The purpose of this paper is to outline the future of active learning in Japanese higher education. First, I overview the present condition of active learning in Japanese higher education. Second, I review the composition of active learning in order to reveal its past and future. I break it down into teaching form, learning form, transition and point of view (position). I have incorporated the critique of active learning into the composition format and created a more integrated form of the composition of active learning. This consists of three distinctions: one-way lectures and two-way classes; passive and active learning in external activities; passive and active learning in internal activities. To envision a new form of education such as active learning, it is essential to go beyond surface dichotomies and consider plural distinctions or transitions. In the case of active learning, we pursue activeness both in internal and external activities and connect active learning to deep understanding of knowledge.