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. 

scholarly journals Socio-economically Substantiated Education for Sustainable Development: Development of Competencies and Value Orientations Between Individual Responsibility and Structural Transformation

2019 ◽  
Vol 13 (1) ◽  
pp. 67-91 ◽  
Author(s):  
Christoph Schank ◽  
Marco Rieckmann
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Value Orientations ◽  
Shared Responsibility ◽  
Individual Responsibility ◽  
Economic Perspective ◽  
Economic Context ◽  
Educational Concept ◽  
Key Competencies ◽  
Development Of Competencies

In this article, the concept of education for sustainable development is substantiated and expanded upon from a socio-economic perspective. Incorporating the concept of the economic citizen, we present the liberal republican civic ethos, moral judgement, decision-making capabilities and key competencies relevant for sustainability together with an informed understanding of economic context as constitutive elements of the educational concept. Against the backdrop of the limited reach of individual behavioural changes and the necessary reflections on structural questions, a heuristic of shared responsibility for sustainable development will be devised.

Developing Active Learners Based on Education for Sustainable Development

2020 ◽  
Author(s):  
Shuji Nakamura
Keyword(s):  
Sustainable Development ◽  
Student Attitudes ◽  
Social Issues ◽  
Sand Dunes ◽  
Smart Growth ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Sustainable Society ◽  
The Usa ◽  
Development Of Attitudes

<p>The subject of “Comprehensive Geography” aims to cultivate student attitudes leading them to enthusiastically pursue global and regional issues by “considering some geographic contemporary issues from relationships between environments and human activities in order to build a sustainable society” from ESD’s (Education for Sustainable Development) perspective. I hope this report, developed in collaboration between teachers from Japan and the USA, showcases an example of how to incorporate the principles of ESD in a way that motivates students. Through PBL (Project Based Learning) experiences like this one, I hope to help students become leaders in creating a more sustainable society.</p><p> </p><p>Also, based on ESD, I have developed and implemented a framework for nurturing active learners in not only Geography classes but also through “integrated inquiry learning.” Specifically, my lesson plans often use the KCJ (the Knowledge Constructive Jigsaw Method) or PBL, and I have gradually tried to develop active learners by designing this framework with ESD’s viewpoint in mind.</p><p> </p><p>As a result, the development of attitudes has been linked as a factor to solve problems and inquiries about some global and regional issues. Therefore, it was recognized that ESD contributes to the development of active learners and the formation of emergent learning communities.</p><p> </p><p>In this assembly, I will show two concrete cases, one is the PBL on the Urban Design Project being applied to the Smart Growth Principles. This case study especially showed the importance of their own will to participate in and solve these social issues through presenting a self-made urban master plan.</p><p> </p><p>Another case is the KCJ on contemporary problem-solving at Tottori Sand Dunes. This case showed that the ability to find a “new” problem could be acquired through comprehending this complexity, by going back to the past and forth to the future.</p>

scholarly journals GOALS AND OBJECTIVES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT AS MODERN CURRICULUM INNOVATION IN SERBIA, MONTENEGRO AND CROATIA

2021 ◽  
pp. 055
Author(s):  
Tamara Vukić ◽  
Marija Jovanović ◽  
Dragan Todorović
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Learning Goals ◽  
Future Perspective ◽  
Curriculum Innovation ◽  
Starting Point ◽  
Elective Course ◽  
Goals And Objectives

Education for sustainable development, as an imperative of this day and age, has become an integral part of the curriculum in many education systems. The focus of this paper is education for sustainable development in Montenegro, Croatia and Serbia, with a particular emphasis on the goals and objectives of education for sustainable development. After presenting the specifics of sustainable development at the primary and secondary level of education in these countries, a comparative analysis of learning goals and objectives was conducted between the curriculum of the elective course Education for Sustainable Development in Serbia, interdisciplinary area Education for Sustainable Development in Montenegro and interdisciplinary topic Sustainable Development in Croatia. This comparative analysis established that the goals of education for sustainable development in all three cases are aimed at developing an active and responsible attitude of students towards other people, the environment, taking into account the future perspective, and that the goals and objectives of education for sustainable development in Montenegro and Croatia are more extensive and meaningful compared to the goals and objectives of the elective course Education for Sustainable Development in Serbia. Even though the goals and objectives of the new elective course, interdisciplinary topics and interdisciplinary areas specifically focused on sustainable development represent curriculum innovation in Serbia, Montenegro and Croatia, defining them is only a starting point for activities aimed at educating students to live and work in a modern society that is required to become sustainable.

MODEL DISASTER PREVENTION LESSONS IN PRIMARY SCHOOL BASED ON DISASTER PREVENTION EDUCATION POLICIES

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Noriko Imura ◽  
Takashige Ishikawa
Keyword(s):  
Traffic Safety ◽  
Primary Schools ◽  
Daily Life ◽  
National Policy ◽  
Tohoku Earthquake ◽  
Disaster Mitigation ◽  
Life Safety ◽  
Disaster Prevention ◽  
Safety Education ◽  
Before And After

This study deals with disaster mitigation education in primary schools and as a final goal aims to improve citizens’ capabilities to mitigate disaster situations in society. This report summarizes the current national policy on safety education in Japan and follow it up with a summarization of the Tokyo Metropolitan Government policy, which is based on the national policy. In addition, it compares Japan’s education policy with that of New Zealand. Analysis revealed the following three points. First, the content of safety education in Japanese primary schools consists of six fields (traffic safety, daily life safety, disaster safety, etc.). Just before, and after, the Great Tohoku Earthquake in 2011, the main educational content changed from daily life safety to disaster safety. Second, by focusing on lessons, it was found that the content of disaster safety was taught not as part of various subjects but largely during “homeroom activities”. Third, it became clear that the subject of earthquakes now accounts for half of the disaster prevention lesson contents in Japanese primary schools and has been included in disaster prevention lesson contents in all school grades.

scholarly journals Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching

2020 ◽  
Vol 12 (19) ◽  
pp. 8271
Author(s):  
Per Gyberg ◽  
Jonas Anshelm ◽  
Jonas Hallström
Keyword(s):  
Sustainable Development ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Individual Responsibility ◽  
Sustainable Society ◽  
Long Run ◽  
Starting Point ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

The aim of this article is to investigate how Swedish teachers manage the uncertainty and complexity associated with sustainable development (SD) as a field of knowledge, in relation to the requirements in the school curriculum. Underlying the whole concept of sustainable development is the vision that there is a possible solution to the ecological, economic and social problems created by humans. However, it is not so clear what this solution actually means in practice. The article builds on an analysis of transcribed individual and group interviews with 40 teachers at Swedish lower and upper secondary schools, related to the topic of sustainable development as a field of knowledge. A thematic analysis was carried out by identifying four broad themes, including dominating discourses. The results indicate that there is a lack of vision among the teachers for a future sustainable society, while at the same time, it seems to be taboo to talk about what an unsustainable society might mean in the long run. Presentations of the problems and knowledge of what causes them must always be combined with instructions on how problems can be solved and how pupils can influence their own future and help create sustainable development. The starting point for such a solution-oriented approach to SD is based on an assumption that individual behaviour is essential to achieving sustainable development and thus that individual responsibility is crucial. This focus leads to individual consumer choices, behaviours and lifestyles at the heart of teaching, while progressive, alternative visions and critical perspectives are downplayed.

scholarly journals Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System

2021 ◽  
Vol 13 (16) ◽  
pp. 8711
Author(s):  
Beineán Conway ◽  
Keelin Leahy ◽  
Muireann McMahon
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Design Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
School Design ◽  
Ethnographic Interviews ◽  
Development Agenda ◽  
Starting Point ◽  
System 2

Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.

scholarly journals The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

2017 ◽  
Vol 49 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Zorica Veinovic
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Value Systems ◽  
School Subjects ◽  
Educational Concept ◽  
Teaching Curriculum ◽  
The Republic ◽  
Goals And Objectives

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

scholarly journals Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles

2020 ◽  
Vol 12 (17) ◽  
pp. 6823 ◽  
Author(s):  
Yared Nigussie Demssie ◽  
Harm J. A. Biemans ◽  
Renate Wesselink ◽  
Martin Mulder
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Indigenous Education ◽  
Design Principles ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
The Sustainable Development ◽  
Modern Education ◽  
Starting Point ◽  
Development Goals

An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.

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