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

&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
佐藤 真久 岡本 弥彦 五島 政一
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.20, no.1, pp.48-57, 2010-08-31
被引用文献数
1

"Sustainable School" in UK prepares young people for a lifetime of sustainable living, through its teaching, structures, and day-to-day practices. It is guided by a commitment to care: (1) for ourselves (our health and well-being); (2) for others, across cultures, distances, and generations; and (3) for the planet, both locally and globally. The school puts a high value on the well-being of its pupils and the school environment. Furthermore, it is also a great place to learn, where pupils can develop self-esteem and achieve higher standards. The DfES developed the National Framework for Sustainable School, with eight doorways (themes), i.e. food and drink, energy and water, travel and traffic, purchasing and waste, school facilities and schoolyards, inclusion and participation, local well-being, and global dimension, through which schools may choose to initiate or extend their activities. Along with this line, the authors introduce the aspects of "Sustainable Schools" led by the UK Government: (1) the implementation strategy and the national framework of UK Government; (2) ESD implications internalized in the activities. This paper describes possibilities and potentialities of Sustainable Schools, thier implications for the area of Formal Education in Japan, and some related research activities conducted by Gayford (2009) and Scott (2003, 2009).
著者
降旗 信一 石坂 孝喜 畠山 芽生 櫃本 真美代 伊東 静一
出版者
日本環境教育学会
雑誌
環境教育 (ISSN:09172866)
巻号頁・発行日
vol.15, no.2, pp.2-13, 2006-02-28
参考文献数
19
被引用文献数
3
著者
今村 光章 石川 聡子 井上 有一 塩川 哲雄 原田 智代
出版者
日本環境教育学会
雑誌
環境教育 (ISSN:09172866)
巻号頁・発行日
vol.13, no.1, pp.22-30, 2003-09-30
参考文献数
16
被引用文献数
1
著者
稲守 将基 荻原 彰 INAMORI Masaki OGIHARA Akira
出版者
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.2, pp.47-57, 2009-12-15

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. The main results of this research are as follows. 1. Teachers rely on informal information, and are not using coordinators enough. 2. Programs are often done during the period for integrated study, but much of the program content concerns science. 3. Meetings are often done before cooperation, but preliminary inspection of fields is not done very much. 4. Learning outcomes are not shared enough. 5. Teachers and civic groups are having difficulty in adjusting time, and civic groups feel difficulty in communication with the teachers. 6. Civic groups keenly hope for communication with the teachers. 7. Teachers and the civic groups often hope for cooperation in the region. 8. Teachers hope for systematic education. The following proposals are given based on the situation described above: 1. It is necessary to promote coordination. 2. It is necessary to expand cooperation to the subjects. It is necessary to increase jointly developed programs. 3. It is necessary to secure time for preparing and evaluating cooperation.
著者
鈴木 敏正
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.3, pp.29-40, 2010-03-31

Adult and Community Education is the practice to support and organize the activities of self-directed education for widening and deepening cultural reasons based on real life. It is composed of enjoying human culture and learning of living/environment, act/cooperation, production/distribution, and self-governing/policy. Environmental Education is to promote living/environment learning as learning to be, and to form Environmental Reason, through realizing the mutual relationship between human individuals and their environment.   Environmental Education has to be based on the theory of 'Conscientization' proposed by Paulo Freire, and 'Learning Network' proposed by Ivan Illich. It is real as Community Development Education that needs Illich's ideas of Conviviality, Subsistence and Commons, and Freire's Ideas for 'Pedagogy of Hope' However, if we are to regenerate those theories and ideas in Environmental Education, we must critically analyze them and clarify their meanings and limits.   The article will discuss, firstly, Illich's criticism against modern technique and institution, and Freire's understandings of human praxis, secondly, Freire's pedagogy towards environmental education, thirdly, Illich's idea of Learning Network towards Education for Sustainable Community Development Education (ESCD). Lastly, it will propose Community Environmental Education (CEE) to structurize the learnings (1) to conscientize nature, (2) to self-conscientize one's own life, (3) to realize the relationship between nature and human being, and (4) to empower the people by themselves for regenerating the environment.