The purpose of this paper is to argue a charactaristic of personal organization of knowledge by a pupil in problem solving method in social studies education practice in the early era after World War II. In this paper, I have analyzed a learning-diary written by a pupil who studied a unit "Iron in Japan" practiced at Fukiage Elementary School, Wakayama city, in 1951.
The result of the analysis is as follows:
The pupil could not complet his personal organization of knowledge in solving the problem of the unit weIl. Because the teacher believed that;
1) All teachers can do is to provide pupil with the motivation for study and the way of learning.
2) According to the theory of knowledge in pragmatism, teachers can only give necessary informations for solving the proplem.
3) Once teachers show the knowledge as the learning objective, it discourages pupils to inquire the problem further.