Fiscal 2007 Research Study to Promote Comprehensive After-school Measures
Commissioned by the Ministry of Education, Culture, Sports, Science and Technology
Report : Model Program for Supporting After-school Activities

Nurturing the Creators of the Future
How to Start a Community Classroom for Children
Activity Model for“Fostering Peace-loving Global Citizens”

things that can be done today for the adults of
tomorrow

after-school plan for children

The Goi Peace Foundation
TEL：03-3265-2071 FAX：03-3239-0919 E-mail：kids@goipeace.or.jp
Heiwa Daiichi Bldg., 1-4-5, Hirakawacho, Chiyoda-ku, Tokyo102-0093, Japan
http : //www.goipeace.or.jp
http : //www.earth-kids. net（Earth Kids Space）

禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾

Declaration for All Life on EarthIntroduction
Today the globalization of society is advancing rapidly. We at the Goi Peace Foundation believethat there is a necessity for each member of the human race to develop global consciousness anduphold new values and ethics that respect all forms of life on Earth. Based on this belief, we havebeen developing educational programs within the framework of lifelong education to nurture thespirit and foster respect for life in children.
In fiscal 2005 and 2006, we were commissioned by the Ministry of Education, Culture, Sports,
Science and Technology（MEXT）of Japan to implement the“Program to Promote Community
Classrooms for Children.”With the help of numerous volunteers, we launched the Earth Kids Space
program in over 20 locations throughout Japan. With the completion of the commission period, theEarth Kids Space program has become a self-sustaining operation since fiscal 2007.
Concurrently, the Goi Peace Foundation was selected to undertake government-commissioned“Research Study to Promote Comprehensive After-school Measures.”This research project aims
to help promote the“After School Plan for Children,”which was begun by MEXT in cooperation
with the Ministry of Health, Labor and Welfare and is also positioned as part of the Cabinet Office’seffort to reverse the decline in the country’s birth rate. The theme of our research was specified
as“Fostering Peace-loving Global Citizens.”
Under the guidance of MEXT, we were able to carry out this research project with the support
and cooperation of individuals and organizations in various fields, including the education andwelfare departments in different cities, public schools, NPOs and NGOs, businesses, local
supporters as well as international organizations. Our Earth Kids Space locations throughout Japan
were also fully mobilized to undertake the research.
As a result, we have been able to formulate, implement and verify diverse activities for afterschool hours and weekends with the purpose of“fostering peace-loving global citizens.”These
outcomes were first presented at the National Olympics Memorial Youth Center in Tokyo on
January 15, 2008. Open Classrooms have also been organized in various locations to offer many
people the opportunity to experience these activities. Thus, it is our great pleasure to present the
final outcome of our research study in this publication.
It is our hope that this activity model for a new kind of peace education will be utilized widely tobring together people of all generations and backgrounds in a harmonious and lively interaction and■ PREAMBLE
The earth is an evolving living entity. Every form of life onearth is an important part of this living entity. Accordingly,
we, as individual human beings, must cultivate theawareness that we are all members of a global community oflife and that we share a common mission and responsibility
for the future of our planet.
Every one of us has a role to play in the evolution of ourplanet, and to achieve world peace each of us must live up
to our responsibilities and obligations. Up to the present
time, few people on earth have been fully satisfied with life.
We have faced conflicts all over the world in competition for
limited resources and land. This has had a devastating effecton the global environment.
As we enter the new millennium, more than anything else,
the realization of world peace depends on an awakening of
consciousness on the part of each individual member of thehuman race. Today, it is imperative that every human being
bears the responsibility of building peace and harmony in his
or her heart. We all have this common mission that we must
fulfill. World peace will be achieved when every member ofhumanity becomes aware of this common mission─when
we all join together for our common purpose.
Until now, in terms of power, wealth, fame, knowledge,
technology and education, humanity has been divided
between individuals, nations and organizations that havepossession and those that do not. There have also been
distinctions between the givers and the receivers, thehelpers and the helped.
We hereby declare our commitment to transcend all thesedualities and distinctions with a totally new concept, which
will serve as our foundation as we set out to build a peacefulworld.

■ GENERAL PRINCIPLESIn the new era, humanity shall advance toward a world ofharmony, that is, a world in which every individual and every
nation can freely express their individual qualities, whileliving in harmony with one another and with all life on earth.
To realize this vision, we set forth the following guiding
principles :1. Reverence for life

mutual learning.

We shall create a world based on love and harmony in which
all forms of life are respected.

The Goi Peace Foundation
February 25, 2008禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾

2. Respect for all differences

We shall create a world in which all different races,
ethnic groups, religions, cultures, traditions and customs

are respected. The world must be a place free fromdiscrimination or confrontation, socially, physically andspiritually ─ a place where diversity is appreciated andenjoyed.

3. Gratitude for and coexistence with all of
natureWe shall create a world in which each person is aware that
we are enabled to live through the blessings of nature, andlives in harmony with nature, showing gratitude for all
animal, plant and other forms of life.

4. Harmony between the spiritual and material

We shall create a world based on the harmonious balanceof material and spiritual civilization. We must break awayfrom our overemphasis on the material to allow a healthy
spirituality to blossom among humanity. We must build aworld where not only material abundance but also spiritualriches are valued.

■ PRACTICE

We shall put these principles into
practice guided by the following :As individuals

We must move beyond an era in which authority andresponsibility rest in nation states, ethnic groups andreligions to one in which the individual is paramount. We
envision an“Age of the Individual”─ not in the senseof egoism, but an age in which every individual is ready toaccept responsibility and to carry out his or her mission as
an independent member of the human race.
Each of us shall carry out our greatest mission to bring love,harmony and gratitude into our own heart, and in so during,
bring harmony to the world at large.

In our specialized fields

We shall build a system of cooperation in which wisdom
is gathered together to derive the most from technicalknowledge, skills and ability in various fields, such as
education, science, culture and the arts, as well as religion,
philosophy, politics and economics.

As the young generation

In the 20th century, parents, teachers and society were theeducators of children, and the children were always in theposition of being taught. In the 21st century, adults shalllearn from the wonderful qualities of children, such as theirpurity, innocence, radiance, wisdom and intuition, to inspire
and uplift one another. The young generation shall play aleading role in the creation of peace for a bright future.

Contents
Fiscal 2007 Research Study to Promote Comprehensive
After-school Measures Commissioned by the Ministry of
Education, Culture, Sports, Science and Technology
Report : Model Program for Supporting After-school Activities
Nurturing the Creators of the Future : How to Start a Community
Classroom for Children
Activity Model for“Fostering Peace-loving Global Citizens”
Contents

01
02

Fostering Peace-loving Global Citizens

04

Earth Kids Space as a Model Community Classroom

06
08
10
12

Focal Theme ● Community-wide Cooperation in Caring for Children

14

Reports from Earth Kids Space Locations● Case Studies and Recommendation

17
18
24
26
28

Activity Model for a Community Classroom for Children～ Reports from the National Conference ～Focal Theme ● Love and Values that Nurture the Spirit and Energy of Life
Focal Theme ● Overcoming Isolation, Building Strong Partnership with School
Focal Theme ● Development of Global Consciousness and Internationalization of
Local Community

Start-up, Operation and Management Manual
Educational Philosophy of the Earth Kids Space Program
The Ten Principles for Creating an Earth Kids SpaceA Day at a Earth Kids Space

29
34
44

Practical Activity Manual48

Voice of Participants, Collaborators and Parents（fromQuestionnaires）
Cultivating Internationally-Minded People of 21st Century— A New Perspective Toward the future —52

Tested and Recommended Activities
Reference Materials for Activities

54

Regional Meetings at the Earth Kids Space Locations Participating in the
Model Program

56

Fiscal 2007 Research Study to Promote Comprehensive After-school
Measures : Model Program for Supporting After-School Activities
Full text of the“Declaration for All Life on Earth”
1Fostering Peace-loving Global Citizens
Research Project TeamThe Goi Peace Foundaiton
Today, we are caught in the wave of globalization which is affecting us in many ways. The theme of ourModel Program,“Fostering a peace-loving global citizen,”implies that we must cultivate the awarenessthat we are all crew members of Spaceship Earth and that each of us is a constituent of a global communityof life.
Problems such as global warming and food safety are the results of overdeveloped industrialization,
overabundance of information, obsolescence of knowledge, institutional fatigue of our economy and otherhuman systems, overemphasis on materialistic values and the desolation of the spirit, and the insatiablegreed of human beings which even threatens morals of life. This global crisis can no longer be tackledfrom a national interest perspective, but requires every person to acquire a global perspective. We need to
uphold and share a new set of universal values and ethics in order to bring about a paradigm shift in our
way of life.
We must also do away with all kinds of polarizing approaches that pit one’s country against othercountries, or one’s race, culture or religion against other races, cultures or religions.
All of today’s problems, whether it be global warming or disparity of wealth, may only be solves when
there is a change in humanity’s consciousness which in turn leads to appropriate action. Therefore, wemust cultivate a great many people who can make good judgments and choices and take actions as a
responsible member of the global community.
Based on this concept, the Goi Peace Foundation launched the initiative for“Creating a New
Civilization”with likeminded individuals and organizations around the world. The theme“Fostering
Peace-loving Global Citizens”as commissioned by MEXT is nothing less than about nurturing creators ofa new civilization of the future.
With inputs from many contributors, this report is compiled in a way that could be used as a reference
book for all those who are interested in creating a safe and loving community classroom for children.

2

■ How We View Children in the 21

St

CenturyChildren are precious beings and thecreators of the future for all life on Earth.
They are not just physical beings, but
are spiritual beings with awakened
consciousness as a member of the global
community of life.

■ Educational Values
1 Reverence for life
2 Respect for all differences
3 Gratitude for and coexistence withall of nature
4 Harmony between the spiritual  and material■ Code of Conduct :The Three Promises
1 I will not bother others.
2 I will look after myself.
3 I will help others when I can.

3Earth Kids Space as a Model Community
Classroom～ Reports from the National Conference ～On January 2008, a National Conference was organized at the National Olympics
Memorial Youth Center in Tokyo, in order to present to the public the outcomes of
the government-commissioned research study. Many people involved in educationand child care gathered to hear the reports from the 13 Earth Kids Space locations
which participated in the Model Program. The conference program included
presentations, sharing of experiences, exhibits and experiential workshops. Thissection introduces the presentations made at the conference, which report on theexperiences gained at the respective Earth Kids Space locations. They are intended
to present the different challenges, possibilities and practices involved in creating
community classrooms.

Fiscal 2007 Research Study to Promote
Comprehensive After-school Measures
Commissioned by MEXT

National Conference―Reports and Recommendations fromthe Earth Kids Space―
Date & Time : January 15, 2008 10 : 00 am-3 : 00 pm
Place : Small Hall, Arts Building, National Olympics
Memorial Youth Center
Theme :“Fostering Peace-loving Global Citizens”

4Reports from the National Conference

P R O G R A M
Reports from the National ConferencePart 1
10：00

10：20
10：30

11：00

11：20

11：45

12：15

Opening Remarks and Keynote Address“Peace Education Programs of the Goi Peace Foundation”by Hiroo Saionji,
President of the Goi Peace Foundation
Introductions of People Involved in Implementation of Consigned ResearchPresentation of Outcomes from Consigned Research Implementation Sites“Community-wide cooperation in Caring for Children”by Taeko Fukuoka,
Coordinator, Earth Kids Space Koyoen“Love and Values that Nuture the Spirit and Energy of life”
by Kazuko Terui, Coordinator, Earth Kids Space Goi
Voices of Partners and Collaborators“Regional Revitalization Begins With Child-raising Assistance”by Mieko
Kitanoi, Fomer Chairperson, Koyoen Chapter of the Association for the
Promotion of the Well-being of Youth“Hail to the Earth Kids”by Mitsui Tanaka, Former Coordinator, Earth Kids
Space Nangoku-Tosa
Report on Experiences“Continuing International Exchange Together with Foreign Students of Diverse
Nationalities”by Yuko Seki, Coordinator, Earth Kids Space Setagaya
Further Development“Child-raising Consulation Meetings Held for concerned Parents”by Kimie
Seki, Former Coordinator, Earth Kids Space Setagaya
End of Part 1
Break

Part 2
13：00
14：20

14：45
14：55
15：00

Viewing of Exhibits / Interactive Program Workshops
Reports on Experiences at Earth Kids Space Sites
Keiko Asai, Coordinator, Earth Kids Space Takaraduka
Masumi Inoue, Coordinator, Earth Kids Space Niigata
Emiko Kameshima, Coordinator, Earth Kids Space Okinawa
Idumi Yamashita, Coordinator, Earth Kids Space Fuji
Future Outlook and Cooperation Requests
Conclusion
Closing5

Focal Theme●Community-wide Cooperation in
Caring for Children
Outcomes : ーShared awareness that community members should all
be involved in caring for children.
ーActive information exchange and collaboration
among community members. Revitalization of the local
community.

“Involving Communities in Cultivating
New Global Citizens”
Taeko Fukuoka
Coordinator, Earth Kids Space Koyoen,
Nishinomiya, Hyogo Prefecture
Combining the Power of theOrganization with the Powerof the Individual
Over the past three years we have organized Earth
Kids Space activities 168 times in total. We were able
to implement various activity programs thanks to the
support of the people in the community. The Koyoen
school district has one elementary school, two juniorhigh schools and two high schools. It also has the
Koyoen Chapter of the Association for the Promotionof the Well–being of Youth, which has a great amountof organizational power. The Association provides
complete support for our activities at Earth Kids Space
Koyoen.
Once each month, the Association convenes aregular meeting that is usually attended by 40 people.
Attendees include the Association’s Chairperson,
civilian committee members, people from the Social
Welfare Council, heads of various neighborhood
residents’associations in the Koyoen area, principals
and vice principals of schools as well as representa–
tives of nursery schools in the Koyoen school district,
PTA Chairs of various schools, guidance counselors,
and representatives of Sports 21, Girls Scouts, andother organizations. As a variety of information

6

exchange is carried out in this forum, we from Earth
Kids Space also attend and distribute our newsletter
once every two months.
Once, when Tanabata festival decorations werebeing planned for us, at the regular meeting I asked
where we could get some bamboo. One membero f f e re d t o p ro v id e so m e, a nd t h e n a c e r t a i nneighborhood residents’association leader also offeredto personally help us by doing the physical work ofpropping up large bamboo stalks. This is one exampleof how wonderful people are gathering together tohelp raise the children of the community.

Reports from the National Conference

Various Support and Cooperation Provided by theCommunity
Below are some of the ways in which community
members have been supporting the activities of the
Earth Kids Space :●Nishinomiya city gave us special rates and reservation priority for using civic facilities.
●Schools helped distribute our program flyers tochildren.
●Association for the Promotion of the Well-being ofYouth introduced our activities in their newsletter.
●Nishinomiya City newsletter featured our activities.
This helped us gain recognition by the residents.
●Local newspaper carried the article about ourchildren, who participated in the Space Friends 2007

event with astronaut Mamoru Mori.
●Local residents let us use a piece of land and helped
the children grow potatoes, beans and othervegetable.
Studying and passing on Japanese tradition are also
important. When children travel overseas, they shouldbe able to talk about their own country’s culture. This
will lead to children growing into“Peace–loving
Global Citizens.”Our children were taught by people
from the community how to make sandals using
towels, and how to make straw and strands of rope for
New Year’s decorations. They also were introduced tosummer festivals, udon（wheat flour noodles）making,and radio calisthenics. During international exchangetime, people from the PTA made flags of Spain for us.
Collaboration with many people from the community ismaking many kinds of Earth Kids’activities possible.

Message
When Earth Kids Space was initiated three years ago, I believed that
we had something in common with them—the things that we at the
Association for the Promotion of the Well-being of Youth had been
doing. Since then we have worked together hand-in-hand. We had held
a variety of events before then, and just when I had begun to thinkthat we didn’t have enough one-on-one interaction with the children,
Earth Kids Space came into being and filled that need in a very timely
fashion. From about 10 years ago, Hyogo Prefecture has operated
a Trial Week plan that offers second year junior high school students a week ofexperiences in society. Community facilities and business establishments take in thechildren and look after them while giving them hands-on experience. In Nishinomiya,
NPO organizations make “eco cards” and carry out city-wide “Raise Eco-awarenessThrough Children” activities. In these ways, many organizations have partnerships
with the Association, and we all work together to better our community. We believethat you don’t need to do big things to revitalize the community—all you have to do
is string your efforts together, one by one.
Mieko Kitanoi, Former Chairperson
Koyoen Chapter of the Association for the Promotion of the Well-being of Youth7

Focal Theme●Love and Values that Nurture
the Spirit and Energy of Life
Outcomes : ー Creation of a space filled with love and friendly atmosphere.
ー Communication of love and compassion by totally
accepting and resonating with the child.

“How to Touch the Hearts and Livesof Children”
Kazuko Terui, Coordinator, Earth Kids Space
Goi, Chiba Prefecture
The Importance of Feeling
Fulfilled
In the past, even when we decided,“Okay, let’s gofrom the youngest to the oldest,”there were always
kids who had a habit of saying,“I’
m Number One,”and wanted to be first. However, that once–ubiquitousphrase has disappeared recently. Why? One day, I
realized the answer. The last thing in our program at
the Space is reading to the children. They will starttalking to me in the middle of it, and I always makesure to listen to them and engage them and satisfy
them by saying things like,“Oh, really? That’samazing!”All I am doing is just receiving and listening
to whatever they say, but I’
m sure minds are satisfied
by this. The Native Americans teach that children whoare brought up with acceptance learn how to love
themselves, and children who are brought up withpraise learn how to be thankful. I believe that thephrase“I’
m Number One”has vanished from thisEarth Kids Space because the kids here are being
accepted and praised.

Children Accept Love Instinctively
The other day I read the story Zo no Senaka*1 to8

the children.
“The Papa elephant is ill. When he tells his family,
the child elephant Poppo–chan says,‘Will you go away
to some place nobody knows? Please take me witht doyou.’But the Papa elephant admonishes,‘I can’that!’It is said that when death is near, an elephant will
go away to look for a place to die alone. In the middleof the night, the Papa elephant left to go out with a big
noise. Poppo–chan quietly follows after him. The Papa
elephant digs a hole and buries something near theriver. On the second day and the third, the Papa
elephant goes far away again and buries something.”
At this point, I asked the children,“What did hebury?”One of the children said,“He didn’t bury any
thing, he buried his spirit.”Another kid said,“That’sright. The next day he went to the animals, the trees
and the flowers and said,‘Be well. I’
m going now, but
you all be nice to each other, okay?’”The children said
that on the third day, he said thanks for everything andburied much of his spirit there. There were still three
pages left in the book, so I asked them,“How can you
all know what’s ahead before I read it?”Theyanswered,“Because, that’s the way it is here at the
Earth Kids Space. That’s when I understood that it is
so important to be recognized and praised. But there ismore than that here. This place is full of love. Thatlove was conveyed at some point and took root in thes hearts.
children’Reports from the National Conference

Nurturing Children Who Can
Draw Out Love and SpiritualRichness from within Themselves

kids can play freely － make drawings, origami,
anything they want. As they played, they also brought
out such a degree of love and spiritual richness fromwithin that they understood that the elephant“buried
his spirit.”

Re c o g n i z i n g y o u r o w n g o o d q u a l i t i e s a n drecognizing the great things about people. Seeing thepositive things about your own country, and taking along look at the good points of other countries. These
are the kinds of things that lead to“Fostering Peaceloving Global Citizens.”At the Earth Kids Space, the*1 Zo no Senaka（The Back of the Elephant）,anovel by Yasushi Akimoto, published by
Kodansha

Message
I first heard about the existence of Earth Kids Space just at the time when I was
saddened by the death of a girl I knew and thought, “I wish there were a place
where children could do the things they want to do and shine brightly.” I am nota certified educator, but I was able to use my childrearing experience to work
together with everyone to build a lively place filled with positive love. If we adults
can join forces throughout Japan and the world to create these places for children,
I believe that we as well as the children will continue to shine brightly.
Kazuko Terui, coordinator, Earth Kids Space

9Focal Theme ● Overcoming Isolation, Building
Strong Partnership with School
Outcomes : ー Great improvement in children’s behavior through thepractice of the Three Promises.
ー Cooperative relations with the community and school
as a result of positive changes observed in children.

“Hail to the Earth Kids”
Mitsui Tanaka, Fomer Coordinator, Earth Kids Space
Nangoku-Tosa, Kochi Prefecture
A True Place for Children
Many households in our district have experienced
divorce, with some statistics showing that single
parent families account for as much as 40％ ofhouseholds with children. When I started the Earth
Kids Space, I found out that many of these single
parents are hardly ever at home, and their children are
hanging around at home until late at night waiting forthe parent to finally return.
I thought that something must be done about this. I
live in a small two–story house, but I decided to open
up the entire first floor to the children so that they
could come any time they wanted as long as I waspresent. I’
d get calls on Sunday mornings from kids
who would say,“Is it okay to come now? My parent
was already gone when I woke up and I haven’t eatenyet…”Kids would come to my house after school with
their backpacks and say,“I’m home.”I had always
lived a quiet single life before, but suddenly out of
nowhere it seemed like one great family filled myhome.
Now the children all have looks of ease on theirfaces, as if they were in their own house. Their smiles
are so sweet. They don’t need difficult logic or
systems of organization. All they need is love andrespect. All we need to do is just keep on loving them10with a warm heart and believing in them, no matter
what they do. Anyone who puts their mind to it canoperate an Earth Kids Space that envelops the children
in love. Anyone who has the love can do it.

The Three Promises Are Deeply
Instilled in Children’s Spirits
At our Space, all the kids keep the Three Promises*with a gleam in their eyes. The children do their bestin the belief that they can become who they want tobecome an honorable person by keeping the promises.
At first, the children messed up the room. The
elementary school teachers seemed to be keeping
their distance watching from afar at the beginning. But
gradually, the children changed. Their powers ofconcentration came out, their postures improved, andthey became able to answer questions clearly and looktheir teachers in the eye. Now the teachers are
sympathetic to Earth Kids Space principles, and whentrouble arises we get in contact with each other rightaway. We also actively share information. The teachers
also help when parents need to be contacted.
The boy who used to say,“I’m the most pathetic
kid in the world,”has regained warmth. Smiling faces
on children are truly wonderful. I love them and want
to see them. This year I will turn 80 years old, butReports from the National Conference

those smiles keep me going.
I was elated that the school principal said,“Thanks
to Ms. Tanaka, the school, the parents, and the peopleof the community want to work more closely to raise

our children.”If we begin by reaching out to thosearound us, anybody, children or adult, can change.
* The Three Promises : See page 18 of this Report.

Message
Going to Ms. Tanakaʼs place, gives the children a sense of well-being. You haveconstantly sympathized with the children at your Earth Kids Space. On weekends,
you even prepare breakfast and lunch for them. We have so much respect for you.
Now the elder children teach the younger ones the Earth Kids rules, and they all
behave well together. Thanks to you, the children who are not getting what theyneed at home are given love and made to feel that they are precious. A child’s
future is supposed to look bright, but in today’s world this is not always the case.
However, the things these kids experience at your house will provide them withsustenance for their lives in the future. We teachers are influenced by you in ourwork, but should you ever feel that we are not treasuring the children enough,please give us your candid advice.
Excerpted from a letter written by the Principal of a collaborating school

11

Focal Theme●Development of Global Consciousness and Internationalization of Local
Community
Outcomes : ー Cultivation of international sensibility in children
through interaction with foreign students.
ー Mutual understanding transcending differences oflanguage and culture. Raised awareness as a citizen of
the Earth.

“Continuing International Exchange
Together with Foreign Students ofDiverse Nationalities”
Yuko Seki, Coordinator, Earth Kids Space
Setagaya, TokyoAt our Earth Kids Space, we cherish international

International sensibility acquired at an early age

sensibilities. In particular, we enjoy the frequentbecomes a practical quality in adulthood. Some parents

participation of students from 30 countries who live inremarked that they wish they had an opportunity likethe area. When we held a program in connection withthis in their childhood.

the United Nations International Day of Peace, a great

In the Earth Kids Space program, children continue

many foreign students attended and were able to enjoy

having experiences of meeting foreign students andinteracting with children, parents, and other people

having direct conversations with them. It is our hopefrom the community.

that a rich international awareness and a sensibility

At first the children saw the students as“foreig–ners”and had passive attitudes, but as they spent timethat we are all part of a global family are cultivated in
the children.

interacting with them, they were able to transcend

I believe it would be wonderful if more places likedifferences and enjoy the exchange. Some foreign

this where“Peace–loving Gloval Citizens”mature in a

students remarked that during their participation innatural way could be created and developed in all

the program they were able to stop feeling like aregions.

foreigner and just feel like a person.

12

Reports from the National ConferenceSix of the foreign students who are participating in the Earth Kids Space Setagaya programattended the National Meeting for Announcing Results. A good time was had by all, as theyextended greetings and introduced themselves in their own countries’languages, and had theaudience responded in the words they had just been taught. The venue became a veritable“Mini
Earth Kids Space.”Later, the foreign students gave their impressions of Earth Kids Space.

Virgilio（from Mexico, majoring in agricultural economics）
I get a great impression from Earth Kids Space. Ihave great fun with everyone
every time I go there. I want to help build a society where everybody
cherishes the spirit above all else, even after we grow up. To this end, I
believe the Three Promises that the children recite are also important. Everyday, I am trying to be like a child in the sense that I smile. If you smile, yourheart will open up. I will continue to participate in Earth Kids Space.

Betsy（from Colombia, doing global social research）
Earth Kids Space is a precious place for me. Thank you for always allowing
me to participate.

Mustafa（from Jordan, majoring in dentistry）
I am elated to be here. Thank you very much. I am grateful from the bottomof my heart to everyone working so hard for the children and for the future. I
also look forward to the coming of the day when the people of the world
achieve happiness.

Zhu（from China, majoring in global economics）
I have been participating in Earth Kids Space for three years and am very
happy to be able to use this opportunity to express my gratitude. I havelearned what is possible for us to do for the sake of international
understanding and exchange. Playing with the children has given me both
good times and good cheer, and has put me into the state of mind that I cantackle my daily life with vigor. I believe that creating peace starts with making
steady efforts working from what’s immediately around you. From now on, I hope to work with Earth
Kids Space and engage in various other activities.

Gabriel（from Nigeria, majoring in fisheries science ; pictured left）
When we first came to Japan, my wife Rose and I were on our own and had noacquaintances. We also wrestled with the language barrier. However, thanks to ourparticipation in Earth Kids Space, we were able to have wonderful exchanges withchildren, singing and playing together. We are grateful for the kind hospitality of thepeople of Japan. I hope that we will be able to hold a program like Earth Kids Space
when we go back to Nigeria. Through activities like this, I hope we can achieve a
joyful world full of love and unity.

Gabriel’s wife, Rose（from Nigeria ; pictured right）
I thank the people of Japan who have been so friendly and kind to us.

13

Reports from Earth Kids Space Locations● Case Studies and Recommendations
Child-raising Consultation Meetings
Held for Concerned Parents
Kimie Seki, Former Coordinator, Earth
Kids Space Setagaya, Tokyo
After our Parents Meeting last year, many people
expressed their desire to have more such meetings in
the future. In response, we are now holding Child–raising Consultation Meetings six times a year, during
the daytime on weekdays for two and a half hours.
《Child-raising Consultation Meeting Concept》⇒Parents are becoming isolated amidst the trend
toward the nuclear family and the declining birthrate. They need a place for discussions about child–raising.

⇒By talking, they can
let their feelings loose,
get more comfortableand become able todeal with their kids inan easygoing way.
⇒Let’s clearly separate
the social principle of competition from children’sindividual worth and growth.
⇒One need not be the same as everyone else ; it’sokay to be different. It’s important that we
recognize and help develop a child’s good qualities.
⇒Let’s respect the principle that a child is a giftfrom Heaven. Let’s also cultivate awareness inourselves that enables us to feel the preciousnessof a child’s life.

Candid interviews with Moms
At the conference, mothers who attend the Child-raising Consultation Meetings at Earth
Kids Space Setagaya also took the stage to answer questions.
《Child-raising Consultation Meeting Topics》●On the parent-child relationship : How to praise,
how to admonish, how to avoid over-protectiveness and over-control, how to avoid hindering achild’
s autonomy.
●On relationships between children and theirfriends : How to help kids cope with insecurity
when entering new classes and starting with newteachers, how to make up for lack of experienceand communication.
●On play : What to look out for regarding the use ofelectronic games and IT equipment.
●How to address changes in the environment
surrounding kids. The trend toward the nuclear
family and the declining birth rate are having
adverse effects such as the lack of opportunities
for children to play with children of other ages. A
strong local community is very much needed.

14《Significance of the Child-raising Consultation
Meetings》●Thanks to the homey atmosphere and small
number of people, it’s easy to talk.
●Even though I have major problems I must handle
myself, as I talk I feel more relaxed and am able tointeract with my kids in an easygoing way.
●When I am alone, I just feel more and more ill atease. When I come here, I can listen to the older
mothers talk about their experiences and am able
to turn around my worries and become morepositive.

Reports from the National Conference

Partnering with the Local Elementary
School and Enjoying Collaboration by
University School Students
Keiko Asai, Coordinator, Earth Kids Space

Collaboration with the Local School Kids’
Club Using Introductions to Japanese Culture
Masumi Inoue, Coordinator, Earth Kids

Takaraduka, Hyogo PrefectureSpace Niigata,  Niigata Prefecture

Our after–school Earth Kids Space is held at anelementary school in the city. One hundred
children participate every time and the place isalways full of crackling energy. We have theunderstanding and cooperation of the elementary
school, and sometimes the principal and viceprincipal themselves come to give support. The
teachers also tell us that since the things in theschool are all for the children, we can use them all
freely, and we gratefully do. Since we operate in
the school, the children are able to just stay there
after school time. This fact is not only convenient
for the children but also extremely reassuring interms of safety. In addition, the members of“Club
Geordie,”* a organization devoted to international
understanding and education at Kansei Gakuin
University, are a confident group of collaborators
who play with the children. They offer the children
a variety of programs related to international
understanding, and actively take part in them.
Our Space is being supported and is developing
healthily thanks to such par tnership andcooperation.

At Earth Kids Space Niigata, we are trying manydifferent things thanks to the understanding andcooperation of people and groups in the community.
One example is our collaboration with a local
school kids’
club. The children in the club and ourEarth Kids Space children visited each other’ss p a c e a n d p l a y e d t o g e t h e r. T h ro u g h t h iscollaboration we are expanding our forum foractivities.
Another example is our programs for under–
standing Japanese culture, such as flower
arranging and tea ceremony. We are putting a lotof effort into this area. As he teaches the children
how to use the flowers, the flower arranging
teacher makes sure to tell each student how
wonderful he or she is. The tea master, an elderly
lady, always wears a kimono, and conveys theJapanese tradition through every move that she
makes. These instructors understand the Earth
Kids Spa ce pr inc i ples a nd come to us asvolunteers. Sometimes they bring large pieces ofluggage holding tools and other materials.
I believe the spirit of harmony and gratitude
toward people and things inherent in Japaneseculture helps cultivate the qualities needed to
become a truly internationally minded person. The
children are learning these important things at a
young age thanks to such efforts by people in thecommunity. I am very grateful for this.

＊“Club Geordie”develops new programs in inter–national understanding and comes to visit Earth
Kids Space. The children look forward to its
members’visits.

15

Earth Kids Space :From Okinawa to the World

Fostering Regional Individuality
and Achieving Internationalization

Emiko Kameshima, Coordinator,

Idumi Yamashita, Coordinator,

Earth Kids Space Okinawa, Okinawa Prefecture

Earth Kids Space Fuji, Shizuoka Prefecture

We hold Earth Kids Space once a month. The
motto is“Bright and fun.”The children also recite
the Three Promises on their own in the course of
their play. The children are very happy about
participating in Earth Kids Space. Interest is highamong people in the community, and staff
participation by adults is on the rise. I also run ahealing care school and salon, and many of mycustomers and students are sympathetic to the
Earth Kids Space cause.
I hope that Earth Kids Space can communicate
from here in Okinawa to the world at large. One
recent day, just as I was thinking this thought,
some great collaborators appeared. I was at a nailsalon in the neighborhood, and when I said that I
wanted to convey the idea of Earth Kids Space,and I wanted to meet the kids of the world, so thats children can grow up freely andall the world’naturally, the owner, who was in the middle of amanicure, took off her mask and looked me in theeye.“That’s it,”she said.“That’s what I’vealways wanted to do. Let’s do it together!”Thenanother customer who had overheard us joined inand said she would help, too. That other customer
was a black woman who owned a very nearby
church. What had happened was that three ownersof establishments in the immediate vicinity of eachothe － my place, the nail salon and the church －had met and shared our passionate feelings about
working together for the sake of children. We will
join the children and the people in the community
to introduce the greatness of Earth Kids Space
from Okinawa to the world.

The other day, I went into town with the children
to hand out fliers inviting the people in thecommunity to come to Earth Kids Space. When we
went into a shop run by a Brazilian and handed out
the flier, the owner said with an expression of mixed
surprise and joy,“But I don’t speak Japanese well,and my eyes and hair color are different...”When we
said,“Please do come,”he responded,“But, is it
okay if I go?”It was shocking to hear this and what
it implied about the current state of things.
There are about 4,000 people from foreigncountries living in the city of Fuji, where we reside.
Our interaction with the foreigners who live among
us is still insufficient. Earth Kids Space is a place
where adults and children can have fun together
being their natural selves. I feel that it is importantto pursue regional internationalization through Earth
Kids Space by constantly reaching out to our foreignneighbors. I hope we can all do this together.
Currently I am working as a city council memberof Fuji city. My experience in this position has
caused me to keenly feel the importance of the roleof government institutions. After all, they handle
everything connected to the foundation of our lives－ education, welfare, construction, public works,etc. However, one finds very often that one doesn’tknow where to get a consultation, for example,
about creating a community classroom. I used tofeel this way, too. However, even if you are unsure,first try going to your local government. Smile when
you speak, and don’t give up right away. Keeptrying. There is always a way to foster regional
individuality and make balanced preparations. Your
local government, then the prefectural one, will
start to smile with you. Next, the national
government will smile, and then the people of theworld. If you first break through the people aroundyou, their smiles will start the wave. We at Earth
Kids Space Fuji intend to get our message out, andwe hope you will join us.

16

Activity Model for a Community
Classroom for Children
Let us create an inspiring and safe environment where children canspend their time after-school. We propose the Earth Kids Space as amodel community classroom, where members of the community cancome together transcending boundaries of generation, nationality
or culture and enjoy interaction in a harmonious and friendly
atmosphere.

◇ Start-up, Operation and Management Manual◇ A Model for Partnership and Collaboration◇ Educational Philosophy of the Earth Kids Space Program◇ The Ten Principles for Creating an Earth Kids Space◇ Practical Activity Manual◇ Tested and Recommended Activities◇ Reference Materials for Activities

17

Start-up, Operation and Management ManualStart-up□ Code of Conduct / Shared Objectives
The Three Promises
In a place where many people gather, the children take these rules of behavior to heart evenin an atmosphere that lets them act freely, and they actively try to observe the promises. Whenopening a Place for Children, having a shared set of rules with the children is extremely importantto everyone being able to spend their time there comfortably. The rules that come from the next
three items are especially effective in nurturing autonomy, consideration for others, spontaneity
and a sense of ethics.
① I will not bother others.
② I will look after myself.
③ I will help others when I can.
The Four Objectives
As children spend their time comfortably, we aim to nurture in them values and ideas befittingthese leaders of the future generation. By setting the following objectives, we can clarify the
direction of the Earth Kids Space.（See page 25）① Independence② Harmony③ Global Understanding④ Love and Peace□ Reconfirm the Ten Principles for Creating an Earth Kids Space（See pages 26–27）□ Consult with administrative counterparts at municipalities involved in after–school classrooms forchildren□ Secure staff（enough number of staff to look after the participants）□ Secure places for activities（school and other public facilities, people’s homes, etc.）
Venues○ Consider safety, check the neighborhood around the venue. Be sure to consider amountof vehicle traffic, amount of people who pass by, whether there are eyes and ears around,whether sidewalks are sufficient, etc.
○ Possible venues include school and other public facilities, private culture rooms, and people’shomes.
○ Consider space usage fees and choose facilities that could be used on an ongoing basis.
□ Confirm participantsParticipants○ Typically eligible participants are children from first–year elementary school students up to
third–year junior high school students, and their parents.
○ If participation by small children is desired, consultation with parents is needed.
○ If participation by children with physical disabilities or autistic children is desire, try toaccommodate it to the extent possible. In principle, when accepting such participation,
request the parents to always accompany the child. It is important to accommodate suchparticipation after sufficient consultation with the parents.

18

Activity Model for a Community Classroom for Children

Operation and Management□ Implementation schedules and other schedule management□ Activity program plans that accommodate the actual conditions in each community□ Coordinating contacts among schools, households, and communities□ PR activities（creating and distributing posters and leaflets announcing meetings, PR about
activities）□ Maintaining a list of emergency contacts□ Enrollment or non–enrollment in insurance（See page 20“Safety Management”）□ Clerical work（arranging for educational materials, necessary consumables, etc.）□ Accounting : keeping track of finances（including organizing and storing receipts）□ Building various regional networks□ Planning and developing activity programs in line with actual conditions□ Preparation before and cleanup after classroom implementation※Make the setting of appropriate contents for budget, number of participants, ages, and venues asprecondition for operation.

Number of sessions and session time
□ Consider a number of sessions for which implementation will be sustainable.
One to three times a month is probably a manageable number. Number of sessions can beincreased, with the precondition of budget measures by the municipality, in cases where theadditional session can have a supplementary role to the school such as“group walking homefrom school”or after–school care session. Increasing the number of sessions during the summer
vacation, mainly on weekdays, seems to meet parents’needs. Multiple–day sessions andconsecutive–day sessions are also encouraged. Incorporating support for independent research
assignment during the summer vacation into your program will make it even more fulfilling.
□ For weekday sessions, adjust to the end of the school day of the students in lower grades, andopen the venue at around 2 : 30 pm. Starting the program after the older students finish class andall have gathered will result in a smooth flow.
□ For weekend and holiday sessions, you can adjust times to needs, for example, morning only,
afternoon only, or both.
□ Weekends and days off are good for parent–child participation. However, participation tends to be
low on Sundays and holidays.
□ Adjusting ending time according to the time of sunset（5 : 30 pm in the summer, 4 : 30 pm in thewinter）is a good idea.

Communication with Parents□ Information for parents should not be given verbally to children. Put it down in written form andmake sure it gets in the parents’hands.

Cooperating and Partnering Organizations
Cooperation by households, schools and the community in looking after children’s after–school
activities is important. Activities steeped in the community lead to community revitalization. Moreover,as the Earth Kids Space gains the trust of everyone in the community, the activities themselves will

19

become self–sustaining.

Safety Management
Be sure to explain to the parents and have them understand that the Earth Kids Space is operated byvolunteers, and that you gain the participation of parents and children based on their understanding andacknowledgement of the principle of self–responsibility.
□ Know the participants in advanceFor safety’s sake, use a participation registration application system so that you will be able tokeep track of who is participating and there isn’t some unspecified number of kids coming andgoing freely. Be sure to check for allergies and chronic illnesses at the time of application forregistration. Allergy information is crucial when determining menus and ingredients for cooking
practice.
□ Injury
1. When a child is injured
2. Immediately inform staff.
3. Determine whether to call ambulance, taxi, etc.
4. Contact parents.
5. Call for ambulance or call taxi to take（staff and）child to the hospital.
6. Decide whether or not to continue the session with the remaining staff. Secure the safety of theremaining children.
□ When a child becomes ill
1. Check the symptoms.
2. Take child’s temperature. ※Absolutely do not administer any internal medication by your own
judgment.
3. Contact parents.
4. Depending on the circumstances, send child to a hospital or call an ambulance.
□ When an accident for which liability for damage may be incurred occurs
1. If you are insured, phone your insurance company promptly.
2. If items are damaged, take photos at the scene and collect repair estimates so that thecircumstances of the accident are understandable.
※ Have the insured person who caused the damage conduct out–of–court settlement negotiations. For
out–of–court settlement, have sufficient consultations with the insurance company you are alreadyusing. Be sure not to enter out–of–court settlement negotiations until you have acquired the consent
of the insurance company.
（Excerpted from the Sports Safety Association website）□ Suspicious persons
・Gather information on suspicious persons from police boxes, etc.
【The Tokyo Metropolitan Police Department’s Suspicious Persons Information Page : 】
http : //www.keishicho.metro.tokyo.jp/seian/fushin/03minato.htm
・Keep the entrance door locked during sessions.
□ During a major earthquake
1. Secure safety（have children protect their heads）.
2. Gather children in one spot and make sure everyone is present.
3. Shut the gas valve and turn off the electricity breaker.
4. Remain inside until tremors have subsided completely.
5. Promptly extinguish any fires that may have broken out.

20

Activity Model for a Community Classroom for Children

□

□

□

□

6. Evacuate as soon as fire gets large.
7. Evacuate as a group to an“open evacuation area”.
8. Contact parents. ※ Contact parents as soon as it is possible to do so.
9. Return once tremors have subsided and fires have been extinguished（or died down）.
Heavy rainstorms and typhoons
Use the previous day’s weather forecast to make a determination. If a heavy rainstorm or typhoon
is expected to make landfall during the morning or afternoon of a scheduled session, cancel thesession. Make necessary deliberations in the event that landfall is expected in the evening of thesession day.
Handling of personal information
・Prepare only the bare minimum number of lists of participants’personal information（names,
addresses telephone numbers, etc.）.
・Limit the removal and borrowing of personal information lists to staff that need to do so forwork. Absolutely do not allow anyone else to do so.
・If one participant（A）requests the contact information of another participant（B）, do not givethe information right away. Instead, ask A to approach B directly. Alternatively, the coordinatorcan ask B’
s permission, and divulge B’s information to A after obtaining B’s permission.
※ In compliance with the Personal Information Protection Law.
Collecting participation fees, material fees, etc.
・Prepare collection envelopes.
・After collecting fees, write“Date,”“Fee Type,”and“Amount”on the envelopes, stamp“Received,”and return envelope to each child and tell them to hand it back to their parents.
・Take sufficient care in managing cash received.
Enrolling in Sports Safety Insurance
We recommend considering having the participants enroll in Sports Safety Insurance.

Sports Safety Insurance【For information, consult the Sports Safety Insurance Association website : 】
http : //www.sportsanzen.org/hoken/hoken1.html （Japanese info only）
In this form of insurance, the Sports Safety Insurance Association is the insurer, and members oforganizations involved in social education that conduct amateur sports activities, cultural activities,
volunteer activities, community activities, and guidance activities that have undergone enrollment
procedures are the insured. The contract is a comprehensive one for injury insurance and damage liability
insurance concluded with 10 non–life insurers managed by Tokio Marine & Nichido Fire Insurance Co.,
Ltd. This is also a compensation system that covers accidents that occur in Japan and incorporates a“mutual aid payment system”operated by the Association into these insurance items. Note that thisinsurance does not cover accidents that occur during activities that are under school control.
We reccommend that you will find and enroll appropriate insurance for children’s activity and accident.

21

Through this research
project, it became clearer thatpartnership and collaboration
with various individuals andorganizations in the community
are vital in creating andoperating Earth Kids Space.
This is because the Earth Kids
Space is not only a place forchildren to spend time after
school, but also a place where
adults can come together inan effort to nurture children
as a whole community. A
community-wide cooperation isalready producing outstandingr e s ul t s i n m a n y lo c a t i o ns .
Municipal administrative offices,
local educators and childcare providers, non-profit
organizations, commercial
districts and local businesses
are all potential collaboratorsin providing care for children
in the community with sharedintention and sense of duty.
Creating an Earth Kids Space
may indeed be considered as
a community-wide project that
could revitalize the local society.
The diagram shows a model ofthe cooperative network basedon our own experience.

22禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾A Model for Operating an Earth Kids Space in Partnership andCollaboration with the Community

Government
Administration
Relevant departments
at each municipal
administrative office（e.g.
education and welfare
related departments）,
municipal committee for
the After-school Programsfor Children, and board ofeducation

Schools, etc.
Elementary schools,
junior high schools,
and high schools inthe school district

Regional Public
Institutions
Libraries, Community centers and Public halls,
Police departments, Fire
departments, Waterworks
departments, International
exchange organizations, etc.

Youthorganizacommuni-

Activity Model for a Community Classroom for Children

Other after-schoolclassrooms, children’scenters, etc. in thecommunity

developmenttions in thety

Residents’associations, NGOs/
NPOs（including reading, music, andart related）, Welfare organizations（volunteer activities）, Senior citizens
groups, Child-care institutions.
Youth organizations, Universities（welfare clubs, international exchange clubs, etc.）, and Various otherorganizations in the community

Experts in the community,preservers of regional
traditions and culture,organizations that promotetraditions and culture, etc.

Circle of cooperators and volunteers
in the community offer :●Advice for implementation●Cooperation in publicity●Contribution to the program●Lectures and guidance●Participation in various events

Local merchants’a s s o c i a t i o ns , lo c alindustry associations（agricultural cooperatives, fisheries cooperatives, etc.）, chambers ofcommerce, etc.

Earth Kids SpaceChildrenCoordinator
Staff（including instructors
and safety management
personnel）
Parents

23

Educational Philosophy of the Earth Kids Space Program
Today there is concern about the sustainability of life on this planet, including
human life. As we aim to cultivate the youth who will be our future leaders, oururgent need is to develop human beings who have global perspectives and values
and ethics befitting a global community that champions the stance that all of theearth’
s living things deserve respect. Therefore, in addition to enabling children
to spend after–school hours in a spiritually rich, safe and stable manner, werecommend the practice of education that fosters global perspectives and mindset, and befits the new age they will lead.
In inaugurating an Earth Kids Space, it is important to form a philosophicalconsensus with those who will be involved. The following contents have actually
been implemented producing positive results. Please use them as reference.

■ Educational Philosophy
cheerfulness, and wisdom, and uplift themselves
Human beings are mem bers of a global together with the children.
community of life ; we must cultivate an ■ Educational Values
awareness of our responsibility and fulfill our 1 Reverence for life
mission toward this community.
2 Respect for all differences
3 Gratitude for and coexistence with all of■ Goal of Education
To foster talent and character that will contributenatureto the realization of the aforementioned ideal.
4 Harmony between the spiritual and material■ View of Children■ Code of Conduct : The Three PromisesChildren are precious beings and the creators 1 I will not bother others.
of the future for all life on Earth. They are not 2 I will look after myself.
just physical beings, but are spiritual beings with 3 I will help others when I can.
awakened consciousness as a member of the ■ Educational Practiceglobal community of life.
The“others”in the Three Promises refer to all■ View of Education
people, from family and friends around us to all
Adults think that“we must educate children,” of humanity. When children spontaneously comebut this is a misconception. If we respect the to understand that it is“all humanity”whomvalue of children’s existence itself, recognize they should not bother, and whom they should
the capacity and intuition they possess, and help when they can, it means they have achieved
completely accept them, their greatness will global consciousness. Our educational practicespring forth. In other words, education in the is geared toward encouraging children to open
21st century should explore the realms of‘life’ their hearts, rising above all differences of race,and‘consciousness’
and provide opportunities to ethnic group, religion, politics, generation, andlearn about the true meaning of life. In particular, physical traits, through experiential learning
adults should learn from the wonderful qualities and interaction in a friendly and trustfulof children, such as their purity, innocence, environment.

24

Activity Model for a Community Classroom for Children

The Four Objectives禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾禾Our education respects the children’s existence as they are, and aims to have children
spontaneously acquire a broad perspective and compassion through various activities.
We have set up four objectives to describe our aim in essence, making it easy to explain
to the parents and people in the community.

Independence

Harmony

To develop a sense of responsibility foroneself

To cultivate the ability to initiate communication and cooperation

We must move beyond an era in whichauthority and responsibility rest in nation states,
ethnic groups and religions to one in which theindividual is paramount. We envision an“Age of
the Individual”－not in the sense of egoism, but
an age in which every individual is ready to accept
responsibility and to carry out his or her mission
as an independent member of the human race.

Nature achieves a remarkable harmony andmoves beautifully in accordance with naturallaws. Similarly, it is important that we cultivate
in children the ability to initiate communication
with themselves, friends and parents, and form
cooperative relationships, so that they can findtheir own path to harmonious coexistence.

Global Understanding

Love and Peace

To foster a global perspective anda spirit of appreciation toward theEarth

To nurture a spirit that desires to be
helpful to people and society, and tocontribute to peace

In terms of power, wealth, fame, knowledge,
technology and education, humanity has been
divided between individuals, nations andorganizations that have possession and thosethat do not. Transcending all these dualities anddistinctions, we shall create a world in which alldifferent races, ethnic groups, religions, cultures,
traditions and customs are respected, and diversity
is appreciated and enjoyed. We shall coexist withall life on earth showing gratitude to them.

The paramount mission of every individual is tobuild a spirit of love, harmony and appreciation at
the core of his or her being. It is only when respect
is coupled with love that genuine education cantake place to ensure that children are brought
up to play a leading role in building peace in the
future.

25

The Ten Principles for Creating an Earth Kids SpaceHow should we approach creating a place for children to spend time after school?
How should we view the significance of the children who come to visit? What kinds ofperceptions and actions are necessary for nestling up to children’s hearts? We propose
an implementation philosophy for creating a Place for Children that has been reaffirmedby the coordinators and staff at the various implementation sites and shared by all in
the course of advancing this consigned research program. In these ten items are thestandards for perceptions and actions that we would like all people involved in creating
a Place for Children to be aware of in their efforts.

The aim of Earth Kids Space will

1 be to provide an environ-ment in which children become lively.

At Earth Kids Space, children will be
encouraged to live life to the fullest—and
not to recoil in fear from life’s possibilities.
Our aim will be to endow children withconfidence.
Achieving these goals will require that :■We respect and value the very existence of eachchild.
■We respect children’s lives, interact with children,and learn from children.
■We understand that children gain the energy tolive when they are respected.
■We recall the spirit of ancient peoples, who
believed that a god resided within each child（nota“God”of any particular religion, but rather a
god in the sense of light, radiance, innocence,
intuition, and so on, from which the child received
life itself）.

2 We will aim to bring joy to children.
The staff shall speak only of things thatbring joy to the children. We will encouragechildren to use only cheerful, magnanimous,and positive language. There is true joy in thesound of beautiful words. We will avoid
mentioning depressing subjects. No negative
language will be used. For all people, goodwords are food for the soul. Children should
be encouraged to always think and speak inpositive ways.
Toward these ends :■T r y implemen t ing t he“L e t Us Us e Go o dLanguage”project.

26■By exposing children to good language, we enable
them to experience happiness（the same goes for
adults）.
■Rule : children shall never be teased when they aremaking every effort to accomplish a task.
■Rule : children shall never be teased about their
physical appearance, name, etc.
■Children will be taught that jokes based onharassment or the belittling of others are nothumorous at all—they are simply bad behavior.
And we will let them know unequivocally thatpersisting in such actions is unacceptable.

We will aim to create a place
where friendships are readily
made, a place where children sharein the joy felt by others.

3Children will be taught that it is praiseworthy to feel joy in others’happiness.
■Children and adults will share joy.
■Children will share joy with one another. Everybody
is friends at Earth Kids Space.

4 We will value humor.
We will value the innocent laughter ofchildren. When humor is good-hearted, andrefreshing, it has the ability to bringexcitement and vitality to life.
■“Laughing exercises,”“high fives,”“applause,”
and other techniques will be actively incorporated
into the operation of Earth Kids Space.
■Children will be taught that earning laughs
through clever comebacks to someone’sstatements or by pointing out other people’sweaknesses is inappropriate. Children who
engage in such actions will be strictly warned

Activity Model for a Community Classroom for Children

to stop. The staff should also caution children
against thoughtlessly labeling others in one way
or another.

Our values will be based on the“reverence for life”We will aim tofoster a sense of security among childrenthat comes from knowing that they arebeing valued for their very presence.

5■We will impress upon children that they are fineas they are. This will rid children of fear, anxiety
and worry and will induce a sense of security
that comes from believing that they are accepted
as they are.
■Standards that recognize only“good children”
or those who have“good grades”as worthy ofpraise shall not be adopted.
■We will value all children as they are. We believethat each child has his or her own mission.

We should foster a sense of
security by letting children
know that they are always welcome.

6■A sense of security will arise when children knowthat they have a place to go whenever they need
help. Of course, children can consult with theirparents and teachers, but they should also knowthat there are other adults and young people—
men, women, older boys and girls—who will lend a
sympathetic ear at Earth Kids Space. This senseof security will encourage children to grow to theirfull potential.
■When they come, they will hear words such as,“Welcome! Good to see you!”and“Come again!”that will help them reaffirm their own existence.

7

Let’s exchange greetings.

■Cheerful greetings brighten everyone’s spirits. We
should endeavor to greet one another cheerfully:“Good morning”“How are you?”“Thank you”
“We appreciate your help today.”And we should
encourage people to quickly and nicely say,“I’m sorry”when they feel they’ve done something
wrong.
■We should encourage the use of words offorgiveness. We should make it a point to convey
forgiveness through words such as,“That’s allright,”“Don’t worry, everything’s okay,”“It’sonly human to make mistakes,”“It was a good

way to learn, wasn’t it,”“A little rain clears theair,”“Good can come out of a misfortune,”“Let
bygones be bygones,”“It’s okay,”etc. Thesewords of forgiveness will relieve children’stension.

There are no tests at Earth
Kids Space. There are no
rankings or comparison.

8■There is only courtesy and mutual respect foreach person’s life. Children do not compete forthe purpose of gaining an advantage in somekind of evaluation.
■Children already spend their lives having to beaware of evaluations, not only in schools but
also in their homes and communities. At Earth
Kids Space, no child is ever evaluated. There
are never any tests. Because there is no adultcreated pressure in the air, children can feel
totally secure in their environment.
■“Play”in the true sense of the word has little to
do with winning or losing. Our approach is toeliminate anything that can obstruct the powerof life, including rankings or orders of merit thatare created when contests and competitions areexcessively instituted. Instead, we should create
an environment where children are free to truly
be themselves by focusing on strengthening theirtrust in affection and life.

It should be a place of re-

9 laxation and fondness.

■Because no negative words are heard at Earth
Kids Space, and all activities are positive,
children will always feel a sense of security when
they visit. What they will find is an atmosphereof great enjoyment, cheer, openheartedness andfondness, where they will be able to relax asnever before.

We will encourage children

10 to develop their own dreams

and to cultivate an ability to makethose dreams a reality.
■In order to paint a picture of one’s own future
and that of the world, a new sense of values isneeded. Earth Kids Space represent the higher
values needed to realize this world of the futureand share them with children.

27

A Day at a Earth Kids Space
Below is a chart tracing the series of events from the preparations, thechildren’s arrival through their departure. The time of day selected hereis after-school time. For events on weekends, and at different venues andlocations, please make arrangements accordingly.

◆

Details◆

Time

Instructor Activities

Kids Activities

Notes, etc.

3：00 pm

Activity preparations /Meeting（Sharing of duties /announcements, messages,
etc.）○Prepare while greeting kids

○Kids come in order○They stamp the attendancelist○Free play

○Say “Hello” but also convey
feelings of “We were waiting foryou!” and “We’re glad you came.”○Encourage kids to clean up
after free play and gather together.

3：30 pm

Opening○Lively greetings by all○Convey today’s schedule○The Three Promises （Seepage 24）○Finish free play, get together
and give lively greetings

The Three Promises
1 I will not bother others.
2 I will look after myself.
3 I will help others when I can.

3：45 pm

Today’s Main Activity : UN International Day of Peace○Introduce UN International
Day of Peace○Read Kawaiso na Zo*○Pass out drawing paper,so kids can draw theirimpressions of the story○Help them along with theirdrawings○Kids turn their ears to thestory○Kids draw their impressionsof the story* Kawaiso na Zo （ T h e P o o r
Elephants）, published by
Kinnohoshisha○Explain：The United Nations
declares September 21st theInternational Day of Peace. It is
a day to wish for, promote andpractice peace, the common idealof all nations and all people.
○If children comment on the story
while it’s being read, listen fully
to what they say.
○See to it that they draw freely.
○Give support to kids having
trouble drawing by showing
examples, etc.

5：00 pm○Make a forum for showing
the kids’drawings○Encourage them to give
their impressions of thedrawings○Present own drawing, give
impressions○Enjoy the other children’s
drawings○Respect the individuality andways of expression of eachdrawing. Absolutely do not rank
the drawings（“well done,” “notso good”）.
○Recognize the goodness inevery drawing.

5：20 pmEnding○Clean up○S a y g o o d b y e — c o n v e yaffection to each and every
one○Greet parents coming totake kids home

○Help clean up○Say goodbye○Wait for pickup if necessary○Make sure kids don’t forget any
belongings.
○Carefully confirm which kids aresupposed to/not supposed toget picked up.
○Send kids the message thatthey are always welcome bysaying “Stay well for next
time!,” “We can’t wait to see
you again,” etc.

5：30 pm○Staff give each other theirown impressions, exchange
views○ Lock up and adjourn28

Activity Model for a Community Classroom for Children

Practical Activity Manual
Only some of the activities implemented so far are listed here. They are included in thispractical manual to enable any Earth Kids Space to put them into practice. A characteristicof the work of this program is that it is based on the idea of“Fostering Peace-loving
Global Citizens.”We have taken care to include procedures, necessary materials/
documents, etc., in order to present the reader a clear image for actual implementation. In
carrying out these activities, we recommend that you incorporate various ideas to adapt
to each situation.
Refer to the following home page for the other practical activities.
Click‘Earth kids space Report on Operations for Fiscal 2005’.
http://www.earth-kids.net/english/activityreport.html

Where Does Our Lunch Come From?
【Objective】

To learn where the food we eat every day comes from. Also, to get a true
feeling of connection with the world by investigating which countries
export the ingredients in children’s lunches. We may form an interest in the
countries whose flags we stood up in our plate.
【Materials Needed】 Paper-mache, drawing paper, colored pencils, scissors, glue, paper plates,
toothpicks【Reference Materials】World maps, social studies textbooks【Procedure】① Each child makes his/her own lunch menu with the paper-mache.
② Each child thinks about which country produced the items in the lunch he/she made.
③ First, children write their guesses on paper（For example,“Rice-Japan.”）④ Before they come back next time, have each child check at the supermarket,
etc., to see from where the various items on his/her plate were imported.
⑤ The children come back with the results of their investigations, and confirm
the origins of the lunch ingredients.
⑥ The children check the location and national flag of each country on theworld map.
⑦ The children draw the flag of the exporting countries and decorate theirlunches with them.
【Activity Pointers】 You also can begin this activity by having the children draw pictures of
their lunches. The point is to arouse their interest and active participation.
【Application】
We recommend that the children go to the supermarket and actually look at
the markings on the food products, but if this is not possible, investigate inadvance and prepare materials listing this information.
【Impressions/Happenings】We found that much of the food that we eat regularly has been imported
and from very far away indeed. We noticed that perfectly harmonious
international exchange is taking place on our plates（and in our stomach）,
and we realized once again our connection to the world. The children werevery happy to be able to make their own lunches in their own ways.

29

Let’
s Build a Tree of Peace【Objective】

To cultivate a peaceful spirit by writing words that make us feel peace,such as kind words, cheerful words, and words of appreciation. Also, tofeel the energy of words. Finally, to play a Bingo with the names ofcountries to get children familiar with country names and arouse theirinterest.
【Materials Needed】 Tree of Peace（make it with colored drawing paper）, apple-shaped strips ofpaper（or cute-shaped sticky notes）, colored pens, Bingo sheets withcountry names（prepare in advance）, other items necessary for Bingo【Reference Materials】World maps
【Procedure】① Prepare a Peace Tree and Bingo sheet with country names for each group.
② Explain that the object of the Bingo game is for each group to bring the as
yet fruitless tree to life with words of peace and complete the Tree of Peace.
③ Divide children into groups of two or three and play the country-name
Bingo game.
④ With each Bingo spot on a group’s sheet that is called out/filled in, eachchild in the group writes kind words, cheerful words, and words ofappreciation on an apple-shaped strip and affixes it to the Tree of Peace.
⑤ Continue the game until the Trees of Peace have become full of peacefulwords, and each group has completed its Tree of Peace.
⑥ Finally, have each group announce the words（fruit）it put on its Tree of Peace.
【Activity Pointers】 It is crucial to have the instructors realize that the object of this Bingo gameis not for someone to win, but for all to have a fun and exciting time making
a Tree of Peace. If needed, help the game go more smoothly by suggesting
examples of“words of peace.”【Application】
Ordinary Bingo sheets may be substituted for Bingo sheets with country names.
For small numbers of children, the game may be played individually instead of ingroups. If you wish to emphasize the fun aspect of the game, you may
incorporate your own ideas and use ball games, etc., instead of Bingo.
【Impressions/Happenings】Some children needed time to write words that give peaceful feelings, butwhen they were asked,“What kinds of words make you feel peace?”and
given time to freely say words that came into their heads, the words
eventually came to them smoothly. A surprisingly large amount of words（fruit for the tree）came out, including,“thank you,”“smile,”“snug,”“exciting,”“bright,”and“consideration.”

Tree of Peace30

Activity Model for a Community Classroom for Children

Making Earth-Pots of Flowers and Greenery【Objective】

To find ways to arrange flowers and bring out their beauty and life force.
To take time to arrange flowers and experience the feelings that arise fromour dialogue with the flowers. The results shall not be ranked or graded inany way. Instead, each child’s work resulting from his/her own tastes will
have its own value, and each child will be able to express him/herself freely.
Since the PET bottles will be reused as flowerpots, the children will also
experience the spirit of treasuring things and the fun of creative ingenuity.
【Materials Needed】 PET bottles（large）, cut flowers, colored tape, drawing paper, oil-based
colored markers, stickers, etc.
【Reference Materials】Books about wild grass and flowers【Procedure】① Reuse the PET bottles as flowerpots. Cut to an appropriate lengthand put colored tape around the opening.（You may also do this inadvance.）② Before arranging the flowers, ask,“What kind of a world would we liketo live in?”Encourage the children to come up with their own visions.
③ Have them draw their visions for the Earth they would like to live in on
the drawing paper.
④ Cut out the drawings and affix them on the PET bottle flowerpots.
⑤ Introduce the names and characteristics of the flowers and other plants
you have prepared.
⑥ Portray the PET bottles as Earths and have each child arrange theflowers, leaves, etc., in his/her own way. They can be placed in water orplanted in soil.
【Activity Pointers】 Encourage children to form their own visions—that they can create theirown original worlds, different from everyone else’s, and formed out of theirown feelings. Do not rate as“well done”or“not so good”or otherwise rank
the children’s creations in any way. Have them feel that there are no“better”and“worse”, just“differences.”From this realization, each one will
confirm his/her sparkling individuality and feel happiness and pleasure.
【Application】
You can try various ideas, such as wrapping the PET bottles in wrapping
paper and decorating them with ribbons. Since flowers can be used aspresents, you can try affixing cards to the finished works, and makeexpressions of gratitude.
【Impressions/Happenings】Some kids responded to the question,“What kind of a world would we liketo live in?”with,“I want to live like friends together with everyone here!”
Others remarked,“I want to live in a world full of greenery.

31

Let’
s Breathe Life into Scrap Wood
【Objective】

These days, children are blessed with perfectly made toys. Have children
use their rich creative abilities to make their own enjoyable time. By having
them think of ways to reuse discarded scrap wood, cultivate theirawareness of the importance of handling the Earth’s limited resources withcare. Have children realize their connection with nature through theenjoyment of their dialogue and interaction with wood.
【Materials Needed】 Scrap wood, school glue, saws, examples of finished works for reference,beads, lace, markers, and other tools for decoration【Procedure】① If conducted indoors, put on background music playing calm sounds likebabbling brooks and chirping birds.
② Explain where the scrap wood came from.
③ Encourage the children to experience dialogue with the wood, forexample, by saying,“If you ask the wood how it would like to be used,ideas will pop into your head.”④ You also may want to show examples of woodworking for reference.
【Activity Pointers】 Allow ample time so that the children do not feel rushed. Use music, etc., toset a mood conducive to communicating with the wood.
【Application】
Things like milk cartons, wrapping paper, wire hangers, and PET bottles
can also be used to stimulate application of ideas and creation of newthings. Try finding new uses for packing peanuts. You can make necklaces,
wreaths, and dolls using packing peanuts and wire. This exercise can bringout children’s splendid creative abilities. Another fun idea is creatinghouses out of corrugated paperboard.
【Impressions/Happenings】Things like milk cartons, wrapping paper, wire hangers, and PET bottles
can also be used to stimulate application of ideas and creation of newthings. Try finding new uses for packing peanuts. You can make necklaces,
wreaths, and dolls using packing peanuts and wire. This exercise can bringout children’s splendid creative abilities. Another fun idea is creatinghouses out of corrugated paperboard.

32

Activity Model for a Community Classroom for Children

The Screen Inside of Us—Using Dramatic Storytelling
In this example, we introduce Poyon’s Travels, a scenario written by Earth Kids Space staff. This story
includes environmental themes and can also be used to nurture understanding about the Earth’senvironment.
【Objective】

Use the environmental theme of water circulation to deepen understanding of the Earth’s environment. Do
not give out prepared images or pictures. Instead, use dramatic storytelling to draw out the children’s innate
imaginative capacity, and help them use their heads and hearts to create lively images. Allow them toexpand the images they come up with in their own ways and help them listen to the story and cultivate aworld of abundant imagination and rich spirit.
【Materials Needed】
Poyon’s Travels, a scenario created for dramatic storytelling, one illustration（decide whether to use anillustration to create an overall image in line with the content of the story）, three storytellers, drawing paper,
colored pens and pencils, etc.
【Reference Materials】 Poyon’s Travels, a scenario for dramatic storytelling, created by Earth Kids Space※ For information on Poyon’s Travels, contact the Earth Kids Space Office.
【Procedure】① When the children have gathered and seated themselves, introduce the characteristics of dramaticstorytelling and what they will do as follows.
“Now we will read Poyon’s Travels to you. We only have one picture to go with this story, and the main
character Poyon isn’t even in it. But each one of you has a screen inside. By putting on the switches inyour heart and your head, you will find that many pictures will come to mind as you listen to the story.
Like a TV, picture after picture will come to you. So, listen to the story and as you listen, let the images
come to you clearer and clearer.”② The three staff take on the roles of“Narrator,”“Poyon,”and“Leaves/Raindrop/Rock/Cloud,”andpresent the story.
③ When the story is over, review Poyon’s travel path by asking the children questions such as,“Where did
Poyon go first?”Have the children answer.
④ Ask the children what image of Poyon occurred to them as they listened to the story. Have them draw
their own pictures of the main character Poyon, who wasn’t in the original picture. At this time, stressthat it is okay to draw one’s own Poyon that is different from everyone else’s.
⑤ Finally, tell them that Poyon actually refers to the circulation of water in the natural world.
【Activity Pointers】
By“dramatic storytelling,”we mean reading aloud, in particular picking up the content of the verse or prose
and infusing it with feeling. By varying tone of voice, means of voice production, and expression ofemotions, you can convey a vivid story to the children that will enable them to come up with images easier.
Presenting this kind of reading is an important part of this activity.
【Application】
You can also use other existing picture books and scenarios that are suitable for storytelling. You can also
try having the children perform the storytelling. Doing so gives them an opportunity to enjoy acting, andbrings about a sense of togetherness. In addition, by putting themselves in one of the character’s shoes,
children can learn how to read other’s feelings.
Improvisational Play ☆ Playback Theater ☆
Playback Theater can also be thought of as,“A Place for Sharing,”“Healing Theater,”or“Theater of Gifts.”Someone becomes the narrator and tells his/her own story（for example,
something that actually happened to him/her）. Based on the story, the“actor”performs aplay on the spot. Although the place isn’t an actual theater, the story could be very dramaticand actually be full of healing energy（if not curative in the strict sense of the word）. It’snot a game, and yet it is great fun. This exercise can be a very powerful key to opening up
powers of insight, healthy human relations, and new creative inspirations.
【Reference materials】 Playback Theater Nyumon（An Introduction to Playback Theater）,
by Kayo Munakata, published by Akashi Shoten【Impressions/Happenings】Kids who had been talking
busily listened to thestorytelling quietly andattentively. Afterward, when
asked to draw their pictureof Poyon, every single childdrew with passion andoriginality.

33

Tested and Recommended Activities
Here we introduce activities related to the theme of our research“Fostering Peaceloving Global Citizens”. All of the activities listed on the following charts have been
implemented at the Earth Kids Space in various communities and have been reported
in detail. We have included Aims/Objectives and Materials/Reference used for eachactivity, so please make use of them as reference materials for organizing your own
programs.
Activity

Aims/Objectives

Materials/Reference

1 UN International Day of 1 To learn about the countries and naPeacetional characteristics of the exchange
1.Exchange students
students who have come to play. To
introduce their countries
deepen understanding about customs
2.Kids introduce
and cultures that differ from Japan by
Japanese games
hearing about from the people of
3.Get in a circle and give
those very countries.
a peace message
2 Kids show thanks for being told aboutother countries by showing the guests
their own games and culture. It’s alsoa chance to take a new look at
Japanese games. By assuming theposition of teachers, children acquireleadership qualities.
3 Use UN International Day of Peace todirect everyone’s awareness at theworld and cultivate the wish for peace
while interacting with many exchange
students from overseas.
2 UN International Day of To learn about the UN and be stimulated ・The UN is for Everyone（ThePeace
to think about peace.
United Nations Information
Center）
3 UN International Day of To feel the happiness of being here, and ・The large picture book,
Kawaiso na Zo （The Poor
Peace
learn the preciousness of life.
Read Kawaiso na Zo to To cultivate the ability to draw what one
Elephants）
the children and have feels on drawing paper.
（Kinnohoshisha）
them make drawings oftheir impressions（Seepage 28）

34

Activity Model for a Community Classroom for Children

Activity

Aims/Objectives

Materials/Reference

4 UN International Day of To compose a message wishing for peace ・Words expressing peace inPeace—Peace Message

on the occasion of the UN International
Day of Peace, thereby putting the spirit
wishing for peace into expressive form.

the languages of the world’s countries （printed on
paper）

5 Learning about the UN To find out about the countries of theand he ar ing s t or ie s world, and learn the preciousness of life.
about people who work To focus attention and listen to the talk.
there
6 International exchange To have interest in the world’s countries ・Enlarged paper copies of（Sri Lanka）
and cultivate international sensibilities.
words of greeting in local
To find out about differences in lifestyles,
languages
cultures, and customs, and nurture thespirit of mutual respect.
7 Add Italian words for To taste the enjoyment of exchanging ・Write Italian greetings on“thank you”and“hello” words and interacting.
simili paper.
into play, and have kids To have interest in the world’s countries ・P i c t u r e - s t o r y s h o w o f
Pinocchio
get a feel for Italian while and cultivate international sensibilities.
playing games

Prepare maps, put mark on
Italy’
s location

8 Come in contact with To watch and enjoy Indian dance.
・T h e I n d i a n f o l k s t o r y
Himalayan Flute, by A. RaIndia
To see and touch costumes from India.
To see Indian makeup and hear Indian folk
machandran （Fukuinkansongs.
Shoten）
To get to know another country’s culture ・Indian dance （cassette,and have interest in the world’s countries.
costumes, tape）
To find out about differences in lifestyles,
cultures, and customs, and nurture thespirit of mutual respect.
9 Get to know about India To get to know about India.
・Materials concerning India
To have interest in the world’s countries
and cultivate international sensibilities.
10 International exchange To have interest in the world’s countries（India）
and cultivate international sensibilities.
To find out about differences in lifestyles,
cultures, and customs, and nurture thespirit of mutual respect.

35

Activity
11 Let’s be Chinese

Aims/Objectives

Materials/Reference

To interact with Chinese people wearing ・World maps
ethnic dress, and get a sense of Chinese ・Make your own Chinese
culture by experiencing Chinese greetings
flags and simili paper with（pronunciations that are not found in
Chinese greetings on them.
Japanese）and hand games.
・Brave Ajiku, a folk story
from the Manchu People

12 Talk about China

To have interest in the world’s countries. ・A book of photos of ethnic
minorities in Yunnan
To find out about differences in ethnic
groups, lifestyles, cultures, and customs, （ Y u n n a n S c i e n c e a n d
and nurture the spirit of respect.
Technology Press）
To deepen international understanding.
・Tompa Daily Chinese Character Dictionary （Dehong
Ethnic Press）
・Experience Yunnan（Yunnan
University Press）
・World maps

13 The Three Promises in To get more of a grasp for foreign
Chinese and Azerbaijan languages by trying to speak sentences
14 F r e n c h c a s t l e s a n d To exchange words of thanks（“Merci”）indressmaking
French and enjoy making dresses.
To get to know another country’s cultureand have interest in the world’s countries.
15 What kind of a country To have interest in the world’s countries. ・The Story of Babar
is France?
To find out about differences in lifestyles, ・Friendly insect cards
cultures, and customs, and deepen ・Earth globes
international understanding.
・CoCo Panache・Leon le Bourdon by Antoon
Krings16 L is t ening t o s t or ies To find out about interacting with people ・Printout of the song, OneLove
about life in Jamaicaof other countries from those who have
lived in Jamaica, and how they were able
to acquire speaking ability.
17 Making Jamaican foodTo learn about Jamaican culture bymaking Jamaican food.

18 Let’s learn about the To learn about the country of Ghana.
Republic of Ghana

36

To hear directly about the experiences of people who have
lived in Ghana, learn about
differences with Japan, andhave interest in the world’scountries.

Activity Model for a Community Classroom for Children

Activity

Aims/Objectives

Materials/Reference

19 L e t ’s hav e fun wi th To get familiar with and used to English ・The Wonderful Wizard of Oz,
A l i c e ’s A d v e n t u r e s i nEnglishthrough picture books and music in
Wonderland
English, so as to cultivate international
sensibilities.
・What’s the Time Mr. Wolf?
・Letter Hunt・Doraemon no Hajimete no
Eikaiwa・English Picture Dictionary
・Mother Goose CD
20 Greetings from around To learn how to exchange greetings in thethe world
languages of different countries, andcreate opportunities to connect with thepeople of the world.
21 Let’s learn about food To learn true facts about Japan and thefrom around the world
world’
s countries, and heighten
international awareness through food.
22 Stories from around the To learn that children around the world ・Children’s Gamesworld
are also playing and having fun just like
(Asia/Pacific Cultural Centreus.
for UNESCO)・Trees (Shogakukan)
・What Kind of Day Is Today?
(PHP Interface)
23 Halloween

To experience a festival/holiday of another ・What Kind of Day Is Today?
country, and deepen understanding of(PHP Interface)other countries.

24 M a k i n g C h r i s t m a s To experience a festival/holiday of anotherwreaths
country, and deepen understanding ofother countries.
25 M a k i n g C h r i s t m a s To learn about the world’s plants anddecorations
make wreaths in appreciation of the
preciousness of plants.
To feel more intimate with nature and theseasons by using natural materials（nuts,
herbs, etc.）to make decorations.
26 Kids tea ceremony

To get a taste of the Japanese spirit byexperiencing a traditional Japanesemanners.

37

Activity
27 Moon viewing

Aims/Objectives

Materials/Reference

To develop interest in the moon and ・About Moon Viewing and The
Moon and The Rabbit
cultivate rich sensibilities by experiencing
the custom of moon viewing.
（TOKK—a Hankyu Railways
information magazine for
Takaraduka, Osaka, Kyoto
and Kobe）

28 Making sandals from To make something out of everyday ・NHK Oshare Kobo
towelsmaterials using one’s hands and feet.
・How-to-make Manual
To cultivate powers of attention, creativity,and perseverance by patiently making
sandals while thinking of one’s own ideas
for color, shape, and size.
To cultivate sophistication asinternationally minded people by coming
into contact with and experiencing
Jap ane s e t r a di t i o nal cul t ur e andhandicraft, and further, to expand
knowledge and perspectives regarding
international differences in ways of life,
culture, and traditions.
29 Making kites & kite- To learn about and treasure Japanese tradition
flying session
through experience, and have this experience
lead to formation of respect for other cultures.
To cultivate sophisticated internationallyminded people who will be able to speak about
their own country’s culture when coming into
contact with people of other countries.
To experience the season and cultivate thespirit of appreciation for nature through the funof making kites out of natural materials suchas bamboo, Japanese paper, and kite string.
To feel the wisdom of ancestors and experience
the good qualities of Japan by taking part inseasonal events.
30 Taking part in a local To deepen exchange with people in theautumn festival
community.
31 Plant ing buck whea t To acquire hands-on experience inseeds
planting buckwheat seeds.
32 Reaping buckwheat38

To feel the joy of the growth and harvestof the seeds that were planted in August.

Activity Model for a Community Classroom for Children

Activity

Aims/Objectives

Materials/Reference

33 M a k i n g s h i m e n a w a To learn about and treasure Japanese（beating
stranding）

s t r a w , tradition through experience, and have thisexperience lead to formation of respect forother cultures.
To cultivate sophisticated internationallyminded people who will be able to speak
about their own country’s culture whencoming into contact with people of othercountries.
To experience the season and cultivate
the spirit of appreciation for nature bymaking slipknots out of natural materials
such as straw, urajiro （Gleichenia
japonica）pine leaves, and nuts.
To feel the wisdom of ancestors andexperience the good qualities of Japan bytaking part in seasonal events.

34 Rice harvesting and To learn how the rice we eat every day ishazakake（drying in the made by taking part in the actual process.
sun）
To see how the rice seedlings planted in
the spring have grown into rice plants.
35 Rice threshing

To learn how the rice we eat every day ismade by taking part in the actual ongoingprocess of planting, harvesting andthreshing.
To feel the joy of the harvest.

36 F l o w e r g a r d e n a n d To feel like a member of the local
baked sweet potato community and cultivate the ability to
partycommunicate with people in the community
by taking part in local events.
To feel the season, better understand thenatural environment, and cultivate thespirit of appreciation by picking nuts,
climbing trees and otherwise freely playing
in a natural setting.
To deepen understanding of fire and temper
one’s emotions by working with a large fire,
which would not ordinarily be possible.
To feel the wisdom of ancestors andexperience the good qualities of Japan bytaking part in seasonal events（bonfires,
sweet potato baking）that go back many,
many years.

39

Activity
37 Making eco-hangers

Aims/Objectives

Materials/Reference

To take a little thought and transform ・Wire hangers acquired from
unneeded objects that had been thrown
dry-cleaners
away into useful items.
・Colored ribbons
To cultivate knowledge of how to make at hing use f ul and a spir i t agains t
wastefulness.

38 Using PET bottles as To learn the beauty of flowers, and ・PET bottles
flowerpots for arranging arrange them as a form of free expression ・Flowers
flowers（See page 31）
while considering harmony between theflowers and the pots in bringing out theirbeauty.
To cultivate kindness in children’s hearts.
39 Making candles from To closely experience the light that people
natural beeswax
used in their lives in olden days by taking
part in making candles from natural
beeswax, and heighten awareness of one’s country’s tradition and nature.
40 Arranging baby chicks

To expand the circle of friendship throughchildren interacting with each other.
Make chicks with paper-mache and yellow
lace.

41 Making things（See page 32）

To use natural materials and get in touchwith their richness.

42 Gardening（Flowers of the world）

To cultivate global perspective while
taking part in nurturing life throughgardening.

43 N a t u r e w a t c h i n g To develop the spirit of gratitude for the（Parents and children Earth through interacting with nature.
together）
44 F i e l d f u l l o f s p i r i t To develop the spirit of gratitude for the（Working in a field）
Earth through interacting with nature.
45 N a t u r e w a t c h i n g — To foster a spirit that treasures the Earth, ・Encyclopedia of insectsParents and children through observing nature.
・Dragonfly Watching Guide
t o g e t h e r （“ W a n t t o To nurture minds that think about the （Hyogo Prefecture Town
become a dr agonfly future of the community by learning about
School Project, Learning
expert?”“Let’s think its history and participating in cleaning up.
and Ecological Activities
about the past, present,
Foundation for Children
and future of nature）[LEAF]）

40

Activity Model for a Community Classroom for Children

Activity
46 Recreation

Aims/Objectives

Materials/Reference

To have everyone play together outside
and promote friendship.

47 Planting flower seedlings To get close to nature.
and bulbs in a flowerbed To let patients at a hospital see beautiful
flowers.
48“What is global war- To find out the kind of situation of the ・Earth globes
ming?”
planet（Earth）where we live.
・World Atlas（Toda Design“ A n i m a l s w h o h a v e To learn that animals that we know well
Institute）
v a n i s h e d f r o m t h e are in danger of extinction.
・World Map of Endange-red
Species（Maruzen）
Earth”
To nurture the spirit of appreciation for
the Earth and its animals.
・An Inconvenient Truth by Al
Gore（Random House）
・Z o o o f E x t i n c t A n i m a l s（Rironsha）
49 Nature Heritage Maze

To learn the wonderment, grandeur, and ・Cultural Heritage Maze—
From Yakushima, A Journeysplendor of Mother Nature, etc., throughA r o u n d t h e W o r l d （ P HP
the Nature Heritage Maze
Interface）
・Seven Thousand Years ofMemories—Yakushima（Minami Nihon Shim-bunsha）
・Materials on Yakushima
and Flowers（Internet）

50 The mystery of natural To learn the relationship between the ・M a t e r i a l s f r o m N H K
stonesEarth and Space through natural stones.
Special : Space — G r e a t
Journey to the Future
To simultaneously learn the relationshipbetween natural stones and humans.

・Cosmos by Carl Sagan
・Cosmic Calendar

51 Making natural stone
pendants
52 Let’s make your own To cultivate the desire to bring the world ・F r o m t h e J a p a n P o s t
stampstogether as one through making stamps.
website : Japanese Stamps
and Mail・From Yomiuri KODOMO
Shimbun Sept. 22, 2007 :Stamp Designers
53 A r o u n d t h e W o r l d To get an understanding of different ・Sheet music for Nanatsu no Ko,
Sonata, Nocturne, Kuroneko no
Concertcultures through music and at the same
Ta n g o , Ta - H u - W a - H u - W a i ,time to experience the wonder of various
Confirmation, Sekai ga Hitotsu ni
kinds of music.
Naru Made, etc.

41Activity

Aims/Objectives

Materials/Reference

54 Game : Around the World To use the Around the World game to ・Game : Around the World
find on a map and get to know the ・Bingo
countries of the world.
55 Where does our lunch To get familiar with international ・World maps
come from?
exchange and develop the spirit of（See page 29）
gratitude to the countries from whom weimport food, by placing their nationalflags on the plates.
56 Sign language song

To learn that the people around us ・Book of Songs for Learning
Sign Language — So We Can
should be viewed as deserving our
Be Friends（Victor CD）
respect and gratitude, and that people
should be in harmony so that the world isone.

57 Kocarina recital

To experience playing kocarina musicthat children have rehearsed ahead oftime, on a big stage in front of many
people.

58 Birthday party

An opportunity to learn reverence of theexistence of each and every person.
To develop a cooperative and caring
heart.

59 Find the good points

To bring out ※everyone’s good points, ※ You may create your own
and develop a cooperative and caring methods in various aspects orpoints.
heart.

60 Mind map

T o u s e o u r p o w e r s o f i d e a s a n d ・Introduction to the Finland
Methodimagination and think about things
without preconceptions.
・F i n n i s h L a n g u a g e Te x t（Keizaikai）

61 Let’s have fun playing Communication among children.
ball games together
62 Let’s have fun playing Communication among children.
countdown games
together
63 Having fun reading and Communication among children.
listening to folk tales To experience local folk tales.
together
64 Ha v ing fun dr a w ing Communication among children.
pictures together

42

Activity Model for a Community Classroom for Children

Activity

Aims/Objectives

Materials/Reference

65 Having fun choosing To cultivate the spirit of peace.
national flags together
66 Tree of Peace（See page 30）

Communication among children.
To complete a“Tree of Peace”by writing
positive things, such as kind words,
cheerful words, and words of appreciation,
on apple-shaped strips of paper.

＊For more details about each activity, contact the Research Project Team at the Goi Peace
Foundation.

㧼43
㧼43

+YKNNPQVDQVJGTQVJGTUᲫᲫ+YKNNPQVDQVJGTQVJGTU+YKNNNQQMCHVGTO[UGNHᲬᲬ+YKNNNQQMCHVGTO[UGNH+YKNNJGNRQVJGTUYJGPᲭᲭ+YKNNJGNRQVJGTUYJGP+ECP
+ECP

Children recite these promises in unison everytime during the day at an Earth
Kids Space. As the children recite these promises out loud together, theytake them to heart, soon showing an attitude indicative of the promises. We
continuously hear reports attesting to the effectiveness of this practice.

43

Reference Materials for Activities
In this section, we introduce organizations, websites, and other materials for referencein line with the theme of this program,“Cultivating Peace-loving Citizens of the Earth
Who Have Deep International Sensibilities.”※Following data are effective in Japan, we expect that you find the same kind of data inyour own country or regions.

The United Nations High Commissioner for Refugees（UNHCR）
Contact : Japan for UNHCR
TEL / 03-3499-2450（Hours : 10 : 30am–5 : 30pm）
FAX / 03-3499-2273 FAX/03-3499-2273
http : //www.unhcr.org/cgi-bin/texis/vtx/home

About UNHCR
About 19 million people around the world have been forced from their homes and are living inunstable conditions. The UNHCR’s role is to protect and offer living assistance to them. The
UNHCR responds to emergency situations to provide food, water and places of refuge.
Furthermore, it assists in safeguarding the basic human rights of and in finding solutions forrefugees and asylum seekers, based on the 1951 Convention Relating to the Status of
Refugees.

『DVD Video Materials』

Let’s Try To Change Things Just a Bit
What Does It Mean To Become A Refugee?

Refugee Women
Refugees Are People, Too
Angola’s Refugees : The Road to Autonomy* All of these DVDs/videos can be mailed and lent free of charge.

『School Visits』

Japan for UNHCR cooperates with UN refugee assistance activities, and welcomesvisits by elementary, junior high, and high schools students that desire
・Group–specific learning on field trips
・Independent research for integrated study
・To think about humanitarian assistance and peace through the refugee issue anddeepen international understanding.

The United Nations Educational, Scientific and Cultural Organization（UNESCO）
Contact : National Federation of UNESCO Associations in Japan
TEL : 03-5424-1121 FAX : 03-5424-1126

About UNESCOThe United Nations Educational, Scientific and Cultural Organization（UNESCO）is a specialized
agency of the United Nations whose objective is to promote international peace and humanwelfare through collaboration and exchange in education, science, and culture among nations.

『School Visits』

The National Federation of UNESCO Associations in Japan carries out simple
learning sessions as opportunities for the children（from elementary through highschool ages）who will lead the next generation to learn about UNESCO’s activities.
These sessions introduce things like the role of UNESCO as a UN agency and thevarious UNESCO activities carried out in the private sector.

『World Heritage Kit for

Educational materials on World Heritage Sites for students in upper elementary
school years※ The kit can be downloaded free of charge from the following URL :【World Heritage Kit for Kids】
http : //whc.unesco.org

Kids』

44

Activity Model for a Community Classroom for Children『UNESCO Peace Pack』

This can be used both as an educational tool enabling children to easily understandThe International Year for a Culture of Peace, and as a supplementary material for the“integrated study”based on the revised education guidelines implemented from 2002.
* It can be downloaded free of charge from the following URL. It you have difficulty
obtaining it, our office can prepare a copy and send it to you.
UNESCO Peace Pack
http : //www.unesco.org/education/asp/peace_pack.shtml『DVD・Video Materials』

Mina Smiles（Literacy education understanding）
Mina’s Village Says Yes! to Waste Management（Environmental education）
Folk Dances of the Asia and the Pacific 2（Cross–cultural understanding, World Heritage, etc.）『Picture Book』

Meet My Friends!（Cross–cultural understanding）
Guess What I’m doing!（Literacy education）
The Sun（Environmental education）
Clothes and People（Cross–cultural understanding, etc.）

The United Nations Center for Regional Development（UNCRD）
Contact concerning regional assistance for international understanding education:* Be sure to make clear your name, department（name of school and school year, or name of organization）, address, contact numbers–telephone number（fax number）, and E-mail address when contacting.
Public Relations Office, United Nations Regional Development Center, 1-47-1
Nagono, Nakamura-ku, Nagoya-shi, 450-0001
TEL : 052-561-9390（Inoue） FAX : 052-561-9374

About UNCRD
There are people working to develop our communities in order to make it easier for us to live inthem. This work is called regional development. People working on regional development include
those who work at prefectural and municipal government offices（local government officials）,
people who work at NGOs（non-governmental organizations）, and researchers. The UNCRD
gathers local government officials and researchers working on regional development indeveloping countries and gives them training related to regional development. It also carries out
thoughtful investigative research on regional development issues. By sharing and discussing
examples of regional development already experienced by Japan and numerous other countries
with those participating in its training programs, the UNCRD formulates regional development
plans tailored to the conditions of each country, and sometimes offers advice on how to
implement them.（From the UNCRD Kids website））『Regional Assistance for International
Understanding Education』<Examples of implementation of
dispatch programs>“About Sierra Leone and the UN–Playing Folk Instruments”“The UN’s Role and the Work of the UNCRD － Experiencing Water Carrying”“Let’s Make Ethnic Costumes with Researchers from Bangladesh! －Cross–
Cultural Understanding and the UN”“Making Sri Lankan Curry and Learning about the UN and the UNCRD”“Let’s Make Sri L ankan Food with Sri L ankan Workers! －With An
Introduction to the Activities of the UN and the UNCRD”

The United Nations World Food Programme（WFP）
Contact : Pacifico Yokohama International Organization Center, 6 th Floor, 1-1-1 Minato
Mirai Nishi-ku, Yokohama-shi, Kanagawa-ken, 220-0012
TEL : 045-221-2510 FAX : 045-221-2511
E-mail : wfp.japan@wfp.or.jp
http : //www.wfp.org

About WFPThe United Nations World Food Programme（WFP）is the UN’s only agency for food aid. It is also
the world’s largest humanitarian aid organization. It was established in 1961 with the mission oferadicating hunger and poverty, and began official activities in 1963.（From the WFP website）

45

『School Feeding
Program』

Downloadable from the following URL. There is also detailed information on the following website.
【Brochure introducing the School Feeding Program】
http : //www.wfp.or.jp/activities/sfp.html#sfp

Food and Agriculture Organization of the United Nations（FAO）
Contact : Pacifico Yokohama International Organization Center 5th Floor, 1-1-1
Minato Mirai Nishi-ku, Yokohama-shi, Kanagawa-ken, 220-0012
TEL : 045-222-1101 FAX : 045-222-1103
E-mail : fao-loja@fao.org
http : //www.fao.org Japan office website http : //www.fao.or.jp

About FAO
The Food and Agriculture Organization of the United Nations（FAO）is a specialized agency of theUN that has the objectives of ridding the world of hunger and improving nutritional standards.

『Reference Material forKids』

Compare : The Food and Agriculture of the World and the Agricultural Industries
That Support Them
http : //www.fao.or.jp/kids/sekainogohan.html

JICA Earth Plaza
Contact : 4-2-24 Hiroo, Shibuya-ku, Tokyo, 150-0012
TEL : 03-3400-771 FAX : 03-3400-7394
contact chikyuhiroba@jica.go.jp

About JICA Earth PlazaJICA Earth Plaza was founded with the aim of serving as a place that attracts many private citizens as acenter for international cooperation through citizen’s participation, cultivates feelings of empathy andsolidarity with the people of developing countries, and acts as a resource for information transmission/exchange and training for citizen’s groups involved in international cooperation.

『JICA Visits』

JICA Earth Plaza welcomes school visits and field trips. For people interested in international
cooperation, JICA also accepts individuals, groups of friends, and families for visits to JICA.

『 JICA International
Cooperation Course To Go』

JICA sends instructors to schools.

『Interactive Zone』

The Interactive Zone has exhibits of photographs, videos, actual objects, and models
that illustrate current living conditions in developing countries, problems facing
the Earth, and facts about international cooperation. Everyone can get hands–on
experience of the conditions in developing countries and global issues.

Development Education Association and Research Center（DEAR）
Contact :（Office）Tomizaka Christian Center Bldg. #2, 3 rd Floor, 2-17-41
Koishikawa, Bunkyo-ku, Tokyo 112-0002
E-mail : main@dear.or.jp
TEL : 03-5844-3630 FAX : 03-3818-5940
http : //www.dear.or.jp/english/english.html

About DEAR
DEAR is a network association for promoting development education. DEAR brings together
many people with diverse backgrounds and knowledge to create and participate in learning
communities, and to connect their learning communities to the world. The broad range of46

Activity Model for a Community Classroom for Children

participating people and organizations include educators, NGOs/NPOs, former JICA staff,
international agencies, international associations, local governments, researchers, and students.
* DEAR also publishes numerous educational materials, such as If the World Were a Village of
100 People（Workshop edition）.

International Education Resource and Innovation Center（ERIC）
Contact : #105 Cosmo Nishi Sugamo, 1-93-5 Takinogawa, Kita-ku, Tokyo 114-0023
TEL : 03-5907-6054（Training staff）03-5907-6064（Text staff）
FAX : 03-5907-6095
http : //www.k3.dion.ne.jp/ ～ eric-net/

About ERICThe International Education Resource and Innovation Center（ERIC）is the first material andinformation center in Japan established for the purpose of finding out about problems common
to all mankind in the globalizing civil society, introducing new methods of learning and educationfrom overseas that are useful in building the characters of people who will have the motivationand skills to solve these problems, and putting into practice and popularizing these solutions.
ERIC is developing numerous activities promoting education in international understanding,through services in the four areas of training, publishing, libraries, and research（carried out
mainly for instructors of school education and social education）, and based on the six pillars ofenvironment, development, cross-cultural understanding, human rights, peace, and the future, in
accordance with the recommendation at the 1974 UNESCO General Conference.

Institute for Comprehensive Research on Culture and Education in Northern Europe
Contact : Main Office of The Association for Promoting the Finland Method
Institute for Comprehensive Research on Culture and Education in Northern
Europe, #402 Kimusu Bldg., 2-60-6 Ikebukuro, Toshima-ku, Tokyo 171-0014
E-mail : finmeso@clock.ocn.ne.jp
Researching and introducing Finnish method that are implemented at schools
The Finnish Method won first prize on reading ability section of PISA, OECD
Program for International Student Assesment
Publications include Introduction to the Finland Method（By Tatsuo Kitagawa andthe Association for Promoting the Finland Method）, Finnish Language Textbook
Teaching the Five Basic Items, etc.

Education for International Understanding Program（EIUP）
Contact : EIUP office#205, 2nd Floor, Graduate School of International Development, Nagoya
University, Furo-cho, Chikusa-ku, Nagoya-shi, 464-8601
TEL/FAX : 052-789-5082
Hours : Mondays, Wednesdays, and Fridays from 1 : 00pm to 5 : 00pm
http://www.gsid.nagoya-u.ac.jp/eiup/index-e.html

About EIUP
The Education for International Understanding Program（EIUP）is an NPO run by students at
the Nagoya University Graduate School of International Development. At the Graduate Schoolof International Development, students who possess a wide range of cultural backgrounds andexperiences study development, cooperation, and exchange from an international perspective.
Students can use the features of this graduate course to contribute to regional globalization in
the form of international cooperation activities with a feeling of immediacy.
＊
Dispatch programs in international understanding are available.

47

Voices of Participants, Collaborators and Parents（from Questionnaires）
We asked groups, instructors, parents, and others who participated/cooperated inthis Model Program to answer a questionnaire. In this section, we present some of theimportant impressions and views we collected from the questionnaire results. We would
like to share the contents as guidelines for the creation of Earth Kids Space. We would
like to thank everyone for cooperating in answering the questionnaire.

What impressions
Q were you left withafter participating/cooperating?
産

A lot of volunteer activi-

ties have various restrictions
and difficulties, but this kindof program is wonderful.
（Government worker）
産 I hope that from now on,
work of this kind oncommunity places forchildren and support forchildrearing will continue tobe enhanced.
（Government worker）
産

I envied the staff’senthusiasm and the children’s shining faces, which wereboth wonderful.（Government
worker/Volunteer）
産

I don’
t usually interact

with children much, so I
found it fresh and enjoyable.
（Volunteer）

48

産 Playing with the children,

産 The way the children could

I had the feeling that there isopen the door to their hearts

freedom in play, and thateven for a short time, spend

each one has his/her own

the time as they wish, and beplace to play. I don’t think

themselves in a place where

the way of playing has

adults welcome them, made mechanged so much since thefeel that this space could atdays when we were kids.

times be even better for them

The toys may have beenthan their own homes.（Parent）

modernized, but the way kids
think and go about playing

産

（
“Let’
s do this,”
“Let’
s use

looking forward to the nextthat.”） have not changed.

time. We hope there could be（Cooperating organization）

even more sessions.（Parent）

産

The smile on a child’s

産

The children are always

The staff even stopped

face is a terrific thing.

in the middle of reading the（Instructor）

story to carefully answer
each one of the children’s

産 I was impressed with thequestions. I thought that thischeerfulness and liveliness ofkind of thing must make athe children.（Instructor）

child very happy.（Parent）

産

I was surprised by the産

It was lovely to see thechildren’s high-spiritedness

children really open their hearts

and curiosity.（Cooperating

to the staff. I felt they wereorganization）

showing a side of themselvesthat they do not reveal at homeor at school. This place is also a“Place for Hearts.”（Parent）

産

The children learn a lot

from various new experiences. I believe many aspects
are cultivated here. I hope
you continue this work for avery long time.（Parent）
産

It’s an extremely good

program in that it provides awide range of experiences
for children through activities
that they couldn’t otherwise
do by themselves.（Parent）
産 The staff spoke in warm
tones and looked after thechildren well, earning theirconfidence.（Parent）
産 Seeing the kids’
gleaming

In what ways do you
Q think that afterschool community classroom for children cancontribute to communities
and society?
産 In the old days, kids in theneighb or ho o d c ould g e t
together after school and playand learn many things
together. As the trend toward
the nuclear family progressed,
the old kinds of neighborhood
relationships have declined.
Therefore, in today’s society,having children of various
ages interact with each otheris necessary and crucial.

eyes during activities like“making udon noodles”
made me strongly feel theimportance of parents andkids doing things together.
（Parent）
産

It is important forchildren to be able to enjoy avariety of experiences doing
things together with otherchildren and people in thecommunity.（Parent）

産

In our modern society,which is often said to beconstraining, the existence ofa place where children can betheir natural unfettered selves
will help us adults be more atease in raising them.
産 This program helps decrease the number of lonely kids.
産 I get to see the problemsof dropouts and shut-ins at
close range at places of
education. I feel that the
involvement of a wide range ofadults, collaborators from thecommunity, and instructors at
community classrooms has avery significant impact onparents as well as children.

産

I think it is a place thatmakes it possible for thegrownups of the local
community to join together toraise the children.
産With the situation of oursociety these days, one doesn’tknow what will happen if weleave our children to play alone
in the park or even near ourhomes. We need places where
they can play safely.
産 I think it can contribute by
securing a place where kids canlearn things they don’t get atschool. For example, if they
could learn about the decline of
the natural environment thoughsurveys on the growth anddevelopment of plants andanimals in the region, think ofways to improve the situation,and have the opportunity totake action, then their intellectual
curiosity would be stimulated
and their desire to learn would
be aroused.
産

How comfortable andhappy would one be if he/she
had a place to be! Having anadult nearby to help in caseanything happens will lead tothe establishment of a safe
community environment.
産

To have a place where

anybody could go anytime
would be ideal.

49

産I believe it is already産

I believe it is vital to産

I believe that we canplaying a sufficient role byunderstand each other’snurture kind spirits that lovebringing all family members

standpoints, and the cultural

peace through exchanges

together with the community.

and traditional backgroundswith foreigners and things

with which each other has

like music, handicrafts, andbeen born and raised. I

industrial arts.

This research proQ ject pursues a newkind of peace education
under the theme,“Fostering Peace-loving
Global Citizens”Whatdo you think about theneces-sity of such
efforts?
産Interaction with peopleof other countries broadens

think you need to have the産

all kinds of cultures andfor kids to realize that no

traditions. This sensitivity

one can live just by himself

is the thing that is fosteredor herself and to have thehere.

different eye color, skin color,
language, etc., we are all justpeople who live on the Earth.
In the past, when children
saw foreigners they avoided
them, but they don’t avoidthem today. I believe peaceeducation is necessary.
産 I believe it is important toraise children who have deep

産 I believe kids should learn

centered people, education

about many different countries,that cultivates peace-loving

so that they may grow up into

people who have deep

useful human beings.

international sensibilities isperhaps the starting point.

産

culture.
産First, kids should learn

about Japan, the country where
they live. Then, I think the mostimportant thing is to truly feel
happy that they are spending
each day living in peace.

I strongly feel a neces-sity, and I believe that more

for interaction with exchange

ac t i v ely p ar t i cip a t e andstudents and exchange withpopularize these efforts.

people from other countries
who live in Japan is be-

産 I think that first, it is im-

coming very useful towardportant for kids to intimately

regional globalization andfeel and get to know what

international understanding.

peace is, and what kind of
I believe that coming

circumstances make them feel

産

at ease.

into contact with people
from various countries is

産

I feel that children shouldhave the opportunity to thinkeven more significant thanlearning English.

about what things they need topick up now and what things

産 I believe that in our world

they should do from now onthat is getting out of control,

in order to achieve peace. I

loving hearts and feelings ofbelieve that improvements inconsideration toward others

communication and personal

will lead to peace. Theser e l a t i o n s h i p s w ill l e a d t othings are great for bringing“Cultivating Peace-loving Citizens

up children with deepof the Earth Who Have Deepsensitivity.

International Sensibilities.”50

産 I think that opportunities

and mor e adul t s shouldinternational sensibilities
and also cherish Japanesespirit of mutual cooperation.
In a world full of self-one’s perspective and makes
us feel that even if we have

I believe it is necessary

sensitivity to understandI believe children will

I just want children to

産 I believe the spirit will bebroaden their perspectives

be provided with a placenurtured through opportunities

as people simply by hearing

where they smile and enjoy

to come into contact withstories of experience told bythemselves. I also believe

people in many different

産

産

people in the community andthat they can live well insituations, such as people

learning that there are manysociety under any conditions,with illnesses, seniors in

different ways of looking at

as long as they have enoughnursing homes, pregnant

the world. I also think doing

room in their hearts.

this will lead to their coming up
with future goals and dreams.

産

There is a saying,“Theheart is the one to cherish.”

What can be done
Q to nurture children’s“spirit and life”throughafter-school measures?
産 When children of different
ages gather and play together,
it is a natural thing for larger
children to look after smaller
ones and stronger children to
help out weaker ones. But it
is also a very important thing,
and when it is experienced naturally, it will nurture children’sspirit and life.
産 I believe that children who
feel lonely or isolated will be
nurtured just by having thiskind of place where adults will
look after them.
産

Kids learned the beautyof eating vegetables they
harvested in the field, andthe wonders of meeting andinteracting with people fromother countries. I think theyexperienced many things thatmade them rich in spirit.

women, babies, people withdisabilities, and people whohave recovered from being
victims of bullying.

I think that hearing about
actual experience will leave

産

lasting impressions on

kindness will develop in children

children’s spirits and their

who have opportunities tolives.

interact with elderly people, as

I believe that the spirit of

it does in children who grow up
産 I think it is first importantin households where an elderlythat kids have an interest in

person lives.

the connections of life and themystery and blessing in the産fact that one’s own life exists

be able to play with grass, play

I want children today toat all. I also believe they should“explorer,”pick up insects, andhave opportunities to keenly

run around in the fields as the

feel that we are all living onchildren of old did. I believe thatthe foundations built by thosetheir spirits and lives will develop

who came long before us.

through such an involvementwith nature.

産 Since this place has more
freedom than school, and産

kids can interact with friends

good to select a book fromI think it would also be

while observing the rules,

which one can feel the pre-we can cultivate feelings ofciousness of life and have theconsideration for others.

children discuss its contents.
Other ideas would be to have atalk by a woman who has given
birth and one by someone who
has experienced war.
産 Taking care of and nurturing
animals would be an opportunity
to foster reverence for life.

51

Cultivating InternationallyMinded People of the 21st Century— A New Perspective Toward
the Future

In this research project, manydifferent activities have been
carried out throughout Japan
with the theme of “Fostering
Peace-loving Global Citizens”
From now on, this theme will takeon even more importance in the

Toward Cultivating Children Who Have DeepInternational Sensibilities
Yoko Machida, Principal, Takaraduka Municipal Nagaodai Elementary School
These days, I have had more opportunities to hear words like“information society”and“globalization”
in the education world. We now live in an extremely convenient world, where news about something that
happened in a certain place can travel around the globe in an instant and reach millions of people who canlearn about it without even leaving home. These times strongly require that we raise children who havethe perspective and capability to make appropriate use of this information and try to build a more peacefuland spiritually rich society.
In developing international sensibilities, it is essential that children come into contact with the culturesof as many countries as possible and accumulate experiences of actually meeting people from othercountries, in particular during their elementary school years, when their hearts and minds are still flexible
and they are able to accept things good–naturedly. The visits by the honorable ambassadors from Ghana,
Mozambique and Lesotho to Takarazuka and their interaction with our children became great assets for thechildren of this city. It is my belief that these elementary school experiences will certainly play animportant role in the future, when these children become involved with many different countries in the
global community.
At school, we give peace education, international understanding, and life education during the period for
integrated study and the period for ethics. I feel there is a need to give repeated instruction in all aspects ofchildren’s daily lives, together with hands–on activities. It is also important to provide various types of
information on a daily basis, and cultivate the communication skills that will enable children to exchange
their thoughts based on that information.
Three years have passed since the Goi Peace Foundation’s Model Program for After–school Activities
Support was implemented in Takarazuka city, and three elementary schools are now reaping the benefits ofthe program. The Earth Kids Space site in Takarazuka is operating with the involvement of many ordinary
citizens as instructors, most of them Earth Kids Space volunteers. Cooperation by student volunteers fromschools such as Kansei Gakuin University and Takarazuka University of Art and Design is also playing asignificant role. The program contains enjoyable activities based on the annual plan and is focused onunderstanding of and collaboration with people from many countries throughout the world.
From now on, with the kind support and cooperation of the Goi Peace Foundation and other friends ofour schools, we will continue to put our greatest efforts into cultivating children of the 21st century who
will be able to actively transmit the message of mutual understanding and peace as citizens of the Earth.

52creation of community classrooms for children and other activities.
Two people who have cooperated with the project have given us their thoughts regarding education, childrearing,developing human resources, and the creation of a peaceful world in the 21st century. Yoko Machida is anelementary school principal and Atsushi Aritomo has traveled around the world for many years as a businessman
and interacted with people from various countries.
May all of us involved in nurturing children share these perspectives which should be useful in our future activities.

What Do We Mean by“Peace-loving Global Citizens”？
Atsushi Aritomo, Former General Manager, International Sales Support Division, Fujitsu
LimitedWhatever their race, nationality, age or gender, humans have the shared desire to live comfortably. If
this desire is pursued in a self–centered way, without proper preparation or consideration of thesurrounding environment, frequent conflicts with one’s neighbors will ensue.
If we truly realize that each one of us is a citizen of the Earth, then we should be able to understand thes own benefit at another’sfundamental unreasonableness and irrationality inherent in pursuing one’expense. War has never been a true solution to conflict, and it is the worst possible choice which causes
the endless cycle of revenge. As Dr. Martin Luther King, Jr., who gave the famous“I Have a Dream”
speech, espoused in the course of fighting to obtain civil rights for African–Americans, even if anothercommits violence against us, a non–violent approach aimed at resolving differences through dialogue is tobe revered and will lead to true victory.
Although all humans have a mouth, two eyes and two ears, our senses of values, which are grounded inwhere we live, and our own history, tradition, religion, and culture, are vastly different. Having deep
international sensibilities means having the ability and sensitivity to accept the diversity of these values
and broadly understand their differences. Perhaps peace–loving citizens of the Earth are those who areable to understand and respect the points of view of others, and find out what others want just as theyknow what they themselves want.
Of course, this is easy to say but difficult to carry out. Perhaps we must reach the point where, in thewords of Mother Teresa, who dedicated her life to relief of the poor,“We avoid all egocentric thoughts,
hatred, ill will, envy, and greed, love God with our hearts, souls, spirits and strength, and love people in
the way that God does.”
As one of the qualities of a peace–loving citizen of the Earth, I would like to nominate the role ofunderstanding and teaching to others the common values and behavioral principles that underlie the livesof all people. To fulfill this role, objectivity, fairness, tolerance, love, patience, enthusiasm, willpower, and avirtuous character are needed. It begins with giving one’s sincere services with great passion to one’s
own household and local community. When asked in an interview after receiving the Nobel Peace Prize,“What can we do to promote world peace?”Mother Teresa gave us a valuable hint when she responded,“Go home and love your family.”To say something beautiful without actually putting it into practice ismeaningless. If promoting peace does not become one’s happiness and purpose in life, then he/she will
not be able to sustain the effort.
s
Recent collaborative activities around the world regarding global warming seem to be bringing people’hearts together and bolstering courage. Perhaps it is evidence that each one of us is indeed a peace–loving
citizen of the Earth. I have a hunch that the sum total of the human race mobilizing in pursuit of peace will
eventually reach critical mass.

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Regional Meetings at the Earth Kids Space
Locations Participating in the Model Program
Earth Kids Space instructors who participated in the“Research
Study to Promote Comprehensive After-school Measures”presented
their experiences and outcomes. Starting with the National
Conference in Tokyo, a regional meeting was held in each location
to share the outcomes with the local communities.

Regional Meetings
Earth Kids Space site

Date

Location

Goi

2008. 2. 9（Sat）

10th Floor, Sun Plaza Ichihara（Chiba）

Kazuko Terui

Isumi

2008. 2. 23（Sat）

Misaki Kominkan（Chiba）

Eiko Nagai

Setagaya

2008. 2. 24（Sun） Funabashi Jidokan（Tokyo）

Yuko Seki

Toyoda2008. 2. 13（Wed） Hino City Toyoda Center（Tokyo）

Hitomi Yoshida

Kawasaki2008. 2. 9（Sat）
Motosumiyoshi Bremen Dori2008. 2. 10（Sun） （Kanagawa）

Hiromi Aizawa

Kurinoko

2008. 2. 3（Sun）

Hiroko Yamaura

Niigata

2008. 2. 20（Wed） Ohata Shonen Center（Niigata）

Masumi Inoue

Fuji

2008. 2. 9（Sat）

Imaizumi Kominkan（Shizuoka）

Idumi Yamashita

Koyoen2008. 2. 9（Sat）

Nishinomiya City Koyoen
Shiminkan（Hyogo）

Taeko Fukuoka

Hiroshima2008. 2. 9（Sat）

Personal residence（Hiroshima）

Naomi Doi

Maebaru

2008. 2. 2（Sat）

Personal residence（Fukuoka）

Mineko Sugiura

Mutsugoro2008. 2. 10（Sun） Akamatsu Kominkan（Saga）

Okinawa

2008. 1. 27（Sun） In Ginowan，Ojana Elementa- Emiko Kameshimary school（Okinawa）

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Chuo Kominkan（Nagano）

Representative

Fumiko Fujii

13 Locations Participating in the Model Program
The Model Program was implemented at the following 13 Earth Kids Space locations
established throughout Japan by the Goi Peace Foundation.
Niigata (Niigata Prefecture), Kurinoko (Nagano Prefecture), Setagaya (Tokyo
Metropolis), Toyoda (Tokyo Metropolis), Goi (Chiba Prefecture), Isumi (Chiba Prefecture),
Kawasaki (Kanagawa Prefecture), Fuji (Shizuoka Prefecture), Koyoen (Hyogo Prefecture),
Hiroshima (Hiroshima Prefecture), Mutsugoro, (Saga Prefecture), Maebaru (Fukuoka
Prefecture), and Okinawa (Okinawa Prefecture).

What is UN?

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Fiscal 2007 Research Study to Promote Comprehensive After-school Measures
Model Program for Supporting After-school Activities
1）Promoting Organization
The Goi Peace Foundation concluded a contract for this Program with the Ministry of
Education, Culture, Sports, Science and Technology（MEXT）, and formulated activities
to be implemented at the respective 13 Earth Kids Space locations. The contracted
period of program implementation was from August 7, 2007 through February 29, 2008.
2）Executive Committee
The Executive Committee for Research Study to Promote Comprehensive After-school
Measures was set up within the Goi Peace Foundation.
Executive Committee Chairman :Kenji Tomioka (President, Gunma Prefectural Women’s University)
Executive Committee Auditor :Fujio Aihara (Tax Accountant / Certified Public Acountant, Office
Chief, Aihara Certified Public Accountant’s Office)
Executive Committee Members :Yukimori Akanoma (Director, Japan for UNHCR)
Atsushi Aritomo (Former General Manager, International Sales
Support Division, Fujitsu Limited)
Muneaki Uchiyama (Assistant Professor, Kogakuin University)
Kaori Horikawa (Managing Director, Horikawa Medical Corporation)● In the course of preparing this report, we enjoyed considerable cooperation frommany related organizations and individuals.
We are indebted to all of you for your contributions, and we take this opportunity
to express our gratitude.
Fiscal 2007 Research Study to Promote Comprehensive After-school Measures
Commissioned by the Ministry of Education, Culture, Sports, Science and Technology
Report : Model Program for Supporting After-school Activities
Nurturing the Creators of the Future
How to Start a Community Classroom for Children
Activity Model for“Fostering Peace-loving Global Citizens”
Published February 25, 2008
Published by the Goi Peace Foundation Research Study to Promote Comprehensive
After-school Measures Executive Committee
Heiwa Daiichi Bldg., 1-4-5 Hirakawacho, Chiyoda-ku, Tokyo 102-0093, Japan（3265）（3239）TEL 032071 FAX 03
0919
E-mail : kids@goipeace.or.jp
http ://www.goipeace.or.jp
http ://www.earth-kids. net● If you wish to reprint any part of this report, please make a request to the Goi Peace Foundation.

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