著者

田中 和大 井藤 大樹 細谷 和海

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.29, no.3, pp.3_49-56, 2020 (Released:2020-04-15)

参考文献数

26

著者

友澤 悠季

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.25, no.1, pp.1_36-47, 2015 (Released:2017-03-21)

参考文献数

30

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This article discusses the learning experiences that the Japanese anti-pollution movements from the 1960s- 70's inevitably imparted. Jun Ui (1932-2006), who was a famous scientist, critic, and activist in the field of pollution problems, especially Minamata disease, deeply respected non-academic people who struggled to tell neighbors about the pollution problem in their community. He respected them like the master of the science movement. They did not accept development plans introduced from outside of the community. They voluntarily researched about the possibilities of the pollution and attempted to create an arena for discussion. The learning activities raised the will to disclose the covert social discrimination structure, and change the social system. Those movements were connected to several networks which have the ability to support them by supplying scientific information about pollution problems. By the instrumentality of the network, activists were able to share their multiple experiences in different places, and felt great sympathy. This paper describes the "Jishu-koza KOGAI Genron (a voluntary public lecture on pollution problems by citizens and students)" at The University of Tokyo as the one of those networks. Ui often called Jishu-koza “a telephone switchboard of experiences” because the main job of the members in Jishu-koza was to introduce an action group to another one that has similar issues. It is an important fact that they exchanged their experiences including not only scientific information but also their failures to each other through the Jishu-koza network. It is necessary to reconsider the meaning of this intercommunication.

著者

山野井 貴浩 佐藤 千晴 古屋 康則 大槻 朝

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.25, no.3, pp.3_75-85, 2015 (Released:2017-10-18)

参考文献数

22

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Current science textbooks used in Japanese junior high schools deal with contents about invasive species from foreign countries; however, contents about domestic invasive species are lacking. So, there are few chances for students to understand problems related to domestic invasive species. In this study, we developed a class activity where junior high school students think about biodiversity conservation focusing on the case of the Genji firefly (Luciola cruciata), which is one of the most serious problems among domestic invasion. Results of questionnaires before and after the class suggest two findings. First, the students understood that releasing the Genji firefly without consideration of its genotype led to degeneration of the native population, and that maintenance of the habitats appropriate for the growth phase was effective for conservation. Second, the students realized what they can do to reform or defend their local natural environments.

著者

伊東 静一 小川 潔

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.18, no.1, pp.1_29-41, 2008-07-20 (Released:2011-08-31)

参考文献数

64

被引用文献数

5 3

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We studied the roots of Japanese environmental education, which is called conservation education, focusing on the key persons and movements from its beginning until the middle of the 1970s.  Dr. Jukichi Shimoizumi first used the phrase“conservation education” in Japan and propagated it in the 1960s-70s, especially in teacher-training based on ecology and nature sensibility education. As he worked entirely within the education and research world, he could not gain an awareness of the parties concerned with the environmental problem and continued to have an optimistic view that the knowledge of nature would automatically lead people to conservation.  Mr. Godo Nakanishi contributed toward creating the cultural basis and methods of conservation education through nature watching without the collection of organisms as specimens.  Mr. Hitoshi Kaneda and Dr. Toshitaka Shibata established conservation education in the latter half of the 20th century in Japan. They developed methods of nature watching in the outdoors by way of ecological and ethical ideas, instead of the method of traditional nature education or science, such as collecting and making specimens. They promoted nature ethics and the belief that nature was of public concern, and emphasized the importance of conserving nature, using it wisely, and maintaining its productivity for the next generation. This idea was born in their conservation movement from the 1950s and the first proposal of sustainability.  Dr. Kiyoshi Ogawa tried to innovate field watching for conservation from the 1960s. He presented field watching concerned with not only nature, but also with the regional environment including history, culture and human living environments. His idea was reproduced in conservation movements in rural and urban regions of Tokyo through the 1960s-1980s.  This process of the establishment of conservation education in Japan shows the pioneering viewpoint of ESS, which has been regarded as the largest key phrase in environmental education in the world after the 1990s.

著者

松本 朱実 川口 芳矢

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.31, no.1, pp.1_40-51, 2021 (Released:2021-08-24)

参考文献数

26

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In this study, we designed a zoo environmental education program to encourage individuals to actively think about wildlife conservation in connection to their own life and to propose diverse conservation actions. We designed the program using narrative theory based on a learner-centered approach. We set up a rubric using the views of sustainable development goals. We implemented a practical case, “Tell Us a Story - You and the Chimp” at ZOORASIA, for general visitors. First, a zookeeper shared information with the participants about the chimpanzee’s life in the wild and the opinions of people who live near the forest. The participants were then asked to create their own story about the “Chimpanzee and I” and to express it in picture-book form. We evaluated participants’ learning through semi-structured interviews, the picture-book stories and a post-program questionnaire. Over 80% of the participants expressed that they found their living to be connected with the chimpanzee’s habitat. Moreover, they suggested various actions or ideas to protect the chimpanzee. The results confirm the efficacy of adopting the narrative approach and rubric in zoo environmental education programs.

著者

神山 智美

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.18, no.1, pp.1_42-49, 2008-07-20 (Released:2011-08-31)

参考文献数

16

著者

岩西 哲 澤畠 拓夫

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.25, no.1, pp.1_168-175, 2015 (Released:2017-03-21)

参考文献数

17

著者

小野瀬 剛志

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.29, no.3, pp.3_2-11, 2020 (Released:2020-04-15)

参考文献数

48

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When handling issues of ESD, or Kogai education as it is referred to in Japanese, it is unavoidable to deal with capitalism. When it comes to environmental education, capitalism has been criticized, but much of the discussion has focused on individual ideas and ideologies rather than on the social structure itself. From an eco-Marxist point of view, however, ethical solutions do not make much sense without understanding and changing the capitalistic modes of production. The purpose of this paper is to examine environmental issues and the social structure of capitalism from the viewpoint of K. Marx's theory of value, and to draw out the issues of critical environmental education theory rooted in the criticism of capitalism.  In capitalism based on the fundamental distinction between nature (means of production) and human beings, people depend on the exchange of means of life in the market. In doing so, various goods are exchanged based on value assessed by the socially necessary labor-time spent on individual goods. As a result, value controls the production and distribution of labor products in society. Capitalists follow this law of value, not only wasting nature that is not directly involved in value formation, but also using technology to exploit nature to gain more surplus value.  Based on this theoretical consideration, the issue of critical environmental education as a critique of capitalism is to understand environmental issues as those rooted in the economic system of capitalism itself, and to place the object of educational change not in people's ideas, but in the actions of people governed by the laws of value.

著者

山田 一裕

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.19, no.3, pp.3_63-70, 2010-03-31 (Released:2011-03-31)

参考文献数

34

著者

山本 俊光

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.22, no.1, pp.1_14-24, 2012-10-15 (Released:2014-03-31)

参考文献数

31

被引用文献数

1 2

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The present study was conducted to analyze the relationship between experience of nature in childhood (preschool to elementary school) and the social nature of university students with reference to parental attitudes. The study was based on a questionnaire survey of 429 students (163 men and 264 women; 293 from residential areas and 123 from farming areas) attending five universities in May 2008. Students with much nature experience were accepted by their parents to a greater extent than those with less nature experience; in this context, nature experience included activities such as camping, hiking and climbing, growing flowers, make-believe play, playing outdoors and in mountain areas, rearing insects, etc. Such children might also have visited art museums and participated in nature observations, as well as having been taught the importance of good habits and manners. The results showed that the opinions of the parents about child education had influenced their children's nature experience. Comparison of the means of the social disposition “empathy" factor scores and the social attitude “social skill" factor scores revealed a tendency for higher scores to reflect more, rather than less, nature experience. The social nature of these children, nurtured through non-routine activities such as camping, was probably also nurtured by daily involvement with friends and family. University students showed an association between experience of nature in childhood and their social nature.

著者

西海 太介

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.27, no.3, pp.3_12-14, 2018 (Released:2019-02-08)

参考文献数

7

著者

野村 康

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.31, no.4, pp.4_56-63, 2022 (Released:2022-08-04)

参考文献数

49

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This paper aims to stimulate a discussion on environmental education (EE) in the context of the Anthropocene era. Therefore, the author first reviews research on EE in/for the Anthropocene era under the headings of “(re) conceptualizing nature/the environment,” “criticizing anthropocentric views,” and “epistemological discussion.” The author then suggests that EE should emphasize the agentic capacity of nature and non-humans, multidisciplinary and participatory approaches, environmental justice and indigenous knowledge for the purpose of managing Anthropocene challenges, such as uncertainty, complexity, and human responsibility for environmental issues. Furthermore, the author finds that non-positivist yet foundationalist epistemologies, such as critical realism and new materialism, are particularly emphasized in the literature that was reviewed, as this can encourage the reflexivity and transformation necessary in the Anthropocene era. This paper then compares this emerging Anthropocene discourse with the currently dominant discourse of sustainable development (SD), which requires critical examination of both education for SD (ESD) and SD goals (SDGs). The inherent anthropocentricism and lack of reflexivity and transformative capacity of SD are highlighted as drawbacks of ESD and SDGs as guiding concepts in the Anthropocene era. These shortcomings present a challenge for future EE research.

著者

長濱 和代

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.24, no.1, pp.1_134-141, 2014 (Released:2016-07-29)

参考文献数

13

著者

梅田 真樹 佐々木 明世

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.30, no.2, pp.2_30-37, 2020 (Released:2020-12-19)

参考文献数

16

著者

木俣 美樹男 齊藤 嵩之

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.22, no.3, pp.3_2-13, 2013 (Released:2015-03-25)

参考文献数

27

被引用文献数

1

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On the campus of Tokyo Gakugei University, many plant and animal species, including tall trees, have been extant since 1946, when the campus facilities were moved to the present site in Koganeishi, Tokyo. The campus is an excellent biotope networked with many other metropolitan parks, and recently was named Gakugei no mori, i.e. the “grove of Gakugei University”. Gakugei no mori Environment Organization (GEO) was placed directly under the president of Tokyo Gakugei University at a consultative meeting held among students, faculty, staff and neighborhood residents. This organization is required to publish an Annual Report on the Environment, to discuss the best ways to make the campus environment comfortable, and to advise the staff and students about improving the environment.   The GEO carried out a survey of attitudes to the campus among the students, faculty, staff and neighborhood residents. Statistical analysis of the results, including multivariate analysis and text mining, demonstrated that most respondents had a favorable impression of the campus and its name, Gakugei no mori, but that they were hardly aware of the conservation activities conducted by the GEO. Particularly it was obvious that the students showed less interest in the natural environment of the campus than its other attributes. Accordingly, as a practical means for conserving the evergreen grove on the campus, the authors presented two lectures on the school gardens and biocultural diversity. The students cleaned up a large amount of solid garbage that had been dumped by other people, made a trail, and transplanted many wild plants to the grove. As a consequence of these activities, they began to understand the importance of conservation practice and skill by themselves. It is clear that these cooperative activities enhanced their environmental awareness of biodiversity.

著者

稲守 将基 荻原 彰

出版者

日本環境教育学会

雑誌

環境教育 = Environmental education (ISSN:09172866)

巻号頁・発行日

vol.19, no.2, pp.47-57, 2009-12-15

参考文献数

11

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&nbsp;&nbsp;For this study, a questionnaire survey of cooperation between elementary schools and civic groups in environmental education was conducted. Civic groups and teachers of elementary schools in Aichi Prefecture, Gifu Prefecture, and Mie Prefecture were surveyed. </br>&nbsp;&nbsp;The main results of this research are as follows. </br>&nbsp;&nbsp;1. Teachers rely on informal information, and are not using coordinators enough. </br>&nbsp;&nbsp;2. Programs are often done during the period for integrated study, but much of the program content concerns science. </br>&nbsp;&nbsp;3. Meetings are often done before cooperation, but preliminary inspection of fields is not done very much. </br>&nbsp;&nbsp;4. Learning outcomes are not shared enough. </br>&nbsp;&nbsp;5. Teachers and civic groups are having difficulty in adjusting time, and civic groups feel difficulty in communication with the teachers. </br>&nbsp;&nbsp;6. Civic groups keenly hope for communication with the teachers. </br>&nbsp;&nbsp;7. Teachers and the civic groups often hope for cooperation in the region. </br>&nbsp;&nbsp;8. Teachers hope for systematic education. </br>&nbsp;&nbsp;The following proposals are given based on the situation described above: </br>&nbsp;&nbsp;1. It is necessary to promote coordination. </br>&nbsp;&nbsp;2. It is necessary to expand cooperation to the subjects. It is necessary to increase jointly developed programs. </br>&nbsp;&nbsp;3. It is necessary to secure time for preparing and evaluating cooperation.

著者

橋本 操 林 日佳理 佐賀 達矢 野中 健一 Donnavan KRUGER

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.32, no.1, pp.1_23-32, 2023-03-31 (Released:2023-04-29)

参考文献数

22

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This paper explores how the original landscape map can be useful in a Japanese high-school class for teaching environmental and social diversity as an opportunity for cross-cultural communication. We conducted a collaborative class at Tajimi High School in Gifu Prefecture, which was attended by several foreign visitors (i.e., from South Africa, Namibia, and France) as an interdisciplinary activity of biology, geography, and English. Using original landscape maps, participants could compare differences in their biological, cultural, and geographical environments and communicate their thoughts in English. In particular, most of the Japanese high-school students, who had rarely talked to foreigners, found the original landscape maps useful for communication. On the other hand, the students’ original landscape maps suggested a correspondence with the typical images of “traditional Japanese landscape,” and also with the topographical environment and landscape structure of the basin in which they lived. Nevertheless, this classroom practice illustrates that comparing original landscape maps encourages the participants to learn the differences in their natural environments and the life experiences of the people in them. Moreover, the original landscape maps help participants to understand environmental changes over time, and thus changes in their lifestyles, as the original landscape maps are suitable for describing one’s memories, thoughts, and personal experiences. They also help the participants’ English communication by providing a visual description of one’s memory, which motivates them to learn more and become efficient in English. Therefore, the authors conclude that original landscape maps can be recommended to promote an interdisciplinary understanding of environmental, geographical, and cultural diversity.

著者

水上 聡子 井口 豊

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.32, no.1, pp.1_3-13, 2023-03-31 (Released:2023-04-29)

参考文献数

16

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Conclusions were drawn by analyzing the potential of residential citizen education based on the design and implementation of Fukui Prefectural education for climate change titled, ‘Problem-solving workshop using the Jigsaw method.’ The following results were obtained:1) Discussions were carried out for the purpose of acquiring ‘knowledge,’ ‘raising consciousness’ and ‘instilling the skills’ that are important for educating citizens. To a certain degree, this enabled students to consider existing issues and possibilities, future visions, and measures to realize them.2) All 10 elements of competencies improved. The lower the scores were before the class, the greater the demonstrable change evident after the class. The elements such as ‘strategic,’ ‘anticipatory’ and ‘critical thinking’ of the four competencies that were explained in the class showed measurable improvement.3) The changes in the 10 competencies were categorized as ‘collaboration’ and ‘independence.’ It was shown that, as a result of collaborative activities, competencies closely related to ‘collaboration’ improved significantly. On the other hand, it was evidenced that a characteristic of the Jigsaw method is to enhance each person’s independence by contributing to the team through his/her role playing.4) After a certain period, the research demonstrated that there are changes in consciousness and behavior for not only everyday issues such as conservation of electricity and water, but also for more diversified areas. It also indicated that efforts are needed to broaden visions and there is a need for cooperation using various means, such as gathering information and discussions between family members.

著者

井上 美智子

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.19, no.1, pp.1_95-108, 2009 (Released:2011-01-25)

参考文献数

64

被引用文献数

2 1

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This paper reviewed the researches on environmental education (EE) for kindergartens and nursery schools that have been conducted in the past 20 years. Throughout the history of EE, international guidelines have emphasized the incorporation of EE in early school curriculum. However, these guidelines have not directly influenced the EE-related practical activities that are adopted in kindergartens and nursery schools in each nation. Research papers on EE focusing on early childhood have been produced mainly in the USA (1990s) and Australia (late 1990s∼2000s). In Europe, although only a few English language works exist, works on the practical activities for young children are plentiful; prominent among these are Waldkindergarten in Denmark and Germany and Skogsmulle in Sweden. Further, in Japan, many research papers dealing with the same issue have been produced since the 1990s. However, only a few of these papers discussed what EE is, what significance EE has, and the practical manner in which EE can be implemented in the early school curriculum. Based on the analyses of these research papers, the author discusses the factors hindering the incorporation of practical activities related to EE in kindergartens and nursery schools.

著者

水上 聡子 高橋 敬子

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.31, no.1, pp.1_23-32, 2021 (Released:2021-08-24)

参考文献数

17

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Conclusions were drawn by analyzing the possibility of citizenship education from the standpoint of intrinsic motivation and competency based on the design and implementation of the Fukui Prefecture education program, ‘Climate Change Mystery.’    1) Three elements of intrinsic motivation, ‘competence,’ ‘autonomy’ and ‘relatedness,’ were used when evaluating the target group (302 students) and after the program. The scores of all three elements were higher than before participating in the program. However, particularly noteworthy was that increases in competence and autonomy were greater than relatedness. Furthermore, the lower the score was before the program, the greater the demonstratable change was evident for all three elements afterwards.  2) All 10 elements of competencies showed marked improvement; especially, the ‘strategic,’ ‘anticipatory’ and ‘normative’ elements showed demonstratable development. Those elements were related to the intrinsic motivation elements of competence and autonomy.  3) Several opinions in the student feedback forms demonstrated that these results are typically characteristic of the Fukui Prefecture model. This is evidence that confirms the significance of Japan’s first regional version of the Climate Change Mystery.