After the WW2, Japanese morals made much of freedom. To be free, one should decide by himself. Without the standard to judge which we call morality our lack of sympath cannot be corrected. The subject, moral is to look at ourselves, think about others. By these things, we can learn the basis of our daily life and daily conclusion. The ability of judgement and the self-responsibiliy is the goal. 
     The morality of the past was to teach the sense of values. Sometimes, it caused the children passive. 
     First of all, good teaching materials are not enough. Surprisement and discovery are good for children to learn more. Deviding the material into two is effective. They discuss before seeing the end. Pictures, films, reading out loud by teachers are effective too. The aim is to conclude whether to do at the real situation. 
     Questions from teachers are important. It's teacher's problem. Generally speaking, Japanse people dislike to discuss. Discussion is ,however, important, for we can know there are many people who has different ideas. To communicate with those people, we can deepen our ideas. 
     Roll play is to imagine a situation and think what one will do, and act. By this, teachers can know what children think about. Passive students make it difficult to roll play. Showing why it is important is the element to succeed in roll playing. 
     There are many young people who think it free to do anything what doesn't disturb others. It is wrong. Making private sperior to public is the lack of common sense. 
     The Imperial Message on Education is the fundemental law of morality before the WW2. Two aspects are there. One is filial piety like respect one's parents, brothers should help each other... The other is loyalty like to die for emperor. Filial piety aspect is mostly true of in the current morality, but the two aspects are too intimate to separete. Not to revive the Imperial Message on Education, but to teach good aspects in it is proper. 
     The aspect of absorption, listening to what others say and release, to utter one's ideas is making up for with each other. Not to be convinced is needed, but to act is needed.Teachers may have to talk about what he experienced. 
     How about making a morality class into something like a TV program whose subject is about the biography. Teachers narrate about him, ask questions, and discuss. Finally the students wtite their impressions. It is not enough to teach morality only in moral classes. But as there is moral classes, it is important to think the meaning of morality one by one.