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Since 1997 several ministries in Japan have collaborated on an eco-school programme, which applies to both newly constructed and renovated school buildings, in an effort to make its schools more environmentally friendly.
Educating for Sustainable Development (ESD) approaches are holistic and interdisciplinary, values-driven, participatory, multi-method, locally relevant and emphasize critical thinking and problem-solving. This book explains how ESD approaches work in the Japanese context; their effects on different stakeholders; and their ultimate potential contribution to society in Japan. It considers ESD in both formal and informal education sectors, recognizing that even when classroom learning takes place it must be place-based and predicated on a specific community context. The book explores not only ‘Why ESD’, but why and how ESD in Japan has gained importance in the past decade and more recently in the wake of the triple disaster of March 2011. It considers how ESD can help Japan recover and adapt to disasters and take initiative in building more resilient and sustainable communities. This volume asks the questions: What are some examples of positive contributions by ESD to sustainability in Japan? What is the role of ESD in Japan in activating people to demand and work towards change? How can schools, universities and non-governmental organizations link with communities to strengthen civic awareness and community action? After an introduction that elucidates the roots and recent promotion of ESD in Japan, part one of this volume looks at the formal education sector in Japan, while part two examines community-based education and sustainability initiatives. The latter revisits the Tohoku region five years on from the events of March 2011, to explore recovery and revitalization efforts by schools, NGOs and residents. This is an invaluable book for postgraduate students, researchers, teachers and policy makers working on ESD.
This book is about the Eco-School Pilot Model Project of Japan. The book explains the history of the project, details about its implementation, and other information regarding the establishment of eco-schools in Japan. The book aims to contribute to the awareness that turning regular schools into eco-schools or making new eco-schools can benefit the future generation and the environment. I believe that Japan can be a leader in spreading this movement worldwide.
Shinzo Abe entered politics burdened by high expectations: that he would change Japan. In 2007, seemingly overwhelmed, he resigned after only a year as prime minister. Yet, following five years of reinvention, he masterfully regained the premiership in 2012, and now dominates Japanese democracy as no leader has done before. Abe has inspired fierce loyalty among his followers, cowing Japan's left with his ambitious economic program and support for the security and armed forces. He has staked a leadership role for Japan in a region being rapidly transformed by the rise of China and India, while carefully preserving an ironclad relationship with Trump's America. The Iconoclast tells the story of Abe's meteoric rise and stunning fall, his remarkable comeback, and his unlikely emergence as a global statesman laying the groundwork for Japan's survival in a turbulent century.
Produced for unit ECT317 offered by the School of Education in Deakin University's Open Campus Program.
Offers an informative introduction to the subject of disaster risk reduction education and highlights key places of education such as family, community, school, and higher education. This book describes and demonstrates different aspects of education in an easy-to-understand form with academic research and practical field experiences.
This textbook aims at making a contribution towards advancing the necessary knowledge and skills required in order to teach on the subject of sustainable development. This includes developing the ability to make conscious choices among the available alternatives in teaching contents and methods in such a way as to expand and deepen students perspectives on sustainable development. Part I of the book presents the history of humankinds interaction with the natural world from the hunter-gatherer period up to the industrial societies of today. There is also a particular focus on how current environmental commitment has evolved, transformed and intensified over the years. Part II focuses on four current ways of putting environmental and developmental issues into perspective: An ecological perspective on what characterises the natural world; an environmentally ethical perspective on the different ways of morally relating to the natural world; a political perspective on environmental and developmental issues; and an economical perspective applied as a means of achieving sustainable development. Part III deals with educational aspects including: A comparison between Education for Sustainable Development (ESD) and other traditions within Environmental Education; a discussion on the democratic role of education; a perspective on the learning process; a presentation of a teaching perspective on ESD; and finally a study of the practical implications of ESD.
Combining elements of sustainable and resilient cities agendas, together with those from social justice studies, and incorporating concerns about good governance, transparency and accountability, the book presents a coherent conceptual framework for the ethical city, in which to embed existing and new activities within cities so as to guide local action. The authors’ observations are derived from city-specific surveys and urban case studies. These reveal how progressive cities are promoting a diverse range of ethically informed approaches to urbanism, such as community wealth building, basic income initiatives, participatory budgeting and citizen assemblies. The text argues that the ethical city is a logical next step for critical urbanism in the era of late capitalism, characterised by divisive politics, burgeoning inequality, widespread technology-induced disruptions to every aspect of modern life and existential threats posed by climate change, sustainability imperatives and pandemics. Engaging with their communities in meaningful ways and promoting positive transformative change, ethical cities are well placed to deliver liveable and sustainable places for all, rather than only for wealthy elites. Likewise, the aftermath of shocks such as the 2008 Global Financial Crisis and the Covid-19 pandemic reveals that cities that are not purposeful in addressing inequalities, social problems, unsustainability and corruption face deepening difficulties. Readers from across physical and social sciences, humanities and arts, as well as across policy, business and civil society, will find that the application of ethical principles is key to the pursuit of socially inclusive urban futures and the potential for cities and their communities to emerge from or, at least, ameliorate a diverse range of local, national and global challenges.
This is one of the first books to focus on explicit linkages between the changing environment and disasters and suggests proactive approaches towards disaster management. A ready-reference for field practitioners it covers areas such as elements of environmental entry, impacts of environment and disaster, strategies, planning and the way forward.