New Perspectives in Science Education

“Yutori education” was taught at elementary and junior high schools in Japan from 2002 to 2010. It was an experience-oriented educational policy for Japanese students to train spontaneous thinking skills, modifying the “Knowledge-packed education” that had been conducted since the 1970s. Educational institutions in Japan have reduced the learning time and content of elementary and junior high schools, aiming at the growth of both study and spirit in children, and students have received an "education that fosters the ability to live". The last generation educated throughout the course of compulsory education is now 24 years old – 2nd-year master's students, on their way to becoming a working people with a positive attitude towards studying in college.  However, today’s students tend to be very vulnerable to mental pressure. Because they received affirmation from others in their desire for education, they were also sensitive to denial, strong in self-revelation, and anxious about the need for authentication in the real world, and the inconsistency between their age and mental independence Their moratorium is often long because they can't get away. We believe that metacognition and one-on-one dialogue with university teachers are useful as support in their life choices in study and research. The Montessori method considers that the fourth stage of development, is not important, that is, education at the 18-24 stage of development. We think that it is stage to recognize, and that developmental support at this stage is important. It is time to reconsider this stage in the field of education in Japan, which will continue for the next 10 years until the generation who received the last “Yutori education” in 2012 is a member of society.

Keywords: university education, Montessori method, moratorium, self-development, certification desire.