Overview: The Educational Capabilities of Geoparks: From Education to Learning

Activities in Japan's geoparks are becoming more popular every day. Many of the papers in this special issue include statements about 43 geoparks in Japan—statements that can signify surprises and hope for geoparks. Geopark activities have been underway since the 2008 certification of seven geoparks in Japan. The geosciences, specializing in regional and academic communities, have also held many symposia, and there are hopes of approaches in addition to trial and error on the part of local communities, local governments, and researchers concerning geopark activities. The Journal of Geography (Chigaku Zasshi) featured a special issue on “Geoparks and Regional Development” in 2011, which included many papers with the theme of the “effects of geoparks on regional development. ” The papers in that issue explained the geopark concept through such topics as philosophy and background, geotourism, geoecotourism, regional diversity, university activities, protecting and conserving the natural environment, civic consciousness and activities, geostory, geodiversity, and guiding tours (Kikuchi et al., 2011). After that special issue, the journal also published papers on attracting visitors from the perspectives of business economics, working situation of tour guides, and range of academic coverage of the geosciences provided by geoparks (Ito et al., 2015; Isono, 2015; Ogata, 2015). Thus, this journal has published papers related to geoparks, although there have been few papers about education in geoparks. This special issue focuses on education at geoparks, so that many authors engaging in educational activities can present case studies, as well as their own viewpoints. The issue was triggered by the symposium “Educational Capability in the Geopark: What and How Do We Educate for Surviving in Fluctuating Earth” held during the meeting of the Association of Japanese Geographers in 2015. At the symposium, researchers debated the role of the geopark as a place for learning about the natural environment of a region, and they found the importance of re-examinations and peer relationships between residents and researchers (Miyahara et al., 2015). This basic concept of geoparks for education can be seen in the papers of this issue as well; the subtitle of this issue “From Education to Learning” was added accordingly. Teaching and the overall educational situation in Japan is also changing. To take university education as an example, education needs efforts towards active learning. Japan's government defines active learning as follows: “It is not education done by one-way lectures or talks from teachers to students, but rather a way of joining and being actively involved in learning for the students. Active learning cultivates students' varied abilities, including cognition, ethics, social competence, culture and knowledge” (Central Council for Education, 2012, p. 37). As a result, the government is moving it forward. This educational policy of Japan is not only for university students but also for children, junior-high and high-school students and adults. Places and opportunities are needed for learning actively and voluntarily. Therefore, Oike (2016) also maintains in this issue that “education” can be important but “learning” can be much more important. Oike (2016) introduces a brief summary of a