MIL program will theoretically add or emphasize knowledge societies based approach and practically media literacy practice and inquiry based learning approach using school library as a learning center to ESD program. In 2015 Fukushima ESD consortium and Hosei University are introducing video production practices to 2 elementary schools that are UNESCO associate schools for presentation of ESD practice. One of them is exchangingvideo letter with a Nepali school which sustained damage from the earthquake. The other school will start exchange video letter program with the Japanese school in Phnom Penh in 2016. Fukushima ESD consortium and Hosei University are planning to strengthen the support system of MIL andESD programs to schools that will engage in them.

著者

尾木 直樹

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.5, pp.99-113, 2008-03

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The expression "monster parent" is a Japanese-English term for parents who make unreasonable demands and requests of the school like a monster.This is similar to the notion "helicopter parent" in the United States. In this study, a nationwide survey about this widely known problem among Japanese was executed in order to understand actual situation in schools. The results showed that most teachers admit there is an increase in "monster parents." This study was able to categories five types of "monster parents." namely, "My Child-centered (overprotective)," "Negligent," "Non-Moral," "School Dependent," and "Maker of Excessive Claims."Why did such parents come to appear? The research results point out the influence of the social trend of the consumer supremacy these days, which enables parents to lodge an objection against anything with the appearance of parents, resulting in "my child centrism" and "Selfish parents."Moreover people are often isolated as parents in a local area, without friends who can hear their concerns and worries, so the complains go to directly to the school, which have difficulty fielding the complaints. In addition, this problem occurred due to loss of authority of the "school selection system" even for elementary and junior high schools and I could call these phenomina "merchandization of school." Then, how should we resolve this problem? The Ministry of Education, Culture, Science and Technology attemped to instigate "School problem solving support team," but there were only 23% in my questionnaire that supported this idea. The remaining people seem to think that a powerful team consisting of lawyers, psychiatrists, and ex-police cannot be a solution of this problem. The most popular suggestion for a solution was "mutual understanding between parents and the teachers." In a sense, it was a relief to see result, including that there is no need to establish any innovative system, but must keep making an honest effort. All we have to do is make sure that system will support advancement of "mutual understanding". Also, the school relies on neither the system nor the action treatment of the education but to value the principle. The "monster parent" phenomenon is not only a problem of schools but also a social phenomenon which should the government should make an effort to resolve by making an increase in the educational budget.

著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.14, pp.201-226, 2017-03

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This paper introduces our second workshop on fieldwork using maps and conducts discussions regarding this in the university after first workshop introduced by Imaizumi & Umezaki(2016). In fact, using maps forfieldwork is not a new attempt. However, some problems exist in using maps that students have not sufficiently investigated as they are only interested in participant observation and interview methods. Briefly, students would go into the field without much preparation, making it difficult for them to understand the essence of fieldwork. Therefore, we designed the workshop for building a strong "geographical imagination" and examined its effect.

著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.15, pp.279-296, 2018-03

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This paper introduces our third workshop on fieldwork using maps and conducts discussions regarding this in the university after first workshop introduced by Imaizumi & Umezaki(2016,2017). In fact, using maps for fieldwork is not a new attempt. However, some problems exist in using maps that students have not sufficiently investigated as they are only interested in participant observation and interview methods. Briefly, students would go into the field without much preparation, making it difficult for them to understand the essence of fieldwork. Therefore, we designed the workshop for building a strong “geographical imagination” and examined its effect.

著者

今和泉 隆行 梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.16, pp.59-81, 2019-03

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This paper introduces our fourth workshop on fieldwork, following three workshops conducted by Imaizumi & Umezaki (2016, 2017, and 2018). This workshop focuses on the usage of cartography and photography; in fact, using maps and photographs for fieldwork is not a new approach. However, the use of maps or photographs that students have not investigated sufficiently is problematic as they are only interested in participant observation and interview methods. In brief, students enter the field without having done much preparation, thus making it difficult for them to understand the essence of fieldwork. Therefore, we designed a workshop using landscape photographs in order to build a strong “geographical imagination” and examined the resulting effects.

著者

金山 喜昭

出版者

法政大学キャリアデザイン学部

雑誌

キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.11, pp.41-67, 2014-03

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This article is intended to clarify how did the public museums which are managed by the NPO under the Shiteikanrisya-seido change. The result was that the service for the users improved in these museums due to the NPO's inventive ideas. In addition, the more significantly the museum changed, the more people began to use the museum. On the other hand, at the museum which the NPO takes limited administrative task, its service level is also limited. As a result, the number of users of such museums was proved not to increase. It can be said that the way of these public museums which NPO run can be explained in 4 types; innovative type, consecutive type, local type and sightseeing type. With linking each types, one can clarify a certain characteristics of each museums. In the future it is necessary to get some more examples and inspect this result again. At the same time, analysis of the cost-effectiveness is needed, utilizing the data of the amount of budget for public museums managed by the NPO.

著者

酒井 理

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = 法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

no.11, pp.133-149, 2014-03

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The purpose of this paper is to clarify the structure of the negative image on the consumer finance. That people generally have a negative image for the consumer finance. It has been pointed out by the findings of several research papers. However, it is not clear negative images whether they are applied in any structure. Using the concept of stereotypes and analyzed the structure of the negative image on the consumer finance. Consumers, it became clear that, there is a possibility that you are aware of is divided into categories as consumer finances, small loans, banks. Consumer finance category is present as a stereotype image "scary" and "dark". It is tied to a negative image on the brand. Stereo type if present in consumer finance category, there is a limit to the image improvement efforts of individual companies. It is shown that In conclusion, let us consider a way to avoid recognition by the stereotype is a problem.

著者

岩谷 道夫

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.11, pp.21-39, 2014-03

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The Jutes and the Frisians were the old Germanic tribes who had been described in the works of the Roman historians. We can also find those two Germanic tribes in the Finn Episode in Beowulf, the largest epic in old English and in the Fight at Finnsburh, one of the oldest poems written in English. The story in those old English works is about the battle between the Frisians and the Danes, and the Jutes had an important role in it. At first the Jutes had inhabited Jutland, which means the land of the Jutes. But later, in the old English poems mentioned above, they lived in the vicinity of the Frisians. Why they can be found there is a difficult problem which has been argued by many scholars. Fr. Klaeber is one of the most eminent researchers of Beowulf in the 20th century and his third edition of Beowulf is thought to be the most excellent one which has ever been published. He also argues on the Jutish problem and presents some important comments about it. This paper first aims at searching for the territories of the Jutes and the Frisians in the works of the Roman historians and the old English poems. And it also investigates the view of Fr. Klaeber through his comments and map in his third edition. It finally attempts to pursue the true history of the Jutes suggested in the battle between the Frisians and the Danes.

著者

松島 英子

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = 法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.2, pp.225-241, 2005-03

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This paper discusses several aspects of idolatry in Ancient Mesopotamia,especially in the first millennium. In each city of Mesopotamia,there was at least one temple where the city god and his consort were enshrined. As a matter of fact,gods were represented by statues generally made of wood and covered by gold. People identified the statue with the god himself(or the goddess herself)and treated it as if it were a living being. Every day they delicated food and drink to the god('s statue)and changed the clothes,jewelry and articles belonging to it in spring and in autumn. People thus took care of the gods(in fact their statues). As long as the god,being treated carefully,is satisfied and atayed in his own temple,the city as well as its citizens were protected. But if he was not satisfied and angry with his people,he could abandon them and leave the city. In the history of Mesopotamia,such accidents often occurred. In the 8th century B.C.,the Assyrian king Sennacherib attacked Babylonia and its capital Babylon,the most eminent and holy city in Mesopotamia. He destroyed many temples,including Esagila,the temple of the city god Marduk. We do not know whether his statue was completely destroyed or simply captured by the Assyrians. Anyway,Marduk's stantue disappeared from Babylon in 689 B.C. for certain political reasons Esarhaddon, who succeeded Sennacherib,wanted to restore the Marduk's statue and the cult of this god in Babylon by himself. However,the stantue returned home not in his reign but in the first year of his successor,i.e.,668 B.C. We have several written documents concerning this event. Most of them are letters written by high officials in the court of Esarhaddon. They informed the king the details of restorative work. Some of them speak of a clothing ceremony for Marduk in Babylon. This is embarrassing because the statue of this god had not been completed during the reign of this king. After several examinations and dicussions,this paper concludes that both the statue and the cult of Marduk were under restoration under the direction of Esarhaddon. It can be supposed that this very fact is most important because the cult is availabe only with the statue. If the statue disappears,so does the religious cult. This is one of the characteristic aspects of idolatry in Mesopotamia,and certainly of idolatry in general.

著者

田澤 実

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.17, pp.79-104, 2020-03

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A person’s hometown was defined in the narrow sense as the prefecture where his or her high school is located, whereas it was defined in the broad sense as the prefecture that a person recognizes the hometown. The number of high school students entering colleges in their hometowns defined in the narrow and the broad senses was calculated using the Report on Basic Research on School, published by the Ministry of Education, Culture, Sports, Science, and Technology. The results indicated that in all the prefectures, a person’s home prefecture in the broad sense was included in the top 12 prefectures where a students’ college was located. However, there were prefectures that were not included in the top 12 prefectures, although they were in the same area. The percentage of students entering college in the hometown (in the broad sense) was high in prefectures of the Kansai area, including Shiga, Hyogo, Kyoto, and Osaka, among others, and in prefectures of the Kanto area, such as Ibaraki, Tochigi, Saitama, and Chiba, among others. Colleges in Tokyo and Kyoto attracted not only students from the two prefectures but also students from other prefectures in the same area.

著者

佐藤 一子

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.5, pp.157-180, 2008-03

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In this paper, I intend to clarify the historical process in which the profile of a new lifelong learning facilitator has been formed within the integrated system of lifelong learning in Italy since the l990s. Facilitators or trainers of lifelong learning were divided by various fields, but now they have come to be considered according to common functions and jobs. In this paper, their profiles are understood based on four groups, which were historically formed separately, namely: staff, operators, facilitators and trainers. The first group consists of staff working in the private or nonprofit sector in the field of adult education and socio-cultural activities. The second group consists of operators from public sector education and cultural facilities, and personnel involved in adult education administration. The third group consists of trainers of private sector vocational training entrepreneurs. The fourth group is personnel and trainers of public vocational training centers. There are people who have various other roles supporting the leaning process, not only lecturers but also such jobs as managers, tutors, programmers, and counselors. These roles and jobs as lifelong learning facilitators are being established with special occupational descriptions. This paper considers the role and function of such lifelong leaning facilitators from the viewpoint of the "competence of competencies," that is to say, their competence in developing learning competencies.

著者

佐藤 厚

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.18, pp.107-146, 2021-03

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The aim of this paper is to explore the background of the lack of progress in recurrent education in Japan, while comparing Sweden, which is said to be the "advanced" country of recurrent education, with Japan, which is "delayed", from the concept of recurrent education.1 In Sweden, the term of “recurrent education” was used as same meaning of “25:4 rule”. That is the rule which means working adult whose age is more than 25 years old and years of work experience is more than 4 years can enter the university. This rule has set in 1969, but nowadays instead of “recurrent education”, the term “lifelong learning” has been popular in Sweden. Lifelong learning is same meaning as “working adult relearning”. The term of “adult relearning” corresponds to study and learning opportunity for working adult, which includes school education as well as vocational education and training in general.2 On the other hand, in Japan, the term of “recurrent education” was used in council report of lifelong learning in Ministry of Education, Culture, Sports, Science and Technology.After that, administrative efforts were made, and now it appears as a keyword to promote the "human resource development revolution" of the government's 100-year life concept conference (2017). Lifelong learning and "re-learning for working adults" are synonyms for recurrent education, but the ministry that advocates these words has a strong impression that it is the Ministry of Education, Culture, Sports, Science and Technology. Therefore, it is easy to imagine "re-learning for working adults" mainly for school education, especially for working adults at universities, junior colleges, and vocational schools.3 What is important in relation to the above is that in Sweden, labor and management have been involved in recurrent education (although it is weaker than in corporatist countries). The advocacy of recurrent education in Sweden coincided with the rise of industrial democracy and the labor movement in the late 1960s, with the aim of "reorganizing post-secondary education in a new system that includes the shift of labor and learning."4 On the other hand, in Japan, the place for discussing school education (MEXT Central Education Council) and the place for discussing vocational ability development (vocational ability development council) are separated, and government, labor and management are in charge of school education and vocational education. The process of making policy decisions while being involved in the overall form of training is unclear and immature. Regarding labor-management relations, there are cross-company (industry-specific) negotiations such as the spring labor offensive(“Shunto” in Japanese), but the company based labor union is the main body, and the priority of demand for education and training is generally low. In fact, according to the research result of the Japanese Trade Union Cnfederations Research Institute for Advancement of Living Standard 2019, the priority of education and training and self-development in the requirements for management at the single group headquarters is low.5 However, what should not be overlooked is that behind the low priority of union demands for education and training, there is an in-house education and training system centered on OJT and Off-JT that assume long-term employment. That is the point. In other words, the Japanese training regime is a large corporate-centric segmentalist, that is, Japanese vocational development relies on corporate education and training rather than school or public vocational training (Sato 2016; Sato 2019). Sato 2020). Then, the reason why recurrent education is not widespread is that, ironically, in-house education and training are sufficiently conducted.The problem is that the knowledge and skills formed by education and training belong to companies rather than individuals (Sato 2020: 135). If the training regime is collective, the subject of recurrent education should be the individual, knowledge and skills should belong to the individual, and the knowledge and knowledge that an individual needs at a VET training institution, including a school, for his or her career. Acquire skills and form a career in a cross-company labor market. However, in the case of Japan, there are circumstances in which this is not the case. These are the things to keep in mind when thinking about recurrent education in Japan.

著者

遠藤 野ゆり

出版者

法政大学キャリアデザイン学部

雑誌

キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.10, pp.131-155, 2013-03

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Recently, it has been more and more pointed out that there are somerelevance between school truancy and developmental disorder. However,these studies lack the viewpoint of party which is important for the sake ofproper support for those who have the problem of both school truancy anddevelopmental disorder. This paper tries to elucidate the way of their being,based on the author's experiences in an ordinal school and in a free-school.As a result, this paper reveals the significance of the "being-with". Besides,it clarifies that developmental disorder child who are sensitive to the threatfrom others often can't withstand the publicity of school. It is the atmospherein free-school that supports children which doesn't force them to being withand suffering from the perception of others.

著者

尾木 直樹

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.2, pp.153-183, 2005-03

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On 1 June 2004,a shocking incident took place in Sasebo city,Nagasaki prefecture. A sixth-grade girl slashed her classmate's throst with a knife during the school lunch break. In nagasaki city,in the same prefecture,a similar terrible incident had taken place in July 2003. Then,a seventh-grade male student killed a four-year-old boy by pushing him from the roof of a building. Shince this incident,authorities have been putting all their efforts into the concept of "the education of the mind" to teach the importance of life. They call the teaching "KoKoroneKKo,"(alluding to the roots of a child's development as a psychologically heaalthy person). It involves such activities as reading ten minutes at home,and greeting and talking to people. Nevertheless,why does this kind of incident take plase with such frequency? It is natural that concern for these incidents is increasing throughout Japan. When we examine the crisis management of the institutions and schools concerned after these incidents occur,we cannot but have many questions about the importance of "education of mind" teaching and the institutions' attitudes toward children. Based on field research in the development of crisis management by educational authorities and in schools,this paper analyzes and ponders the problem. As a result,several educational challenges have become clear. Such incidents require each individual teacher,each school and each authority to establish rigid crisis management systems independent of personal views. However,this resarch has made it clear that none of the above parties sees the situation from the "children's standpoint" at all. Consequently,in the educational field,they forcefully implement their own policies based on subjective ideas while failing to pay any attention to children's actual conditions,to theories of childhood growth,or theories of emotional development. They fall back on the excuse of following a manual and implementing management and review processes. Consequently,the schools and authorities have become indifferent to the emotions of each individual child,and are interested in a practical approach,putting exclusive emphasis on the teachers' "ability to instruct" and "ability to manage." Despite the "KoKoroneKKo" movement into which they poured all their energies,a basic relationship of trust with full confidence is rarely established between children and teachers. In a sense,we have to admit that this is an inevitable result. What is education? We have to go back to basics. Those who are supposed to educate children have an ambiguous understanding of the meaning of "education of the mind" and "education for life", and they do not understand what these expressions really mean. Consequently,it is in fact adults who require education. In addition,this paper points out and addresses problems concerned with fundamental research questions and urgent challenges with respect to the Internet and children's development.

著者

荒川 裕子

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = 法政大学キャリアデザイン学部紀要 (ISSN:13493043)

巻号頁・発行日

vol.8, pp.69-84, 2011-03

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The Burlington Magazine, one of the most authoritative periodicals devoted to the fine arts, founded in 1903, is now publishing a series of articles entitled ‘Art History Reviewed’, where a selection of the most influential books on art history that appeared in the last century is reviewed one at a time. In this essay I explore the meaning of realizing such a retrospective series at this moment in the magazine which normally features the latest issues of art−historical research and the reviews of the new books on art. One reason for the series can be found in the fact that we now come to be able to understand and evaluate the significance of those books more thoroughly and objectively after a certain period since their original publication. In the articles, they are treated not as the books for reference, but rather as the historical works themselves. This means that we are beginning to historicize what had happened to the art history during the twentieth century, and those books chosen in this series are becoming the canon in almost the same sense as that used for the artifacts in the field of art history. Another aim of reviewing the whole development of art history in the last century seems to try to connect the traditional art history to the so-called New Art History. Since around the 1970s there have been many disputes over the discipline of art history, and consequently the historiography of art has changed a lot with adopting various methodologies which had developed in other fields. This has brought about a kind of split in the field of art history, but now it is about time for us to search for another possibility of the historiography of art of its own.

著者

梅崎 修

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.9, pp.523-549, 2012-03

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This paper is an oral history of Mr. Yoritomo, who works in the front lines of a club which provides male companions for women, and is a dynamic entrepreneur now. The advantage of this oral history is that an internal person, in general, speaks about a host’s unexplored work. He describes the difficulty in communication and the skills which solve this difficulty through the experience of host business in this oral history. His career talk will be useful to the hearing investigators, the students who decide for their career and the workers in service trade.

著者

坂本 旬

出版者

法政大学キャリアデザイン学部

雑誌

法政大学キャリアデザイン学部紀要 = Bulletin of the Faculty of Lifelong Learning and Career Studies (ISSN:13493043)

巻号頁・発行日

vol.18, pp.53-90, 2021-03

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The pandemic of COVID-19 has created a pandemic of disinformation known as an infodemic. In Japan, disinformation has been circulating on social media and SNS, and it often affects our health. However, there are various types of online disinformation, and depending on the nature of the disinformation, there may be different ways to respond to it. It is safe to say that the pandemic and the U.S. presidential election have revealed the threat of conspiracy theories. The year 2020 could be said to be the year of conspiracy theories, and I have seen people around me who have been pushed around by them. The anxiety brought about by the pandemic seems to have accelerated conspiracy theories. Today, the question is not just about disinformation, but about dealing with the threat of conspiracy theories.This paper outlines the online information evaluation education in Japan and considers the checklist-based online information evaluation as a stage of "awareness of information evaluation". Specifically, the "Imagination Switch" practice by Kenichi Shimomura, the practice using NHK's "Media Times" TV program, and the practice in school libraries will be discussed. However, there is a challenge in these online information evaluation practices, because it is difficult to acquire the skills for actual evaluation through awareness alone. The next step after "awareness of information evaluation" is "exploration of information evaluation". One way to do this is through the "Civic Online Reasoning" curriculum developed by the Stanford History Education Group (SHEG) and a method of exploring information called "lateral reading." I conducted the "lateral reading" practice in addition to the checklist method at Hosei Daini Junior High School in January 2020.This was the first step towards the practice of online information assessment using computers in Japan. However, is this kind of "exploration of information evaluation" really effective as a countermeasure to the problem of disinformation, including conspiracy theories? It seems to me that there is more to the problem than just online information evaluation. What are the basic principles of education to counter disinformation and conspiracy theories in the pandemic? This paper ultimately seeks to answer that question, and considers media and information literacy as pluralistic literacy based on the value of human trust and dignity as one way of thinking about it.