This research focuses on the differences in how “neutrality” is understood in civic education in Germany and Japan, and examines what these differences signify. In Germany, the idea of "political neutrality" is considered incompatible with the objectives of civic education that aims to promote democracy. Instead of "political neutrality," the terms Überparteilichkeit (a term similar in nuance to non-partisanship, but more precisely meaning "above the parties") and Kontroversität (controversy) are employed.In this study, the corpus for the concept of Überparteilichkeit consists of official documents related to the establishment of civic education institutions (e.g., Reichszentrale für Heimatdienst, Bundeszentrale für politische Bildung), while the corpus for Kontroversität is drawn from educational magazines. A discourse analysis is then conducted to examine how the concepts of Überparteilichkeit and Kontroversität are used in contrast to "neutrality," how they function, and how they have influenced the nature of civic education as reflected in these documents.1.    With regard to the concept of Überparteilichkeit, additional research was conducted at the Federal Archives in Koblenz. The corpus is now nearly complete, and the analyses of both the Weimar period and the period from 1945 to 1970 have been completed. As a result, the full scope of the meaning and usage of Überparteilichkeit has been clarified.2.    The research I conducted this year on the concept of Kontroversität involved collecting materials and compiling a corpus. Specifically, I visited the German National Library, the University Library of Freiburg, the University Library of Mainz, and the State Library of Baden-Württemberg to collect relevant materials. During these visits, I gathered articles from educational magazines published prior to World War II (i.e., between 1918 and 1933) that had not yet been included. Additionally, I collected materials from civic education magazines published between 1945 and 1965. Although a detailed analysis has not yet been conducted, preliminary findings suggest that "neutrality" was a theme in educational discourse prior to the Second World War. However, in the immediate postwar period, political content was largely absent from education, and the concept of neutrality was not a topic of discussion. .