鈴木 真由子

The current status of home economics courses in university general education was surveyed in order to clarify the possibility of incorporating home economics into general education programs. The direction for home economics education was discussed, and ways in which home economics education departments can participate in new courses in faculties of education were investigated.The following results were obtained: 1) Fifty-nine point five percent of schools surveyed had home economics courses and was each characteristic of the department to which it belonged. In general education departments, interest was relatively high in borderline areas such as "environment" and "welfare." 2) The level of awareness of, or expectations for, home economics education in general departments is influenced by external conditions, i.e., the existence of home economics or education departments, or administrative organizations. 3) There is consistent support for the validity of home economics in solving many problems related to student life. It is hoped that many students, particularly males will learn home economics. 4) An increasing number of home economics education departments are offering new courses in faculties of education. For these new courses to contribute to fresh developments in home economics and home economics education, the educational goals must be clear and the courses must respond to the needs of society.

The current status of home economics courses in university general education was surveyed in order to clarify the possibility of incorporating home economics into general education programs. The direction for home economics education was discussed, and ways in which home economics education departments can participate in new courses in faculties of education were investigated.The following results were obtained: 1) Fifty-nine point five percent of schools surveyed had home economics courses and was each characteristic of the department to which it belonged. In general education departments, interest was relatively high in borderline areas such as "environment" and "welfare." 2) The level of awareness of, or expectations for, home economics education in general departments is influenced by external conditions, i.e., the existence of home economics or education departments, or administrative organizations. 3) There is consistent support for the validity of home economics in solving many problems related to student life. It is hoped that many students, particularly males will learn home economics. 4) An increasing number of home economics education departments are offering new courses in faculties of education. For these new courses to contribute to fresh developments in home economics and home economics education, the educational goals must be clear and the courses must respond to the needs of society.