CURRENT SITUATION AND CHALLENGES OF LAW-RELATEDEDUCATION
Kyoko ISOYAMA＊

I. INTRODUCTION
The purpose of this paper is to discuss the current situation and challenges of Law-Related Education. In
this paper, the discussion centers on the idea of Law-Related Education, the diversity of Law-Related
Educational curriculum in the United States, the characteristics of Law-Related Education in Japan, and theidea of justice studies in elementary and junior high school.
Law-Related Education in Japan is affected by the United States. Law-Related Education in Japan arose
mainly out of the field of social studies in the 1990s. The father of Law-Related Education in the United States
is Isidore Starr, while the father of Law-Related Education in Japan is Yuji EGUCHI1.
Social studies in Japan was established after World War II and focused on Constitutional Education. It isevaluated as having achieved some results toward the realization of a democratic society in Japan. However,this resulted in a limited understanding of the relationship between the state and individuals, only as ahierarchical relationship between the state and the people. Law-Related Education in Japan is an attempt toposition legal citizenship as a concept that includes horizontal relationships between society and the citizen
and between citizen and citizen.

II. THE IDEA OF LAW-RELATED EDUCATION
A. Definition of Law-Related Education
Law-Related Education in the United States is a leading model of Law-Related Education in Japan.
According to “The Law-Related Education Act of 1978”2, which was approved in the United States Congress,
Law-Related Education in the United States is defined as “education to equip non-lawyers with the knowledge
and skills pertaining to the law, the legal process, and the legal system, and fundamental principles and values
on which these are based.”
Since then, Law-Related Education in the United States has been actively positioned as one of theeducational subjects to be addressed throughout the United States as a whole. The U. S. Department of
Education promoted institutional expansion of Law-Related Education in the United States.
According to U.S. Department of Education regulations, Law-Related Education helps students “respondeffectively to the law and legal issues in our complex and changing society.”3 The definition of Law-Related
Education in the United States reveals three features. Firstly, it targets non-lawyers, including children, andis different from law-school education, which is targeted to those seeking to become legal experts. Secondly, it
addresses “the law, the legal process, and the legal system, and fundamental principles and values on whichthese are based”. Law-Related Education in the United States deals with the law in a broad sense. It is not
limited to constitutional law, civil law, or criminal law, but addresses dynamic, active and working laws andlegal values. Thirdly, it fosters “knowledge and skills” that can be used. In addition to gaining knowledge, it isFaculty of Education, Shizuoka University, Japan.
Yuji EGUCHI. (1993). Shakaikaniokeru ʻHokyoikuʼ no Juyousei: Americashakaikaniokeru ʻHokyoikuʼ no Kentowotoshite.
Nihonshakaikakyouikugakkai. Shakaikakyouikukenkyu. No. 68. pp. 1-17. (江口勇治「社会科における『法教育』の重要性─アメリ
カ社会科における『法教育』の検討を通して─」日本社会科教育学会『社会科教育研究』No. 68，1993 年，pp. 1-17.)
2
Public Law 95-561. (1978). Law-Related Education Act of 1978.
3
American Bar Association Division for Public Education. Law-Related Education Network. (https: //www. americanbar.
org/groups/public_education/resources/law_related_education_network.html)(visit; 2018.1.5).
＊
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important to encourage skills acquirement and attitude formation.
From the late 1960s to the latter half of the 1970s, in the United States, there was a growing awarenessthat it was important to engage in Law Studies in a broad sense in school. Law-Related Education in the
United States was intended for two purposes:4 citizenship education and the prevention of juvenile
delinquency. Firstly, in terms of citizenship education, it is a well-known fact that the Watergate affair caused
political stagnation in the 1970s in the United States. In response to that, a diverse and concrete approach tocitizenship education including global education and multicultural education was actively discussed. LawRelated Education is aimed at people recognizing the legal value of justice in the United States. Moreover, it
was proposed as an approach for citizens to acquire skills to solve such legal problems related to justice.
Secondly, Law-Related Education was also intended to prevent juvenile delinquency. Since the latter half ofthe 1960s, youth crime in the United State continued to increase and became a more serious problem. LawRelated Education was expected to reduce the total number of crimes and to improve the behavior of young
people.
B. Goals, Contents, and Methods of Law-Related Education
One of the goals of Law-Related Education in the United States is to develop legal literacy. Legal literacy
is established upon two main ideas5. Firstly, Law-Related Education should be recognized as an integral partof each personʼs basic education for becoming a knowledgeable and responsible citizen. Secondly, promoting
the ʻlegal literacyʼ of citizens safeguards our democratic institutions.
When organizing Law-Related Education in elementary and secondary education at school, the main goal
is to develop legal literacy for each citizen. According to “Law-Related Education: A Crucial Component ofAmerican Education”6 presented by the American Bar Association Special Committee on Youth Education
for Citizenship, “legal literacy is an essential prerequisite if one is to function effectively as a citizen in private
and public affairs.”
Legal literacy is thought to be an ability fostered by achieving three goals, with the assumption that thecontents and realities change along with changes in society. Firstly, it is to learn of moral reasoning andethical analysis skills. Secondly, it is to appreciate of the legal process and an understanding of the functions of
the law. Thirdly, it is to acquire information about the law. The author thinks that it is meaningful that theorder from first to third is skill acquirement, attitude formation, knowledge understanding.
Charlotte C. Anderson states the following ten features as characteristic changes of Law-Related
Education7.
① Perceiving law as promotive, facilitative, comprehensible, and alterable② Perceiving people as having potential to control and contribute to the social order③ Perceiving right and wrong as issues all citizens can and should address④ Perceiving the dilemmas inherent in social issues⑤ Being reflective decision-makers and problem solvers who make grounded commitments⑥ Being able to give reasoned explanations about commitments made and positions taken⑦ Being socially responsible conflict managers⑧ Being critically responsive to legitimate authority⑨ Being knowledgeable about law, the legal system and related issues⑩ Being empathetic, socially responsible and considerate of others⑪ Being able to make mature judgements in dealing with ethical and moral problems

Report of the American Bar Association Special Committee on Youth Education for Citizenship. (1975). Law-Related
Education in America: Guidelines for the Future. American Bar Association. pp. 3-4.
5Study Group on Law-Related Education on Law-Related Education. (1978). Final Report of the U. S. Office of Education. U. S.
Government Printing Office. (ED175 737). p. xi.
6Ibid. p. 51.
7
Anderson, Charlotte C. (1980). Promoting Responsible Citizenship Through Elementary Law-Related Education. Social
Education. Vol. 44-5. p. 384.
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Anderson states that “the major goal of Law-Related Education is to move children away from negative
characteristics and toward characteristics more in keeping with the demands of democratic stewardship.”8
She also states that “Law-Related Education is congruent with good social studies in general and is a means offostering the goals of citizenship education.”9
Law-Related Education is fostered by the following abilities for children.
Correct recognition of the essence of law and the legal process: ①, ②
Acquiring skills to analyze and solve the legal problems: ③, ④, ⑤, ⑥, ⑦
Evaluation of the essence of law and the legal process: ⑧
Understanding law, the legal system and related issues: ⑨
Ethical and moral judgment of legal problems: ⑩, ⑪
Contents of Law-Related Education include the following twelve items10.
① Legal principles and the values on which they are based② The Bill of Rights and other constitutional law③ The role and limits of law in a democratic society④ Conflict and dispute resolution⑤ The role of law in avoiding conflict and disputes⑥ Development and administration of rules⑦ The administration of the criminal and civil justice systems, and their strengths and weaknesses⑧ Informal laws
⑨ Authority, freedom, enforcement, and punishment⑩ Law as a vehicle to illuminate and resolve social and political issues⑪ Areas of law that affect the daily lives of citizens⑫ International relations, anthropology, and economics
As shown in points ① to ⑫ above, it is obvious that the law which is regarded as the contents of LawRelated Education is not limited in the narrow sense like “statute law” or “national law”. Rather, the content of
Law-Related Education is assumed as the law in a broad sense, such as “principles of democracy”, “dispute
resolution”, “legal process”, “customs law”, “controversy problem”, “citizen law”, and “law in different fields”.
The educational methods of Law-Related Education include inquiry learning and experience learning11.
Various educational methods foster childrenʼs abilities such as the ability to choose, the ability to argue, theability to think, and the ability to express.

III. THE DIVERSITY OF LAW-RELATED EDUCATIONAL CURRICULUM IN
THE UNITED STATES
A. Features of Law-Related Educational Curriculum
In the United States, a variety of Law-Related Educational Curriculum is being developed based on thebasic idea of Law-Related Education. Law-Related Educational Curriculum has the following two features12.
Firstly, Law-Related Educational Curriculum shares a common goal of fostering the knowledge, skills, andvalues students need to function effectively in a society defined by its democratic institutions, pluralism, andthe rule of law. Secondly, Law-Related Educational Curriculum strives to develop the active citizen a
democratic society requires: those who can understand, live in, and contribute positively to the civic
Ibid. p. 383.
Ibid.
10
Study Group on Law-Related Education on Law-Related Education. op.cit. pp. 1-3.
11
Ibid.
12
American Bar Association Division for Public Education. op.cit.
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communities to which they belong.
According to the booklet “Youth for Justice; Making a Difference”13 published by the American Bar
Association, the following Law-Related Educational Curriculum was developed in the 1990s by the financial
support of the Office of Juvenile Justice and Delinquency Prevention of the US Department of Justice. These
are developed by national Law-Related Educational agencies.
The role of these agencies is to ensure that the “Youth for Justice is a unique national initiative that uses
the power of active learning about the law to build upon the vitality of young people and to address the risksof being young in America today.”14 Law-Related Education aims to develop a sense of citizenship among
youth and is intended as a judicial policy to prevent juvenile delinquency. While paying attention to thebalance between these ideals and the reality, the author will review the features of the Law-Related
Educational Curriculum developed by each institution establishing its own goals.
B. Types of Law-Related Educational Curriculum
1. Characteristics of “Foundations of Democracy”15
The Center for Civic Education developed “Foundations of Democracy” in the 1990s and has revised thecurriculum many times. “Foundations of Democracy” can be thought of as a legal values model. The goals of“Foundations of Democracy” are summarized as follows. The knowledge is aimed at recognizing the systemof constitutional democracy and the basic principle and value that they are based on. The attitude formation
is aimed at achieving democratic values. “Foundations of Democracy” is organized to target the K-12 grade.
“Foundations of Democracy” teaches four concepts: “Authority”, which focuses on making law in society;“Privacy”, which focuses on individual freedom; “Responsibility”, which focuses on how to assign and accept
responsibility; and “Justice”, which focuses on applying law in society.
2. Characteristics of “Street Law”16
Street Law Inc. developed “Street Law”, which is a curriculum that can be thought of as teaching about
the law as it impacts youth in their daily lives. The goals of “Street Law” are summarized as follows. The
knowledge is aimed at recognizing practical law in daily life situations, controversial legal problems, and themeaning of law in society. Attitude formation is aimed at achieving participation in the law, involvement in
dispute resolution, values of justice, tolerance, and fairness. “Street Law” is organized to deal with the law in a
broad sense. “Street Law” has seven themes such as “Introduction to the law and legal system”, “Criminal law
and juvenile justice”, “Tort law”, “Consumer law”, “Family law”, “Housing law”, and “Rights and freedoms”.
3. Characteristics of “Project Citizen”17
In the 1990s, the Center for Civic Education developed “Project Citizen”. “Project Citizen” can be thoughtof as a law in community activities model. The goals of “Project Citizen” are to enable students to express
their opinions, to decide which institution of the government should deal with certain problems, and to affectgovernment policy decisions. “Project Citizen” has six steps. Specifically, these are “clarifying the policy
problems of the community”, “choosing the research theme”, “gathering information on the research theme”,“creating the portfolio”, “presenting the portfolio”, “evaluating the learning experience”, and “the class
portfolio”. While learning about legal participation, Project Citizen has the distinctive feature of actuallyparticipating in the community as a citizen.
4. Characteristics of “Respect Me, Respect Yourself”18
In the 1990s, Phi Alpha Delta Public Service Center developed “Respect Me, Respect Yourself”, which canbe thought of as a conflict resolution model. The goals of “Respect Me, Respect Yourself” is summarized asattitude formation aimed at resolving disputes without violence. The educational method of “Respect Me,
Respect Yourself” is mediation. With the aim of the knowledge understanding and skills acquisition of dispute
American Bar Association. Youth for Justice; Making a Difference.
Ibid. p. 5.
15Center for Civic Education. (1998). Foundations of Democracy; Upper Elementary, Middle School, High School.
16
National Institute for Citizen Education in the Law. (2005). Street Law; A Course in Practical Law, Seventh Edition. West
Publishing Company.
17
Center for Civic Education and the National Conference of State Legislatures. (2008). Project Citizen.
18
Phi Alpha Delta Public Service Center. (1995). Respect Me, Respect Yourself.
13
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resolution by mediation, using the Constitution of the United States and the Bill of Rights as teachingmaterials, “Respect Me, Respect Yourself” is organized based on the actual mediation process.
5. Characteristics of “Iʼm the People”19
In the 1990s, the American Bar Association Youth Education for Citizenship developed “Iʼm the People”,
which can be thought of as Integration of all of the above-mentioned models. The goals of “Iʼm the People” aresummarized as follows. The curriculum is aimed at recognizing our constitutional democracy, essential
concepts such as law, power, justice, freedom, and equality. Attitude formation is aimed at achieving andpursuing rights and responsibilities under the law, resolving conflict, discussing and analyzing public policy.
The skills acquisition component is aimed at learning the ability to do critical thinking, the ability to gather,interpret, act properly, and participate effectively. “Iʼm the People” has four concepts: “Making Rules &Laws”, “Resolving Conflicts”, “Service in the Community”, and “Influencing Public Policy”. “Iʼm the People” isorganized to deal with the legal process. “Iʼm the People” seems to be aiming at a curriculum composition
based on the legal system view of the 1990s.

IV. THE CHARACTERISTICS OF LAW-RELATED EDUCATION IN JAPANA. Reasons for Introducing Law-Related Education in Japan
It is important for citizens to acquire legal literacy, which is a necessary component of citizenship. The
reason that developing of legal literacy for citizens is important in Japan is important from three viewpoints:social background, institutional background, and educational background.
Social background includes Legalized Society. Legalized Society is a society established on the basis of alegal relationships. Citizens recognize legal values such as freedom and responsibility in Legalized Society.
Legalized Society has been in progress since the 1980s. According to Shigeaki Tanaka, a representative
researcher on legalization theory in Japan, it is considered that in this period two factors contributed to theprogress of a legalized society in Japan20. The first is domestic factors such as rapid urbanization andprogress of industrialization after the latter half of the 1960s. The dispute resolution system has beentransformed. The second is international factors such as the progress of internationalization since the 1980s.
The conflicts between international companies and trade friction became frequent.
In Japan, where a legalized society has developed, not only can we build a better dispute resolution
system, but it is extremely important for each citizen to acquire legal literacy as a condition of citizenship.
Specifically, each citizen is required to acquire the awareness and ability to participate in communication andmaking certain legal decisions while taking full advantage of legal thinking skills and dispute resolution skills
against legal problems. The author thinks that it will be expected more and more from now on.
Institutional background includes the introduction of the lay judge（saiban-in）system in Japan. In May
2009, the lay judge（saiban-in） system was launched to give ordinary citizens a direct role in the criminal
judicial process. The establishment of the Justice System Reform Council in July 1999 became an important
opportunity to make the introduction of todayʼs lay judge system a reality. In the final opinion proposed inJune 2001, the Justice System Reform Council proposed the direction of citizenʼs judicial participation with
the introduction of the lay judge system. Changes in society such as the introduction of this lay judge system
can be considered as one of the developments of the legalized society. In such a society, not only lawyers, butalso citizens are required to acquire legal citizenship. This is evident also from the fact that the Justice
System Reform Council pointed out the importance of Law-Related Education21.
Educational background includes the improvements of Course of Study in Japan. In January 2008, the“Report on improvements of Courses of Study at kindergarten, elementary school, junior high school, highAmerican Bar Association Division for Public Education. (1995). Making Rules & Laws. American Bar Association Division for
Public Education. (1995). Resolving Conflict. American Bar Association Division for Public Education. (1996). Serving theCommunity. American Bar Association Division for Public Education. (1996). Influencing Public Policy.
20
Shigeaki TANAKA. (1996). Gendaishakaito Saiban: Minjisoshono Ichito Yakuwari. Kobundo. p. 1. (田中成明『現代社会と裁判
─民事訴訟の位置と役割─』弘文堂，1996 年，p. 1.)
21
Shihouseidokaikakushingikai. (2001). Shihouseidokaikakusingikai Ikensho: 21seikino Nihonwo Sasaeru Shihouseido. pp.
102-103.（司法制度改革審議会『司法制度改革審議会意見書─ 21 世紀の日本を支える司法制度─』2001 年 6 月，pp. 102-103.）
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school and special school etc.”22 by the Central Council for Education stated that Law-Related Education was
positioned at the school education. Specifically, through understanding of socio-economic systems such asincreasing the role of justice, it is important to realize a sustainable society, developing citizenship toparticipate in public matters.
Law-Related Education in the Courses of Study is addressed through a cross-curricular approach. Social
studies aims at developing citizenship. Home economics is aimed at appreciating family life and family, workand oneʼs role in the family, one and oneʼs family life as a consumer. Moral education is aimed at respecting
promises and rules, laws and rules, personal responsibility, significance of laws and rules, justice, role andresponsibility. Special activities is aimed at nurturing voluntary and practical attitudes to solving problems.
B. Law-Related Education in Social Studies23
1. Law-Related Education in Elementary Social Studies
In “The 2008 Elementary Social Studies Course of Study”24, Law-Related Education, was positioned clearly
as follows. In grade 3 and grade 4, content (3) “securing drinking water, electricity, gas and waste necessary
for the lives of local people”, content (4) “Prevention of disasters and accidents in communities”, we deal with
important laws and rules in conducting local social life. In grade 5, viewpoints of laws and rules are seen in thelearning item ③ “The importance of protecting public health and living environment from pollution” of thecontent (1) “The state of nature in our country, etc.”. In grade 6, viewpoints of laws and rules are seen in thelearning item ⑧ “The promulgation of the Constitution of the Empire of Japan” and the learning item ⑨ “Theestablishment of the Constitution of Japan” of the content (1) “Main events in the history of our country”.
Furthermore, we deal with the relationship between the National Assembly and the Cabinet, the courtʼsthree powers, and the judicial participation of the people in the learning item ② “The Constitution of Japan”
of the contents (2) “Political Work in Japan” .
“The 2017 Elementary Social Studies Course of Study”25 shows the improvement of the contents. LawRelated Education is positioned mainly as follows. Firstly, it is the 4th grade content (2) “business that
supports peopleʼs health and living environment”. Secondly, it is the 6th grade content (1) “political work inJapan”. It deals with the Constitution, the three branches of government̶legislative, administrative andjudicial̶and political efforts by national and local governments. Law-Related Educational Contents in
Elementary Social Studies include the Environmental Basic Act, the Constitution, the Constitution of the
Empire of Japan, the Waste Disposal and Public Cleansing Act, the Cultural Assets Preservation Act, andInternational Law.
2. Law-Related Education in Lower Secondary Social Studies“The 2017 Secondary Social Studies Course of Study”26 shows the improvement of the contents. LawRelated Education is positioned mainly as follows: firstly, history such as the Constitution of the Empire ofJapan; secondly, civics, which deals with views and perspectives in society, work and the market economy,
respect for human beings and the Constitution, democratic politics and political participation, world peace andhuman welfare. Typical keywords of Law-Related Education in Lower Secondary Social Studies are “Rulebuilding”, “Conflict and agreement, efficiency and fairness”, “Mutual respect of human rights”, “Participationin the judicial system”, “Participation in society/social participation”, and “Contract” in the field of Civics.

Chuoukyouikushingikai. (2008). Yochien, Shogakko, Chugakko, Kotogakkoyobi Tokubetsushiengakkono Gakushushidoyoryono
Kaizennitsuite(Toshin). (Report on improvements of Courses of Study at kindergarten, elementary school, junior high school,
junior high school, high school and special school etc.).（中央教育審議会「幼稚園，小学校，中学校，高等学校及び特別支援学校の学習指導要領等の改善について（答申）」2008 年 1 月。
）
23
Educational contents and learning items in “Social Studies Course of Study” are distributed into numbers and katakana foreach grade. The original is written in katakana, but this paper is written in circled numbers in order to be read easily. For
example, ア(a), イ(i), ウ(u) is translated into ①, ②, ③.
24
Monbukagakusho. (2008). Shokakko Gakushusidoyoryo Kaisetsu Shakaihen.（文部科学省『小学校学習指導要領解説社会編』
2008 年 6 月。
）
25
Monbukagakusho. (2017). Shokakko Gakushusidoyoryo Kaisetsu Shakaihen.（文部科学省『小学校学習指導要領解説社会編』
2017 年 6 月。
）
26
Monbukagakusho. (2017). Chukakko Gakushusidoyoryo Kaisetsu Shakaihen.（文部科学省『中学校学習指導要領解説社会編』
2017 年 6 月。
）
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C. The Efforts of Law-Related Education by the Ministry of Justice
The Law-Related Education Promotion Council established in May 2005, has been conducting about 40
activities on an ongoing basis27. According to the “Guidelines for the Promotion of Law-Related Education”28
presented in May 2005, the purpose of this council is to fulfill learning opportunities related to justice and law
in school education in Japan as follows: firstly, the practice of Law-Related Education in school education etc.;
secondly, efforts regarding Law-Related Education by educators and lawyers; thirdly, the preparation ofteaching materials for Law-Related Education on the lay judge system; fourthly, others such as research,
practice, and methods of dissemination regarding Law-Related Education.
These activities by the Law-Related Education Promotion Council, can be divided into the first phase fromMay 2005 to April 2007, the second phase from July 2007 to February 2010, the third phase from April 2010 to
February 2014, the fourth phase from March 2014 to February 2016, and the fifth phase from March 2016.
The goal of the first and second phases was to develop teaching materials. In the 1st phase, the LawRelated Education Promotion Council finally presented two results as follows: firstly, creating teachingmaterials for junior high school; secondly, summarizing issues through consultation of Law-Related Education
Promotion Council. In the second phase, the Law-Related Education Promotion Council dealt with LawRelated Education in Private Law and improvement of Law-Related Education in elementary school. The goalof the third phase though the current phase is to improve teaching materials and disseminate them. In thethird phase, the Law-Related Education Promotion Council discussed ways to disseminate Law-Related
Education, including holding a Law-Related Education writing contest. In the fourth phase, the Law-Related
Education Promotion Council discussed ways to disseminate and provide information on Law-Related
Education. In the fifth phase, the Law-Related Education Promotion Council is dealing with development ofaudiovisual teaching materials for Law-Related Education.

V. THE IDEA OF JUSTICE STUDIES IN ELEMENTARY AND JUNIOR HIGH SCHOOL
A. Law-Related Educational Program for Junior High School
1. Development of “The First Law-Related Education”29
The Ministry of Justice launched the Law-Related Education Study Group, organized the Law-Related
Education Teaching Materials Preparation Subcommittee, and developed the Law-Related Education Unit inLower Secondary Social Studies. In March 2005, “First Law-Related Education” was published. It was due tothese efforts that Law-Related Education for junior high school spread and developed across the country.
2. Establishment of Law-Related Education in Japan
According to “The First Law-Related Education”, Law-Related Education in Japan is defined as“Education for the public who are not legal experts to understand the law, the justice system, the values
underlying these, and to acquire legal thinking”. The goals of Law-Related Education in Japan are tounderstand the basic principles of the constitution and law, to develop the abilities necessary to participate in
the management of a free and fair society, to understand that the law is familiar in everyday life, and to act
according to law consciously in daily life and to foster the ability to use the law actively.
The contents of “The First Law-Related Education” are organized into four Law-Related Educational units
such as “Rule making”, “Private law and consumer protection”, “The significance of the constitution”, and“Justice”. “Rulemaking” means the necessity of rule creation. “Private law and consumer protection” means
understanding the relationship between individuals and individuals with law. “The significance of theconstitution” means understanding the relationship between individuals and the state by law. “Justice” means
dispute resolution by law. Under these Law-Related Educational units, while being aware of legal actors as
citizens to be related to the law, learning activities are organized in view of the dynamic aspects of the law as
Homusho. Hokyoikusuisinkyougikai.（法務省「法教育推進協議会」（http://www.moj.go.jp/shingi1/kanbou_houkyo_kyougikai_index.html）（visit; 2018. 1. 5））28
Homusho. (2005). Hokyoikusuisinkyougikaikaisaiyouryou.（法務省「法教育推進協議会開催要領」2005 年 5 月（http://www.moj.
go.jp/KANBOU/HOUKYO/kyougikai/gaiyou01-01.pdf）（visit; 2018. 1. 5））29
Hokyoikukenkyukai. (2005). Hajimeteno Hokyoiku: Wagakuniniokeru Hokyoikuno Fukyu・Hattenwo Mezashite. (First LawRelated Education). Gyosei.（法教育研究会『はじめての法教育─我が国における法教育の普及・発展を目指して─』ぎょうせい，2005 年 3 月。
）
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contents to form the attitude of participation in the law.
3. The Idea of Justice Studies for Lower Secondary School
The definition of justice studies is that students understand that, firstly, justice is a means of preserving
law and order by protecting infringed rights and dealing with rules violations; secondly, the trial puts all
parties in an equal position and a fair third party makes judgments based on fair rules through appropriate
procedures. The goals of justice studies for Lower Secondary School are: firstly, increasing interest in the trial
structure while comparing it with various dispute resolution methods; secondly, discovering legal problems in
the cases of conflict, analyzing and evaluating the causes and points of conflict, and making judgments basedon the evidence; thirdly, allowing students to think about and decide how to deal with laws and rules
violations on a case-by-case basis; fourthly, understanding the mechanism and function of a fair trial based on
the law in connection with the case. The contents of justice studies for Lower Secondary School are organized
into 3 class periods. The first period is “Conflict resolution and civil trial in daily life”. The second period is“Thinking about characteristics of criminal trials through comparison with civil trials”. The third period is“Participation in the lay judge system”.
B. Law-Related Educational Program for Elementary School
1. Development of “Whose rule? Considering Law-Related Education”30
The Law-Related Education Promotion Council summarizes the following three ways to develop teachingmaterials for Law-Related Education in elementary schools in a revised report, “Creation of Law-Related
Education Teaching Materials for Elementary School Students”31. Firstly, in the elementary school, there is apossibility to devise various classes based on the philosophy of Law-Related Education. Secondly, inelementary school, enhanced learning effect can be expected by incorporating educational methods such as
performing role-playing on familiar issues. Thirdly, in elementary school, it is useful to create opportunities tomake rules in life and play and think about the solution when trouble happens between friends when teaching
Law-Related Education.
The Law-Related Education Promotion Council developed the Law-Related Education Unit in Elementary
School by reference to “Creation of Law-Related Education Teaching Materials for Elementary SchoolStudents”. In March 2014, “Whose rule? Considering Law-Related Education” was published. The contents of“Whose rule?” are organized into four Law-Related Educational units: “Resolving a quarrel between friends”,“To promise and to defend” for 3rd and 4th grades; “Living in an information society: as a receiver andsender” for 5th grade; and “Conflict resolution: participation in judicial judgment, making rules” for 6th grade.
2. The Idea of Justice Studies for Elementary School
The goals of justice studies for elementary school are as follows: firstly, increasing the interest in the lay
judge system and understanding the significance of citizenʼs judicial participation; secondly, accurately
grasping and evaluating facts and expressing your ideas appropriately based on facts, through case examplesof familiar conflicts in school life; thirdly, understanding the significance of thinking actively and thinking
about finding solutions, in order to solve problems related to the interests of everyone; fourthly, thinking
about the significance of the rules in social life by solving problems around them by creating rules.
The contents of justice studies for elementary school are organized into 3 themes as 5 class periods. The
first theme is “The structure of the court, the role of people involved in the trial”. The second theme is“Resolution of disputes concerning everyoneʼs interests”. The third theme is “What is the truth?”. The
methods of justice studies for elementary school have the following features: experiencing fact-finding basedon familiar cases and discussing how to resolve conflicts.
According to the childʼs developmental stage in 6th grade, teaching materials of justice studies forelementary school address the judiciary through childrenʼs experiences with fact-finding based on familiar
cases. Discussing the way of resolving conflict, children can think about the significance of citizenʼs judicial
Hokyoikusuishinkyogikai. (2014). Rulewa Darenomono: Minnade Kangaeru Hokyoiku. (Whose rule? Considering Law-Related
Education). Homusho.（法教育推進協議会『ルールは誰のもの？─みんなで考える法教育─』法務省 2014 年 3 月。
）
31
Hokyoikusuishinkyogikai. (2009). Shogakkowo Taishotoshita Hokyoikukyozaireino Sakuseinitsuite. (Creation of Law-Related
Education Teaching Materials for Elementary School Students). Homusho.（法教育推進協議会『小学校を対象とした法教育教材
例の作成について』法務省，2009 年 8 月。）
30

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participation. Using gained knowledge and way of thinking through those learning activities, children can findproblems in real social life, solve problems and make rules. With a 6th grade level in mind, teaching materialsof justice studies for elementary school are organized across the subjects such as social studies, the period for
integrated studies, and special activities.

VI. CONCLUSION
This paper has shown the current situation and challenges of Law-Related Education as follows: firstly,
Law-Related Educational Curriculum is developed by the functions of law. Law-Related Educational
Curriculum shows the relationship between law actors and the law. Secondly, Law-Related Education
includes justice studies. The contents of justice studies are citizen participation, the Constitution, dispute
resolution, due process, and protection of equality. Recently, it has become important to practice LawRelated Education in Japan. Law-Related Education is expected to educate citizens and has the effect tocontinue dialogue with each other while showing the basis of opinion in human relations and to respect thevalues of yourself and others and find consensus. Law-Related Education is also expected to foster viewing
and thinking in modern society such as conflict and agreement, efficiency and fairness.
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）
Additional Statement: This paper is rewritten in English by referring to the references, especially my copy.

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