Amid the rapid social and economic changes of the Fourth Industrial Revolution, Ministry of Education, Culture, Sports, Science and Technology(MEXT) in Japan has announced its educational policy to foster the power to live in a society that can lead to uncertainty in the future.　In particular, the task of fostering talented people in the knowledge-based society of the 21st century has given to universities, and Active Learning was presented in the Report of the Central council for Education in 2012. Since then, the educational groups and researchers have had various discussions on the meaning and the directing point of Active Learning, and Active Learning that was designed as a method of university education has had a significant impact on the educational site of elementary, middle and high schools. In the National Curriculum of 2016, the terminologies called the subjective, conversational, and depth learning was used instead of Active Learning, and the promotion of the learner’s living powers was emphasized. In this paper, I examined the characteristics of the Active Learning emphasized by the MEXT of Japan. For this purpose, I reviewed the various meanings of the Active Learning, the logic of Active Learning, and the dangers of the logic behind Active Learning. This study will serve as a basic study to ensure that our education policies are properly viewed, as it coincides with the current flow of education policies in Korea