ABSTRACT
The thought and practice of Japanese Manabí and Gakushu, which derive from an East Asian historical and cultural background, offer the possibility of opening a different and progressive approach to ‘learner-centred education,’ which is being promoted in the era of educational standardisation and globalisation. This chapter discusses the thought of Japanese Manabi in East Asia, which might provide an alternative approach to ‘learning,’ having been influenced predominantly by educational globalisation and standardisation. Students’ subjective, collaborative learning and competencies are emphasised, and education, learning, and school innovation are highly promoted. A shift occurred from teaching to learning as Manabi, and it came to open a new era for education in accordance with the trend of learner-centred education. The movement has been confirmed as an aspect of ‘active learning’; it could also be characterised as ‘proactive learning,’ ‘interactive learning,’ and ‘deep learning.’
