scholarly journals The possibility of holistic safety education in Japan: From the perspective of Education for Sustainable Development (ESD)

2014 ◽  
Vol 38 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Safety Education

The possibility of holistic safety education in Japan: From the perspective of Education for Sustainable Development (ESD)

2018 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Traffic Safety ◽  
Daily Life ◽  
Education For Sustainable Development ◽  
Sustainable Society ◽  
Safety Education ◽  
Software Support ◽  
Starting Point ◽  
Holistic Understanding ◽  
Educational Concept

This paper studies modes of safety education, that is, education required for the development of a safe and secure society (i.e., a resilient and sustainable society), particularly in the context of Japan. In addition, this paper aims to verify what kind of safety education should be provided through the new educational concept of “Education for Sustainable Development” (ESD). In recent years, Japan has suffered a number of serious incidents in school zones, cases of children being kidnapped or killed, as well as the damage caused by the Great East Japan Earthquake & Tsunami of March 11, 2011, and other natural disasters. Consequently, the safety and security of children has become the responsibility of society as a whole, not just of educators. Based on this awareness, this paper will discuss a new mode of safety education that can contribute to the design of mobility for the coming age. There are two main findings from this study. First, the paper identifies the need to provide multiple software support for existing safety education. Few safety education programs have sufficiently incorporated the perspective of understanding safety in a comprehensive manner, instead focusing on a particular area of traffic, disasters, or daily life. In light of this issue, this paper recognizes the importance of incorporating the perspective of problem-solving and participation-oriented ESD into a holistic understanding of safety education. Second, awareness surveys conducted by the author on parents and teachers revealed that the respondents demonstrated a high interest traffic safety relative to other safety education areas. It would thus appear to be possible to make “traffic” the starting point for safety education and then broaden the scope to daily life and disasters. The survey also clarified that related parties considered raising children’s awareness to be the most important aspect in safety education. 

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

EDUCATION FOR SUSTAINABLE DEVELOPMENT GUIDELINES

2005 ◽  
Vol 4 (3) ◽  
pp. 405-419
Author(s):  
Carmen Catalina Ioan ◽  
Bogdan Horbaniuc ◽  
Gheorghe Dumitrascu
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development

Education for Sustainable Development (ESD)

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Sustainable Future ◽  
The Way

Education for Sustainable Development (ESD) empowers people to change the way they think and work towards a sustainable future.

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