2Preface
This report summarizes the discussions held at the 5th International ESD Symposium on Strategic
ESD in the Next Generation on October 25, 2014. The symposium featured representatives from
Hokkaido University’s Faculty of Education, Faculty of Environmental Earth Science and Office ofInternational Affairs, Korea University and Seoul National University (both in Republic of Korea),
Chulalongkorn University in Thailand, Beijing Normal University in China, the Environmental
Partnership Office Hokkaido within Japan’s Ministry of the Environment, the Department ofEnvironmental and Symbiotic Sciences within Rakuno Gakuen University’s College of Agriculture,
Food and Environment Sciences, and the Hokkaido University ESD Student Forum Organizing
Committee.
The symposium was held in the final year of the UN Decade of Education for Sustainable
Development (DESD) to provide a platform for a review of 10 years of ESD promotion anddiscussions on the future of education. The event attracted a total of 165 attendees consistingof 97 audience members and 68 online viewers of the Plenary Session broadcast live on theInternet.
The symposium organizer hopes that the report will help people who were not present toshare in the discussions held at the event, and that this will support accurate assessment for thecurrent situation of ESD promotion in Hokkaido and Asia as well as future ESD prospects.

はじめに
本報告書は北海道大学大学院教育学研究院、地球環境科学研究院、国際本部、韓国・高麗大学校、同・ソウル大学校、タイ・チュラロンコン大学、中国・北京師範大学、環境省北海道
パートナーシップオフィス、酪農学園大学農食環境学群環境共生学類、ESD 学生フォーラム実
行委員会によって平成 26 年 10 月 25 日に開催された第 5 回 ESD 国際シンポジウム「次世代の ESD 戦略」での議論内容をまとめたものです。
本シンポジウムは国連「持続可能な開発のための教育の 10 年（Decade of Education for
Sustainable Development: DESD）」が最終年を迎えるにあたり、ESD 推進の 10 年間を振り返り、教育の未来を議論するべく開催され、来場参加 97 名と、インターネットによって生中継された全体会へのオンライン参加 68 名の合計 165 名の参加がありました。
当該シンポジウムでの議論内容を共有し、参加ができなかった方々にも、北海道およびアジ
ア地域における ESD 推進の現状理解と将来展望の一助として本報告書を活用いただければ幸
いです。

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K ey n o t e

S p e e ch1
5th International ESD Symposium: Strategic ESD in the Next Generation

Reflections on the United Nations
Decade of Education for Sustainable Development
Mario T. Tabucanon
Visiting Professor
United Nations University Institute for the Advanced Study of Sustainability

Abstract:
The UN Decade of Education for Sustainable Development (DESD) comes to an end and the global education
sector reflects on the achievements and lessons learned, as well as on the challenges and ways forward.
Reflections are based on achievements with respect to the goals of the UN DESD in the pursuit of its vision to createa world where everyone has the opportunity to benefit from education and learn the values, behaviors andlifestyles required for a sustainable future and for a positive societal transformation. Reflections are based on thevarious reports made available by UNESCO, as well as from the relevant experiences of the United Nations
University Institute for the Advanced Study of Sustainability in carrying out its ESD programme. Many efforts havebeen made that produced significant advances during the Decade; these need to be up-scaled moving forward
into the implementation of the Global Action Programme on ESD.

Proﬁle:Dr. Mario T. Tabucanon is Visiting Professor at the United Nations University Institute for the Advanced Study of
Sustainability (UNU-IAS) and Emeritus Professor at the Asian Institute of Technology (AIT) in Thailand. At UNU-IAS,
he is affiliated with the Education for Sustainable Development Programme involved in the promotion of Regional
Centres of Expertise on ESD and in the alliance of higher education institutions in the Asia-Pacific region known as
the Promotion of Sustainability in Postgraduate Education and Research Network (ProSPER.Net) under the auspicesof UNU-IAS. He is also involved in various capacity building initiatives of UNU-IAS including the annual offering of
the ASEAN-plus-Three Leadership Programme on Sustainable Production and Consumption. At AIT, before joining
UNU-IAS, he served in senior administrative positions including provost and president.

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基 調 講 演
第 5 回 E SD国 際シンポジウム： 次 世 代のE S D 戦 略

ESD 10年の総括

マリオ タ ブ カノン
国際連合大学高等研究所
客員教授

要

旨

国連持続可能な開発のための教育の10年（DESD）が終わりを迎え、世界の教育部門はその成果と学んだことを振り返り、
この先の課題や進むべき道を検討している。その省察は、誰もが教育の機会を得て、持続可能な未来の実現や好ましい社会の変革に必要な価値観、行動、生活様式を学ぶことができる社会の創造というビジョン、それを追求する国連DESDの目標についての成果に基づいている。そしてユネスコによって入手可能となった様々なレポート、国連大学サステナビリティ高等研究所でのESDプログラム実施における経験に基づいている。この10年に多くの取り組みが行われ大きな進展が見られた。
しかしESDに関するグローバル・アクション・プログラムの実施に向けてさらなる取り組みの強化が必要とされる。

略歴

マリオ・タブカノン博士は、国連大学サステナビリティ高等研究所（UNU-IAS）の客員教授であり、タイにあるアジア工科大学院（AIT）の名誉教授である。高等研究所では、持続可能な開発のための教育プログラムにおいてESDに関する地域拠点づくりに取り組み、高等研究所が主導するアジア太平洋地域の高等教育機関連合である
アジア太平洋環境大学院ネットワーク（ProsPER Net: プロスパーネット）にも関与している。また毎年、持続可能な生産と消費に関するASEANプラス3リーダーシッププログラムの提供を行うなど、高等研究所の能力開発活動にも関わっている。高等研究所の前の勤務先であるアジア工科大学院では、学部長や学長などの上級管理職を
務めた。

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Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation

Reﬂections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括

Outline• UNDESD• SomeKeyFindings–BasedonUNESCOReports• UNDESDPerspectivesof
UNUͲIAS• ESDinAsiaͲPacific–SomeFindings• GlobalAction
Programme onESD

MarioT.Tabucanon
VisitingProfessor
United NationsUniversity
Institute fortheAdvancedStudyofSustainability

12MajorThrustsofESDUnderDESD• Improveaccesstoqualitybasiceducation;• Reorientexistingeducationprogrammes toaddresssustainabledevelopment;• Developpublicunderstandingandawarenesson
sustainabledevelopment;and• Providetrainingprogrammes forallsectorsof
privateandcivilsociety.

y Proposed in Johannesburg Plan of Implementation in 2002
y Adopted by UN General Assembly in December 2002y The International Implementation Scheme (IIS) for DESD wasapproved in September 2005y Vision: “A world where everyone has the opportunity to benefit
from education and learn the values, behaviors, and lifestyles
required for a sustainable future and for positive societal
transformation”
y Governments are invited to consider the measures to implement
DESD in their educational strategies and action plans.

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EducationforSustainableDevelopment

EducationforSustainableDevelopment(ESD)

9 Educationtodaydoesnotsufficientlypreparelearners
tocontributetosustainabledevelopment.
9 Themeslikeclimatechangeorbiodiversityneedtobe
integratedintoteachingandlearning.
9 Teachingandlearningneedstobedesignedina
participatory,learnerͲcentredway.

ThreePillarsofSustainableDevelopment• Society– anunderstandingofsocialinstitutionsandtheirroleinchangeanddevelopment• Environment– anawarenessofnaturalresourcesandthefragilityofthephysicalenvironment• Economy – asensitivitytothelimitsandpotentialofeconomic
growthanditsimpactonsocietyandontheenvironment¾

WithCulture – waysofbehaving,believing,andactingwhichdifferaccordingtocontext,history
andtraditionͲͲ asanunderlyingandcriticaldimension

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EducationforSustainableDevelopment

KeyCharacteristicsofESD• Educationthatenablespeopletoforesee,faceupto
andsolvetheproblemsthatthreatenlifeonourplanet.
• Ͳ Educationthatdisseminatesthevaluesandprinciples
thatarethebasisofsustainabledevelopment(intergenerationalequity,genderparity,social
tolerance,povertyreduction,environmentalprotectionandrestoration,naturalresourceconservation,and
justandpeacefulsocieties).
• Ͳ Educationthathighlightsthecomplexityand
interdependenceofthreespheres,theenvironment,
society– broadlydefinedtoincludeculture– andthe
economy.• Interdisciplinaryandholistic• ValuesͲdriven• Focusedoncriticalthinkingandproblem
solving• MultiͲmethodological• ParticipatoryindecisionͲmaking• Locallyrelevant
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Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation• Inspiring• Visioning– Inspire stakeholders to work to achieve goals• Global Vision on SD• Developing capacities of people• Translate Global Vision to National/Local Vision– Education and training; competencies development;
ESD• Communicating• Communicate vision/strategy/values/etc. so that people
understand how their work contributes to a larger whole.

• Motivating people to want to follow– Relate personal, organizational and community goals• ‘Get the message out’

• Having a Plan

• Challenging– To do, check, act, assess, adjust• Challenge status quo, unsustainable practices, barriers,
constraints

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EngaginginInternational
Processes

UNESCOandESD– 䇺whatwedo䇻

UNInterͲAgencyCommitteefor
DecadeofESD(DESD)

ForumofUNAgencies collaboratingtowardseffective
implementationoftheDecade
LeadAgency: UNESCO
19UNAgencies:UNESCO,UNEP,UNͲHabitat,UNICEF, UNU,FAO,ILO,
UNAIDS,UNCCD,UNDP,UNFCCC,UNFPA,UNHCR,UNDESA,
SCBD,WFP,WHO,WorldBankandWTO
Activities:Exchangeinformation,organizepublicevents,and
contributetoglobalsustainabilityprocessessuchasCSD,CBD,
Rio+20andUNFCCC• AdvocateforESDattheinternationallevel– EnsuredthepresenceofESDatRio+20– ContributetopostͲ2015consultations• ProvidesupporttoMemberStatesinreorientingeducation– ClimateChangeEducationcountryprogrammes– GuidancetoolonDisasterRiskReductionincurricula– Learningmaterialsonbiodiversity• CoordinatetheUNDecadeofESDandprepareforits
followͲup

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UNESCOReportsonUNDESD

2007KeyFindings• UNESCOhasbeenpublishingreportsonUN
DESD
Ͳ 2007(TheFirstTwoYears)
Ͳ 2009(MidͲDecade;BonnDeclaration)
Ͳ 2012(Progress;Focusingofprocesses&learninginthecontextofESD)
Ͳ 2014(EndͲofͲDecade,pendingrelease)• DESDlaunchesheldatregionalandnational
levelsaccompaniedbyregional/national
planningframeworksandactionplans• Developednationalstrategies;established
nationalDESDcommittees• Putinplace,atvariouslevels,themechanisms
tofacilitateandguidetheimplementationof
DESD

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2009KeyFindings

2009KeyFindings(continued)• Countrieshavemadeprogressin
implementingESDandhavedesigned
innovativepolicyframeworks• Efforttowardsbetterunderstanding,
promotion,implementationandassessment
ofthequalityofESDunderway;aglobalM&E
frameworkdesigned
• Learningtoimprovelinksbetweenformal,
nonͲformalandinformaleducation• Sciencehasprovidedbetterknowledgeofclimatechange(andothercriticalissues)and
theEarth’slifesupportsystems• Knowledgeputintoaction

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Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation2012KeyFindings

2012KeyFindings(continued)• ESDemergingastheunifyingthemeformanytypesofeducationrelatedtosustainability(e.g.
climatechange,disasterriskreduction,
biodiversity,etc.)• ESDincreasinglyperceivedasacatalystfor
innovationineducation• ESDisoftenattheheartofnew,creativemultiͲ
stakeholderconfigurationsblurringboundaries
betweenschools,universities,communitiesand
theprivatesector• AsESDprogresses,acoͲevolutionofpedagogy
isoccurring;assustainabilitycontentofcurriculaevolve,pedagogyisevolving
simultaneously• Moreresearchisneededtodocumentthat
ESDisqualityeducation• WithintheUNsystem,ESD’sroleismuchbiggerthanitwasuptotwoyearsbefore

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EngaginginInternational
Processes

Wheredowestand?
“Weresolvetopromoteeducationfor
sustainabledevelopment…beyondtheUnited
NationsDecadeofEducationforSustainable
Development.”

Conferences/Seminars
MultistakeholderLearningtowardsGreenSociety
15June2012
UNUͲIAS,MinistryoftheEnvironment,Japan
AimingHigher,UnlockingTertiaryEducation's
PotentialtoAccelerateSustainableDevelopmentand
theTransitiontoaFairandGreenEconomy
18June201215organizingpartners

9 IncreasedpresenceofESDinternationallyandnationally.
9 Majorchallenges:

HigherEducationSustainabilityInitiative
19June2012
UNECOSOC,UNESCO,UNEP,UNGlobalCompact,UNͲ
PRME,UNU– frompilottopolicy– fromsmallscaletolargescale– frommargintomainstream

9 AGlobalActionProgrammetoscaleupESD.

UNMultiͲstakeholderStrategiesforScalingͲupand
MainstreamingSustainableDevelopment
21June2012
UNICEF,UNDP,UNESCO,UNUͲIAS
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19EngaginginInternational
Processes

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HigherEducationSustainability
Initiative2014KeyFindings• ExpectedtobehighlightedattheWorldESD
ConferenceinNagoya.
• SomeFindingsfromthe“Educationfora
SustainableFuture:UNESCOAsiaͲPacificRegional
ConsultationonPostͲDESDFramework”,Bangkok,
2013
ESDSuccesses(forupͲscaling)• Initiativesrelatedtotheenvironmental
dimensionofESD,especiallyintegrationof
climatechangeandEEintovariouslevelsof
education

Rio+20CommitmenttoSustainablePracticesofHigherEducationInstitutionsHighereducationinstitutionsignatoriescommitto:1)Teachsustainabledevelopmentconcepts,ensuringthattheyformapartofthecorecurriculumacrossalldisciplines.
2)Encourageresearchonsustainabledevelopmentissues,toimprove
scientificunderstandingthroughexchangesofscientificandtechnological
knowledge.
3)Greentheircampusesby:i)reducingtheenvironmentalfootprint;ii)
adoptingsustainableprocurementpractices;iii)providingsustainable
mobilityoptionsforstudentsandfaculty;iv)adoptingeffective
programmes forwasteminimization,recyclingandreuse,andv)
encouragingmoresustainablelifestyles.
4)Supportsustainabilityeffortsinthecommunitiesinwhichtheyreside.
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ESDSuccesses(continued)• InitiativesrelatedtoESD’seconomic
dimension(greeneconomics,greengrowth,
sufficiencyeconomy),andsocioͲculturaldimension• PedagogicalapproachessupportiveofESD

FromthePerspectiveofUNUͲIAS

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Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation

Education for Sustainable Development Programme
UNU-IAS, JapanUNU strategy to implement ESD
within the framework of the
UN Decade of ESD (2005-2014)

Progress of the Global RCE Network
and Activities
UNUInstitutefortheAdvancedStudyofSustainability
(UNUͲIAS)

Two main initiatives:
Regional Centres of Expertise on ESD (129 RCEs in the world)
ProSPER.Net – Promotion of Sustainability in Postgraduate
Education and Research Network (regional network for AsiaPacific, 32 member universities and collaborations with othernetworks)

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UNUͲIASESDProgramme

UNUͲIASESDProgramme• Launchedin2003asUNU’sresponsetotheUNDecadeofEducation
forSustainableDevelopment(DESD:2005Ͳ2014) withthesupportoftheMinistryoftheEnvironmentofJapan

Regional Centres ofExpertiseonESD(RCE)
 ProposedbyUNUasitscontributiontoDESDin2004• Anetworkofformal,nonͲformalandinformaleducation
andlearningͲrelatedinstitutionswhoaremobilizedto
promoteESDinregional(subͲnational)andlocallevels• RCEsaspiretoachievethegoalsofDESDbytranslatingits
globalobjectivesintotheregionalͲlocalcontextsinwhich
theyoperate.
• AcknowledgedbyUNUbasedontherecommendationsoftheUbuntuCommitteeofPeersfortheRCEs

• In2014,theformerUNUͲISP(UNUInstituteofSustainabilityand
Peace)andUNUͲIAS(UNUInstituteofAdvancedStudies)hasmerged
andbecomeUNUInstitutefortheAdvancedStudyofSustainability
(UNUͲIAS)• 4GoalsofESDProgramme
9 AdvancingESDthroughmultiͲstakeholderInitiative(RCEs)
9 Contributionoftransformationofhighereducation(ProSPER.Net)
9 ContributiontointernationalSD/ESDprocesses
27 9 AdvancingESDknowledge

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StructureofRCEs

FunctionsofRCEs
 Build innovativeplatformstoshareinformationand
experiencesandtopromotedialogueamonglocal/regional
stakeholdersthroughpartnershipsforSustainable
Development Create alocal/regionalknowledgebasetosupportESD
actors Promote 4majorgoalsofESDinaresourceͲeffectivemanner1) ReͲorienteducationtowardsSD2) Increaseaccesstoqualityeducation3) Delivertrainers’trainingprogrammes4) Leadadvocacyandawarenessraisingefforts
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DevelopmentoftheRCENetwork

DevelopmentoftheRCENetwork

GlobalNetwork:





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2003
2004

129RCEsworldwide
AsiaͲPacific:47
Europe:37
AfricaandMiddleEast:26
Americas:19

EstablishmentofESDProgrammeatUNUͲIAS
DevelopmentoftheRCEConcept

DESD Launch

Mid-Decade YearEnd of the DESD

Framework for the
UNDESD International
Implementation
SchemeUNESCO World
Conference on ESD(Bonn, Germany)

UNESCO World
Conference on ESD(Aichi-Nagoya)
9th International
8th International
RCE Conference RCE Conference(Nairobi, Kenya) (Okayama, Japan)

Annual Global
RCE Conference
since 2006

TheGlobalRCEConferenceisorganizedannuallysince
2006.
9th GlobalRCEConferencewillbeheldfrom4Ͳ7November
2014inOkayama,Japan.
їoneoftheofficial‘StakeholderMeetings’ofthe
UNESCOWorldConferenceonESD(10Ͳ12November)

2007Emergenceofcontinental
networks

Launch of
Global Action
Programme on
ESD (tbc)

Ͳ2008Emergenceofthematic&
strategicnetworks

ͲAssessmentofRCEs/Engagementwith
InternationalSD/ESDprocesses
Strongemphasisoncapacitydevelopment

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47

74

99

120

127

2005

2007

2009

2011

2013

2014 and Beyond

Number in Red: Number of RCEs Acknowledged by UNU

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Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation

TheGlobalRCENetwork
UNESCO’sMidͲDecadeReview
Report(November2009)recognizes
RCEasastructureininformal&nonͲ
formaleducation(p.56).
“ThenetworkedRegionalCentresofExpertise,
supportedbyUNUͲIAS,mayserveasan
exampleofhowdifferentlocalgroupsin
society,whodonotordinarilyworktogetherbutareboundbymutualsustainabilityissues,
findthemselvesworkingcreativelytowards
theirimprovement.”

129RCEsaroundtheworld
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Education for Sustainable Development
UNU-IAS, Japan

UNESCOStrategyfortheSecondHalfofDESD(March2010)

y UNUͲIASESDProgramme contributiontotransformHigherEducationy ProSPER.Net:PromotionofSustainabilityin
PostgraduateEducationandResearch

p.8,A(a)Asastrategytostrengthenpartnerships
amongESDstakeholders,thereportsuggestsenhancingcooperationwithotherUN
entities,includingUNUy NetworkofHigherEducationInstitutionsin
AsiaandthePacificRegioncommittedto
integrateSustainableDevelopment(SD)into
postgraduatecoursesandcurricula
y Establishedin2008y Currently32members

p.12,C(a)
Asastrategytogenerateknowledge,sharenewapproachesandenhanceevidenceͲ
basedpolicydialogue,thereportsuggests
cooperatingwithUNUintheframeworkof
RCEs

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JointProjects

ProSPER.Net Forum on
Sustainability in Higher Education

InterͲuniversitycompletedprojects:
•
•
•
•
•

Postgraduateprogramme inpublicpolicy andsustainabledevelopment(ledbyTERI)
Innovativepedagogiesforpovertyreduction (ledbyAIT)
Facultytraining onsustainabledevelopment(ledbyUSM)
EducationalprogrammeforSDofregionalsocietywithafocusonbiodiversity (ledby
YokohamaNationalUniversity)
Integratingsustainabilityeducationintoengineeringandbuiltenvironment
curriculum(ledbyRMITUniversity)

Ongoingproject:•

Biodiversityandclimatechangeinbusinesssustainabilityeducation (ledbyAIT)

Projectsinfinalstage:• SUSTAIN– SUStainability ToolforAcademicINstitutions (ledbyHokkaidoUniversity)
• CasestudiesonSustainableConsumptionandProduction (ledbyUSM)• OrganizedinconjunctionwithProSPER.Net
GeneralAssemblyandBoardMeeting:• 2013:Universitas Gadjah Mada,Yogyakarta,
Indonesia• 2014:Hosei University,Tokyo,Japan

Upcomingproject:• Health andFoodTraditionsofAsia(ledbyUSM)• Annualeventtoopenlydiscussthe
progressandchallengesinintegratingsustainabilityparadigminhigher
educationactivities(education,
research,governanceandoutreach)
inAsiaͲPacific,withapolicy
perspective• In2014,itservesasaforumto
preparefordiscussionsthatwilltake
placeattheUNESCOWorldConferenceonESDtocelebratetheendoftheUNDESDinAichiͲNagoya,Japan,inNovember• HighlightProSPER.Netproject
achievements

38

37

UNDESDImplementationinEastand
SoutheastAsia– SomeLimitations

ProSPER.Net Activities

ProSPER.NetYoungResearchers’School• TwoͲweekcoursetoexposePh.D.studentsto
sustainabilityissuesinAsiaͲPacific• RotationamongProSPER.Netmembers

Ref.IGESPolicyReport2012Ͳ04(Anevaluation
ofnationalimplementationduringtheUN
DESDinEastandSoutheastAsia)
ProfessionalCapacity• LimitedprofessionalcapacityforESD
implementation– applyingtopolicymakers,
curriculumdevelopers,schooladministrators,
andteachers

ProSPER.NetLeadershipProgramme• 7Ͳdayprogramme• Lecturesonleadership(adaptiveleadership,crisis
leadership),network(analysisandapplications),
futures(scenarios),strategiccommunication

ProSPER.NetͲScopusYoungScientistAwardin
SustainableDevelopment
Objective:Torecognizethecontributionandoutstandingworkdone
byyoungscientistsorresearchers,basedintheAsiaͲ
Pacificregion,intheareaofSustainableDevelopment

39

40

18

Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation

LeadershipCapacity• Leadershipcapacityforcreatinganinspiredvision
forESDandtheinstitutionalcapacityof
effectivelycoordinatingimplementationneed
furtherstrengthening
IntegrationApproachesforESD• LackofintegrationofESDacrosssubjects
ApplicationofESDtoDifferentEducationalSystems• Inflexibilityofindividualcountries’educational
systemstoadoptinnovativeapproachesand
encourageeducationalreform

GlobalActionProgramme onESD
Tomobilizeeducationandlearningtoaccelerateprogresstowards
sustainabledevelopment.

a.Reorientingeducationandlearningsothateveryonehasthe
opportunitytoacquirethevalues,skillsandknowledgethatempowerthemtocontributetosustainabledevelopment.

b.Enhancingtheroleofeducationandlearninginallrelevantagendas,
programmesandactivitiesthatpromotesustainabledevelopment.

41

42

Keyprinciplesanddefinitions

Priorityactionareas
1

ESDconcernseducationalcontentandmethodology
ESDpromotesskillslikecriticalthinkingandimagining
futurescenarios

Advancing policy
Transforming learningandtrainingenvironments

2
3

ESDtreatsthethreepillarsofSDinanintegratedmanner
4

ESDencompassesformal,nonͲformalandinformal
educationandlearning
5

TheGlobalProgrammealsoencompassesactivitiesthatareinlinewiththeabovebutmaynotbecalled‘ESD’

Buildingcapacityofeducatorsandtrainers
Empoweringandmobilizingyouth

Acceleratingsustainablesolutionsatlocallevel43

44

Priorityactionareas

Priorityactionareas
3.Buildingcapacityofeducatorsandtrainers

1.AdvancingPolicy

BuildcapacitiesofeducatorsandtrainerstobecomelearningfacilitatorsforESD.

IntegrateESDintointernationalandnationalpoliciesineducationandsustainabledevelopmentbymainstreaminggoodpractices andbringingaboutsystemicchange.

9 IntroduceESDintopreͲserviceandinͲserviceeducationandtraining.

9 WorkwithMinistryofEducationtostrengthenESDpolicy
9 ConnectESDpolicywithothersectors(e.g.,aligninglowͲcarbonstrategieswith
contentofTVET)

4.Empoweringandmobilizingyouth
Supportyouth intheirroleaschangeagents.

9 DesignlearnerͲcenteredESDopportunities,suchaseͲlearningandmobile
learning.
9 WorkwithyouthͲdrivenorganizationstoenhanceyouthparticipationin
addressingsustainabilitychallenges.

2.Transforminglearningandtrainingenvironments
Integratesustainabilityprinciples intoinstitutionsthroughwholeͲinstitution
approaches.

5.Acceleratingsustainablesolutionsatlocallevel

9 Supporteducationinstitutiontosetupaschoolsustainabilityplan
9 Workwithprivatecompaniestotransformthemintoinspiringmodelsof
sustainabilitythrougheducationandtraining

Develop innovative solutions to sustainable development challenges at the local level.

9 Workwithlocalauthoritiesandmunicipalitiestoenhance
ESDprogrammes.

46

45

AsiaͲPacificRCEsStrategyfor
GAPImplementation

ImplementationoftheProgramme• Thestrategyforadvancingpolicy isthroughengaginginpolicymakingprocesses,fromsetting
policyagenda,policyformulation,policy
implementation,topolicymonitoringand
evaluation.

Globalcoordinationmechanismtobeputinplace,whichmaycomprise:

9 Launchcommitmentsfromstakeholders
9 Partnersnetworksforeachofthepriorityactionareas
9 Aregularforumforkeystakeholders
9 AcoordinationmechanismforUNagencies
9 Supporttonationalfocalpoints
9 AperiodicglobalESDreport
9 Aclearinghouseofgoodpracticesfromtheimplementationofthe
Programme• Thestrategyfortransforminglearningandtrainingenvironmentsisthroughengagingthewhole
institution,fromcentraltodistributedleadershiptoeducationactorsatalllevels,indevelopingavisionandplanforreorientationoftheinstitution.

47

48

19

Reflections on the United Nations Decade of Education for Sustainable Development
ESD 10 年の総括
Mario T. Tabucanon
マリオ タブカノン
5th International ESD Symposium: Strategic ESD in the Next Generation

AsiaͲPacificRCEStrategyforGAP(cont’d)AsiaͲPacificRCEStrategyforGAP(cont’d)• Thestrategyforbuildingcapacitiesof
educatorsandtrainers isthroughengagingin
conductingcoursesandtrainingprogrammes,
bothformalandinformal,andindeveloping
ESDlearningmaterials,andtoensurethat
educatorsareopentodifferent
epistemologies.

• Thestrategyforyouthisthroughgiving
opportunitiesforempoweringandmobilizing
youth leadership,tobecomechangeagentsin
societaltransformationthroughvariousyouth
activitiesandinnovativeapproaches,andto
createanenvironmentwherebyyouthcometoRCEstoparticipateinESDactions.

49

50

AsiaͲPacificRCEStrategyforGAP(cont’d)• Thestrategyforacceleratingsustainablesolutionsatthelocallevel isthroughwideningthediversityofstakeholders,inclusive
participation,assistingthesociallyvulnerableandmarginalizedgroupsinsociety,promotingmutuallearning,andworkingwithotherlikeͲ
mindednetworks.

51

52

20

5th International ESD Symposium: Strategic ESD in the Next Generation

21

K ey n o t e

S p e e ch2
5th International ESD Symposium: Strategic ESD in the Next Generation

Future Prospects for ESD
Yong Jin Hahn
Dean
Graduate School of Education
Korea University

Abstract:
The UN declared DESD (Decade of Education for Sustainable Development) in 2005, nine years ago. In my address,
I would like to reexamine the concept of education historically, and investigate the future prospects for ESD
starting from 2015. There are two methods to prospect the ESD. One is the descriptive and objective method as ascience of educational research, and the other is the intuitive and subjective method as a fundamental principle ofeducation. The former is very practical because it calculates the objective situations in which we are now
positioned. The latter is very normative, so the possibility is a little low. But as a scholar of educational history, I
hope to prospect the ESD by the latter.
I believe that the ESD can take role as an educational compass. The compass has opened the Era of the Great
discovery since 15th century. Now we are living in a globalized era, so we need educational compasses like the
ESD. To solve the future prospect of ESD successfully, I’d like to introduce the Foundationism(基礎主義) by Ki-un
Hahn(1925-2010), the emeritus professor of SNU(Seoul National University). Foundationism constructs `theeducational value system’ and proposes `historically conscious human’ as educational human beings. So It will
help us to get a proper balanced direction for the ESD.

Proﬁle:Dr. Yong-Jin Hahn has been a professor of Department of Education, at Korea University (KU) since 1996 (assistantprof. in 1996, associate prof. in 1999 and full prof. in 2005). He has an interest about the principles of education,
especially the conceptual history of modern education. He was a Moral Education teacher at middle school for 5
years. Not only has he received a B.A., M.A. (1989) and Ph.D., (1993) from KU, he also had a chance to be a
research student at Nagoya University (1991-93) provided with a scholarship from Ministry of Education, Japan.
At KU, he was affiliated with the ESD (Education for Sustainable Development) program as one of the teacher
training courses. He was the president of the Korean Society for History of Education and the director of Instituteof Continuing Education and now he is the Dean of College of Education & Graduate School of Education at KU.

22

主 題 講 演

1
第 5 回 E SD国 際シンポジウム： 次 世 代のE S D 戦 略

ESDの将来展望

韓 龍震
高麗大学校
師範大学長

要

旨

9年前の2005年、国連はDESD（国連持続可能な開発のための教育の10年）を宣言した。私のスピーチでは教育の概念を歴史的に再検討し、2015年からのESDの将来を展望する。そのためには2つの方法がある。
１つは教育研究の科学としての記述的かつ客観的な方法であり、もう１つは教育の基本原理としての直感的かつ主観的な方法である。前者は私たちの現状を客観的に計算する非常に実際的なものであるが、後者は規範的なものであり、実現性はやや低いものとなる。
しかし私は教育史の研究者として、後者によってESDの展望を論じたい。
私は、ESDは教育の羅針盤としての役目を担えると確信している。羅針盤は15世紀から偉大な発見の時代を切り開いてきた。グローバル化時代に生きる現代の私たちにはESDのような教育の羅針盤が必要である。ESDの将来を展望するために、
ソウル大学校の名誉教授であった韓基彦（1025〜2010）の基礎主義を紹介する。基礎主
義は教育価値制度を構築し教育人として歴史的意識を持つことを提唱している。それは調和のとれたESDの方向性を示すために役立つであろう。

略歴

韓龍震博士は、1996年より高麗大学校師範大学で教鞭を執っている（1996年には助教授、1999年には准教授、2005年は教授に就任）。教育原理、特に現代教育の概念的歴史に関心を寄せている。中学で5年間道徳教育を教えたこともある。高麗大学校で学士課程、修士課程（1989）、博士課程（1993）
を修了し、日本の文部省から奨学金を得て名古屋大学（1991〜93）
で研究に携わったこともある。
高麗大学校では、教員の訓練コースの１つとしてESD（持続可能な開発のための教育）
プログラムに参加した。
韓国教育史学会会長、そして継続教育研究所理事を務め、現在は高麗大学校師範大学および大学院教育学科の学長の任にある。

23

Future Prospects for ESD
ESD の将来展望
Yong Jin Hahn
韓 龍震
5th International ESD Symposium: Strategic ESD in the Next Generation

Future Prospects for ESD
ESD の将来展望

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Future Prospects for ESD
ESD の将来展望
Yong Jin Hahn
韓 龍震
5th International ESD Symposium: Strategic ESD in the Next Generation

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25

Future Prospects for ESD
ESD の将来展望
Yong Jin Hahn
韓 龍震
5th International ESD Symposium: Strategic ESD in the Next Generation

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Reconstruction of ESD
ＥＳＤの再構築
Akito Kawaguchi
河口 明人
5th International ESD Symposium: Strategic ESD in the Next Generation

Reconstruction of ESD
ＥＳＤの再構築

Content

1. Brief Review ESD & SSD
2. Root Question / Responsibility of University
3. Modern mind (Origin of the crisis?)
4. Function of Science / Orientation of Education
5. Conclusion
Akito Kawaguchi., M.D., Ph.D.

Faculty of Education , Hokkaido University
Lake. Kussharo from Bihoro mountian pass1

2

International Activities

1987 “Our common future” (WCED)
SD is a development that meets the needs of the present withoutcompromising the ability of future generation to meet their own needs.

1968

UN Conference on Biodiversity

1972

UN Conference on the Human Environment

Only one earth

1977

UN Convention to Combat Desertification

1992 UNCCD

1979

Convention on Long-rage Trans-boundary Air Pollution

1983 UNECE

1982

World Commission on Environment and Development

WCED

1987

UN General Assembly (Brundtland report)

Our Common Future

1987

Montreal Protocol on Substances that Deplete the Ozone

1988

Intergovernmental Panel on Climate Change

1992

UN Conference on Environment and Development (UNCED)

Agenda 21

1994

UN Framework Convention on Climate Change

UNFCCC

2002

UN Conference on Sustainable Development (Rio+10)

Johannesburg

2005

UN DESD (Decades of ESD) started

ĺ2014

2012

World Summit on Sustainable Development (Rio+20)

The future we want

1972 UNEPDESD logo

1992 Agenda 21 (Rio de Janeiro)
Reorienting education toward SD has been the focus of many initiative.

2005 DESD (based on Rio+10 Plan 2002)ĺ20142005 G8 University Summit initiated by Hokkaido University
Sapporo Sustainability Declaration (SSD)

2012 The future we want
Green economy in the context of SD and poverty eradicationIPCCĺCOP

Lake Toya

3

4

Role & Responsibility of Education

Sapporo Sustainability Declaration (SSD)

From SSD , 2005
3. The responsibility of universities.
All universities have an important role in problem-solving to bequeath a sustainable
world to future generations. Through their research, universities are expected toprovide timely solutions to these problems …

2008 at Sapporo

1. Importance of sustainability
2. Sustainability issues have become urgent political concerns

4. The need to restructure scientific knowledge.
Sustainability is a broad area that embraces a complex diversity of interrelated factors
ranging from the natural environment to socioeconomic systems. Global sustainability
can be achieved only through a comprehensive approach that addresses socioeconomic
as well as environmental issues.

3. The responsibility of universities
4. The need to restructure scientific knowledge
5. The need for a network of networks
6. The need for “knowledge innovation.”

6. The need for "knowledge innovation."
Achieving sustainability requires social change, which is predicated on changing
public awareness. Universities and their researchers have a responsibility to articulate
and disseminate new sustainability-related scientific knowledge and information,
including its attendant uncertainty, to society at large.

7. The role of higher education for sustainability
8. The function of the university campus as an experimental model

6

5
Environmental Dimension
AffectingnicheLoss of biodiversity
Affectingreproduction
systemDesertification

Climate disaster
Deforestation

Global warming
Acid rain
SO3

EDCs
Endocrine disrupting
chemicals
Chemicals destroying
ozone layer
CFC, HCFC
Economic activity has
multiplied. Industrial
production has grown
Much of the economic.
growth pulls natural
service.

CO2extendingUnsustainable behaviors

Consumeristic society

Heavy metal

Urbanization

Mass consumption
Mass disposal

PM2.5
Industrial waste
chemicals

Population
growthMaximize the benefit

Water pollution
Sea pollution
Soil pollution
Air pollution

Industrialized Society

based on scientific technology

Hostility
against society

Erosion of
Mental health

Decay of social capital

Consumeristic
societyHomoeconomics

Conflict ofnational interest

Competitive society

Isolation
Loneliness

Increasing inequality

Widening income gap

Academic-industrial
cooperation

Home waste

Higher education

Dioxin PM2.5

motorization

Agricultural
Scarcity ofoverexploitation natural resources

Social deterioration

Socieconomic Dimension

Food-chains(bioconcentration)

Toxic accumulation

Affectingreproduction
systemProfessional
Scientist
Researcher

NOx

Industrial innovation
supplydemandSouth-north disparity

Scientific Technology
Knowledge-based society

CO2

7

8

30

Reconstruction of ESD
ＥＳＤの再構築
Akito Kawaguchi
河口 明人
5th International ESD Symposium: Strategic ESD in the Next Generation

Root Question

Responsibility of Higher Education

ESD is a challenge to answer the questions .

Human–made global issues

Socioeconomic deterioration

Why has human “intellectual” activity resulted in such devastating situation,
unlike our common expectation to peaceful and cohesive society?
A lot of unsustainable phenomena

Activity of Modern
Individuals

Economicgap

Humanresources(1) Biodiversity(2) Climate Change(3) Disaster Risk Reduction(4) Cultural Diversity(5) Poverty Reduction(6) Gender Equality(7) Health Promotion(8) Sustainable Lifestyle(9) Peace and Human Security(10) Water(11) Sustainable Urbanization

Environmental decay

Societal
erosionModern society
If some of global issues would be human-made, thecause and solution must be hidden in individuals.

Consumeristic society

Industrialized society

ESD Agenda by UNESCO

Human
resourcesscientists, researchers, politicians, educators,
entrepreneurs, engineer, citizens and so on

Higher education
Restructuring education in order to address the human-made problems,by reflecting the historical way we had come,by reconsidering the interrelationship between human and nature, andby anatomizing modern mind we believe.

910

Secular Trend of World Population

Key Aspects of Modern Mind
1. Individualism
as an attitude to have the right to decide his behavior, exclusively andfreely.

Billions

12
11

2100

10
Modern age

9

2. Economic liberalism (Homo economicsĺEconomic rationality)
as an attitude to maximize self-interest, whatever he is (a consumer,
a producer, an entrepreneur, scientist and so on)8

New stone age

76

Old stone age

Iron age
Bronze age

2014
2000

5

3. Scientific rationalism (scientific determinism)
as a belief that everything is determined by the cause-result relationship.

4
3

Religious transformation
Scientific Revolution
Industrial Revolution

2

4. Democracy
as a political system to decide a social intention
based on the contract by legally equal individuals.

Source: Population Reference
Bureau; and United Nations,
World Population Projections to2100 (1998)

Black death1
1+ million 7000 6000 5000
years
B.C. B.C. B.C.

4000
B.C.

Future

1975
1950
1900
1800

3000 2000 1000 A.D. A.D. A.D. A.D. A.D. A.D.
B.C. B.C. B.C. 1 1000 2000 3000 4000 5000

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12

Question for the origin of modern science

Historical Aspects of Scientific Revolution

Needham Question
Joseph Needham “The grand titration-science & society in East & West-”"Gunpowder, the magnetic compass, and paper andprinting, which Francis Bacon considered as the threemost important inventions facilitating the West's
transformation from the Dark Ages to the modern
world, were invented in China”. Until 15th century,
Chinese society had been leading technologicalinnovation, why China had been overtaken by theWest in science and technology, despite its earlier
successes.…
“Why did modern science, the mathematization of
hypotheses about Nature, with all its implications foradvanced technology, take its meteoric rise only in theWest at the time of Galileo.”

1543
1584
1600
1609
1610
1616
1620
1628
1632
1633

1900 – 1995
Joseph Needham

1637
1687

Process of papermaking
in ancient Chinese society

N. Copernicus
A.Vesarius
G.BrunoG.BrunoJ. Kepler
G. Galileo
F. BaconW. Harvey
G. Galileo
G. Galileo
R. Descartes
R. Descartes
I. Newton

On the Revolutions of the Celestial Spheres
On the Structure of the Human Body
On the Infinite Universe and Worlds (pantheism)
A sentence of death
Astronomia nova
Discovery of satellites around Jupiter
Copernicus’s work prohibited
Novum Organon (advocacy of experimental methods)
On the Motion of the Heart and Blood
Dialogue Concerning the Two Chief World Systems
A sentence of guilty
The world (the law of inertia), not published
Discourse on the Method
Principia

14

13

Backdrop in 16-17 Centuries in Western Europe

Schema of Western Thought

16c-18c
Continental Rationalism
Descartes
PascalSpinoza
Leibniz

Greek philosophy

Ionian natural philosophy, Pythagoras,
Demokuritos, Socrates, Plato, Aristoteles
Stoicim, Epicureans…..

Scholatic philosophy

Augustinus, W䞉Ockham, T䞉Aquinas…
(Islam) Averroes, Avicenna

Reformation Renaissance
Scientific revolution
British Empiricism
Industrial revolution
Enlightenment

The Puritan Revolution
1642-1649

Becon
HobbesLocke
Berkley
Hume

Kant䞉Fichte
Scherllng䡡Hegel

Marxism

German Idealism

Socialism

Utilitarianism

The Thirty Years War
1618-1648

Eighty Years’ War(Dutch Revolt)1568-1648

Rousseau䞉Diderotd’Anmbert

R䞉OwenSaint Simon
Marx, Engels…

Anglo-Dutch Wars
1652-1784

The Italian War
1521-1544

Bentham
JS䞉Mill

Existentialism

Kierkgaard䞉Nietzsche䞉
Heidegger, Jaspers…

Pragmatism

PeirceW䞉JamesJ䞉Dewey

Huguenot War
1562-1598

15

16

31

Reconstruction of ESD
ＥＳＤの再構築
Akito Kawaguchi
河口 明人
5th International ESD Symposium: Strategic ESD in the Next Generation

Origin of Individualism

Historical Impact of Descartes’s “ I”
Essential origin of modern “individualism”

Cogito, ergo sum-I think, therefore I am. -1. Rejection of Church doctrine & Emancipation from it.

Rene Descartes
1596䠉1650

Discourse on Method

2. Logical Explanation of being “I” as a thinking process“…..If I convinced myself that my beliefs are false, then surely there must be an“I” that was convinced. Moreover, even if I am being deceived by an evil demon,
I must exist in order to be deceived at all. So “I must finally conclude that the
proposition, ‘I am,’ ‘I exist,’ is necessarily true whenever it is put forward by meor conceived in my mind” . The mere fact that I am thinking, regardless ofwhether or not what I am thinking is true or false, implies that there must be
something engaged in that activity, namely an “I.” Hence, “I exist” is anindubitable and, therefore, absolutely certain belief that serves as an axiom
from which other, absolutely certain truths can be deduced…..”

3. “I” as an agent to recognize what is true (self-reliance).
4. Justifying scientific evidences found by an individual reason.
5. Leading to the concept of “scientific determinism”.
6. Development of mathematical thinking (attestation).

17

18

Historical Evolution of Individualism & Science

Protestant Ethics & Science
Max Weber “The protestant ethics and the spirit of capitalism.”

Protestant in the past
(initial modern individual)

Disappeared or modified in
the process to the present

God

Max Weber1864 - 1920

(1) “Capitalistic spirit” comes from subjective adoption of an ascetic faithconducted by individuals: Occupational work is the obligation.
(2) Protestant asceticism (strict attitude) is associated with a propensity torationalize on a mathematical basis.

Reformation
Descartes’s revolution

Disappeared in theprocess to the present“I think, I am”“The favorite science of all Puritan was physics, and next to it all thosenatural science which used a similar method, especially math. (Because) It
was hoped from the empirical knowledge of the divine laws of nature toascend to a grasp of the essence of the world…. The empiricism of 17th
century was the means for asceticism to seek God in nature.” (note, 145)

Disappeared or modified in
the process to the present

Peculiar ethics
Ascetic/Honest/
Reliable/credible

self-decision

God will in nature
Scientific revolution

modified in the process to the present

self-reliance, self-faithLabor as obligation

Scientific measures

Individualism

Economic rationality

Scientific rationality

leading to human right,
liberty, equality andsocial justiceleading to Homo economics

modern individual

Fighting Calvinism is characterized by(1) “God will” that is quite similar of natural law(ĺscientific rationality),(2) feeling of inner loneliness of the single individual isolation(ĺself reliance)

leading to Industrial
revolution

Modern individual at present

19

20

Implication of Science

Shift of Paradigm
H. Butterfield “The origins of modern science”

Scientific Revolution

Movement as a given condition from motionlessness

H. Butterfield “The origins of modern science”"the modern law of inertia-the modern picture of bodies continuing
their motion in a straight line and a away to infinity-was hardly athing which the human mind would ever reach by an experiment, or
any attempt to make observation more photographic, in any case"

British historian
1900-1974“Scientific revolution overturned the authority in science not only middle
age, but of the ancient world – since it ended not only in the eclipse ofscholastic philosophy, but in the destruction of Aristotelian physics. …. Itchanged the character of men’s habitual mental operations even in the
conduct of the non-material sciences, while transforming the wholediagram of the physical universe and the very texture of human life itself .
It looms (appears) so large as the real origin both of the modern world
and of the modern mentality.”“The change is brought about, not by new observation or
additional evidence in the first instance, but by transpositions thatwere taking place inside the minds of the scientists themselves.”
Change inside mind with no change of data !

22

21

Modern Individual in Historical Context

Outcome of Scientific Revolution

Political/social dimension

The concept of “progress” has been resulted from scientific revolution, which
accelerated accumulation of the knowledge by discovery of natural laws andfollowed by drastically change of society. Scientific revolution are characterizedbyEconomic dimension

Reformation
Self –reliance
Calling as a obligation

Industrial Revolution

1. Accumulation of knowledge about nature by purposeful observation䠉
development of scientific rationality
2. Quantitative estimation by practical use of mathematics, instead of
qualitative Aristotelian estimation 䠉mathematics as a powerful andprecise language to explain of and change the world
3. Establishment of scientific methods by reproducible experiments
䠉lifestyle change by discovery & application of natural law

Scientific dimension
Renaissance

Personality
freedom

Scientific Revolution

Lsissez-faire capitalism / human isolation

scientific reasonality
Discover of nature instead of “God”

Bourgeois Revolution

Scientific anarchy
Random development ofscientific findings, devices..

Human Right, Democracy
Freedom of speech, thought

Since 18th century, human could not have thought the future without notion of“progress”, and the future is the same meaning of “progress” or “development ”.

Modern citizen
Democratic individual23

Economic liberalism
Economic individualism
Homo economics
Economic individualism

Scientific rationalism
Scientific determinism
Scientist/
scientific intellectuals

24

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Reconstruction of ESD
ＥＳＤの再構築
Akito Kawaguchi
河口 明人
5th International ESD Symposium: Strategic ESD in the Next Generation

From “Conjecture & Refutation” written by K. Popper

1902-1994
Austrian philosopher

Critical Scientific Mind

“Nature” as a Object

Science to ensure “Progress”“Nature” is the very target to understand the world, instead of “God.” Nature
is completely subjected to strict and unchangeable (natural) laws that wouldintertwine with each other.

“All our knowledge grows only through the correcting of our mistakes.
Since our knowledge can grow, there is no reason here for despair ofreason.(Scientific optimism) At the same time, since we can never know for certain,
there is no authority for any claim to authority.”

In natural science, short-sight
objectivation makes nature
into pieces (segmentalization).

“There is no ultimate source of knowledge. The proper epistemological question is
not one about sources; rather we ask whether the assertion made is true- that is tosay, whether it agrees with the facts.
It is essentially the critical and progress character䠉the facts that we can argue
about any claim to solve our problem better than competitors䠉which constitute therationality of science.”

When we research a mechanism of nature or try to find a natural law, we haveto be disconnected the target condition from nature itself. However,recognition or understanding based on disconnected from the integrated
condition (nature) is not true one. That’ why we are confronted the crisis of SD.

“Man can know, thus he can be free!” This is a formula which explains the link
between epistemological optimism and the Scientific liberalism. We believe thedevelopmental and progressive future (but blind the future).

25

26

Knowledge Explosion-Scientific Anarchy

The process without an agent
Modern “invisible hand”

Who control the huge amount of scientific findings ?

Scientific liberalism (freedom ofscience, freedom of research,
freedom of thought

A new finding is based on precedent findings. Scientific findings have been
accumulated day by day, leading to (fragmented) “knowledge explosion”.
Accumulated findings psychologically assure us that our knowledge is certainly
progressing beyond the past, despite none can control and understand a hugeamount of data in detail. None could integrate them into the real one.

ĺorigin of creativity and social
innovation

Science has been organized as social activity by a number of scientists. The
conviction or belief of “progress” is socialized. People believe that tomorrow isdeemed understandable scientifically. However, lack of self-control may lead todespair of getting them all sorted out or organized inside society.

Scientific Anarchy
Industrial application

Economic liberalism(market mechanism, free trade,
open competition)ĺsupposedly, the result would
be most harmonious & equal.

The crisis of SD may be an aspect of scientific anarchy, that is also the basis ofscientific progress, because of freewheeling thinking.

Both are based on modern “individualism”

Economic Anarchy

Uncontrolled environmental crisis
Widening social gap

27

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Restructuring of knowledge

Conclusion

This crisis could be no longer overcome by only a disciplinary science,
because the crisis includes a wide range of issues, some of whose solutions may be
opposed to each other. Interdisciplinary (multi-major) approach is inevitable.

If the global issues would certainly originate from our modern mind,
the primary target of ESD would be ourselves (modern mind), notphenomenal problems, nor planet.

Most of data or evidence are fragmented. We have to raise SD-oriented
professionals who are capable of integrating and systematizing knowledge.
To that end, ESD has to be reconstructed and oriented to getting rid of theuntranslatable barrier primarily between two cultures, natural science andhumanity.

If modern mind embedded with us would control our behavior, we
would already have the critical solution for the crisis of SD in
ourselves.
If our behavior would be motivated by our mind, the strategy of ESD
should aim at reconstruction of our mind, even if it’s tough question.

Any scientist may be required attitude to try the internal-relationship among
other sciences beyond a specialization (panoramic view), not to take a part, but tostand for the comprehensive integration of sciences. Accordingly, any specialty is
responsible to link with others as an essential effort in the context of ESD(interdisciplinary attitude)

In this context, “humanity stands at a defining moment in history.”(Agenda 21: 1-1, 1992)

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Posing a question correctly, in science as in other areas of study,
is more important than giving the answer .

Richard S. Westfall -Construction of Modern Science
Cambridge University Press

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Brief background of ESD Campus Asia Project
ESD Campus Asia の歩み
Masao Mizuno / Jun Moriya
水野 眞佐夫／守屋 淳
5th International ESD Symposium: Strategic ESD in the Next Generation

Brief background of ESD Campus Asia Project
ESD Campus Asia の歩み㻼㼞㼛㼓㼞㼍㼙
㻝㻢㻦㻜㻜㻌㻙 㻝㻢㻦㻝㻜㻌㻮㼞㼕㼑㼒㻌㼎㼍㼏㼗㼓㼞㼛㼡㼚㼐㻌㼛㼒㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㻹㼍㼟㼍㼛㻌㻹㼕㼦㼡㼚㼛㻌㻒㻌㻶㼡㼚㻌㻹㼛㼞㼕㼥㼍㻌㻝㻢㻦㻝㻜㻌㻙 㻝㻢㻦㻞㻡㻵㼚㻌㻷㼛㼞㼑㼍㼚㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻿㼑㼡㼚㼓 㻴㼥㼡㼚㻌㻿㼛㼚㻌㻒㻌㼅㼛㼚㼓㻌㻶㼕㼚 㻴㼍㼔㼚㻵㼚㻌㻿㼑㼛㼡㼘㻌㻺㼍㼠㼕㼛㼚㼍㼘㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻶㼛㼔㼍㼚㼚㼑㼟㻌㼀㼟㼏㼔㼍㼜㼗㼍㻘㻌㼅㼛㼡㼚㼓㻌㻶㼛㼛 㻸㼑㼑㻌㻒㻌㻯㼔㼍㼚㻙㻶㼛㼚㼓㻌㻷㼕㼙㻵㼚㻌㻮㼑㼕㼖㼕㼚㼓㻌㻺㼛㼞㼙㼍㼘㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻯㼔㼑㼚㻌㼃㼍㼚㼓㻌㻒㻌㼄㼡㼑㼘㼕㼍㼚 㻸㼕㻵㼚㻌㻯㼔㼡㼘㼍㼘㼛㼚㼓㼗㼛㼞㼚 㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻯㼔㼍㼞㼛㼛㼚㼟㼞㼕 㻹㼍㼐㼕㼘㼛㼓㼓㼛㼢㼕㼠 㻒㻌㻲㼡㼍㼚㼓㼍㼞㼡㼚 㻼㼞㼑㼑㼐㼑㼐㼕㼘㼛㼗㻻㼡㼠㼏㼛㼙㼑㼟㻌㼍㼚㼐㻌㻼㼞㼛㼟㼜㼑㼏㼠㼟㻌㼛㼒㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㻼㼍㼞㼍㼘㼘㼑㼘㻌㻿㼑㼟㼟㼕㼛㼚㻌㻝㻻㼡㼠㼏㼛㼙㼑㼟㻌㼍㼚㼐㻌㻼㼞㼛㼟㼜㼑㼏㼠㼟㻌㼛㼒㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㻝㻢㻦㻞㻡㻌㻙 㻝㻢㻦㻠㻜㻝㻢㻦㻠㻜㻌㻙 㻝㻢㻦㻡㻡㻝㻢㻦㻡㻡㻌㻙 㻝㻣㻦㻝㻜㻡㼠㼔 㻵㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㻱㻿㻰㻌㻿㼥㼙㼜㼛㼟㼕㼡㼙㻿㼠㼞㼍㼠㼑㼓㼕㼏㻌㻱㻿㻰㻌㼕㼚㻌㼠㼔㼑㻌㻺㼑㼤㼠㻌㻳㼑㼚㼑㼞㼍㼠㼕㼛㼚㻝㻣㻦㻝㻜㻌㻙 㻝㻣㻦㻡㻜㻝㻤㻦㻜㻜㻌㻙 㻝㻤㻦㻟㻜㻿㼍㼠㼡㼞㼐㼍㼥㻘㻌㻻㼏㼠㼛㼎㼑㼞㻌㻞㻡㼠㼔㻘㻌㻞㻜㻝㻠㻻㼢㼑㼞㼍㼘㼘㻌㻰㼕㼟㼏㼡㼟㼟㼕㼛㼚㼃㼞㼍㼜㻙㼡㼜㻌㻰㼕㼟㼏㼡㼟㼟㼕㼛㼚

Saturday, October 25th, 201412

㻴㼛㼗㼗㼍㼕㼐㼛㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻌㻼㼞㼛㼓㼞㼍㼙㻌㻞㻜㻝㻠㻴㼕㼟㼠㼛㼞㼕㼏㼍㼘㻌㻮㼍㼏㼗㼓㼞㼛㼡㼚㼐

Saturday, October 25th, 201434

㻴㼁 㻼㼞㼛㼓㼞㼍㼙㻌㻞㻜㻝㻠 㻙㻳㼞㼛㼡㼜㻌㼃㼛㼞㼗㻙㻴㼁㻌㻼㼞㼛㼓㼞㼍㼙㻌㻞㻜㻝㻠㻌㻙㻳㼞㼛㼡㼜㻌㻼㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㻙

Saturday, October 25th, 2014

Saturday, October 25th, 201465㻴㼁㻌㻼㼞㼛㼓㼞㼍㼙㻌㻞㻜㻝㻠㻌㻙㻲㼕㼑㼘㼐㼣㼛㼞㼗㻙㻴㼁㻌㻼㼞㼛㼓㼞㼍㼙㻌㻞㻜㻝㻠㻌㻙㻲㼕㼑㼘㼐㼣㼛㼞㼗㻙

Saturday, October 25th, 2014

Saturday, October 25th, 2014

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Brief background of ESD Campus Asia Project
ESD Campus Asia の歩み

Outcomes and Prospects in Korean University
韓国・高麗大学校師範大学における成果と展望

Masao Mizuno / Jun Moriya
水野 眞佐夫／守屋 淳

Yong Jin Hahn / Seung Hyun Son
5th International ESD Symposium: Strategic ESD in the Next Generation㻴㼁㻌㻼㼞㼛㼓㼞㼍㼙㻌㻞㻜㻝㻠㻌㻙㻲㼕㼚㼍㼘㻌㻼㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㻙㻲㼡㼠㼡㼞㼑㻌㻼㼞㼛㼟㼜㼑㼏㼠㼟

Saturday, October 25th, 2014

Saturday, October 25th, 2014910

Outcomes and Prospects in Korean University
韓国・高麗大学校師範大学における成果と展望

PrimaryProjectGoals• Torecognizethesignificanceofeducationthatplays
acentralroleinrealizationofsustainablefuture• Tofostercommunicationskills,problemǦsolvingskills
andintegrativeviewstobeableinterpretissuesofcurrentsocietiesforrealizationofsustainablefuture• Tosearchforthewaysbyyourselftorealize
educationforsustainabledevelopmentaswouldǦbeteachers(preǦserviceteachers)whowillpractice
educationforsustainablefutureattheschoolclass

ESDOUTCOMESANDPROSPECTSINKU
KoreaUniversity&Hokkaido
UniversityESDCampusAsia
ProjectsSince2011

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2• FrameworkforTeachingorAnalyzingSocial,
Economic,EnvironmentalIssues(Prof.Son,SeungHyunDept.ofEducation)• QualityofLifeandLeisureEducation(Prof.Kim,May
Dept.ofPhysicalEducation)• PovertyinCurrentWorld(Prof.Kim,YoungHo,Dept.
ofGeographyEducation)• LiveGreen(Prof.Kim,Youkyung,Dept.ofHome
EconomicsEducation)• ProspectsforESD(Prof.Hahn,YongJin,Dept.of
Education)

• AContemplationontheEarth’sSustainabilityonthe
RoofoftheFragileEarth(Prof.Seong,Yeong Bae,
Dept.ofGeographyEducation)
• DecisionǦMakingandMathematics(Prof.Kim,Dong
Joong,Dept.ofMathematicsEducation)• Sustainability&Fashion(Prof.Lee,YoonǦJung,Dept.
ofHomeEconomicsEducation)
• PerspectivesofESDandKeyConcepts• PlanningforaSustainableFuture• IntegrationofESDPerspectives

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Lecture&WorkshopTopics

Lecture&WorkshopTopics

FinalProjectsPresentationTopics

CulturalExchanges&Fieldwork• FunFunWinterSports• GlobalcommunityHistory– Glocal Communitarianism• OvercomingpovertywithEducation:ESDthroughrealizationofequityandprimaryeducationforall• ThesearchforlearningsystemtowardsolidarityǦ
Attentiontojointlearningandresearchabouthistory
betweenKoreaandJapan• ScienceandWater• GreenFood&sustainability• ESDtosecondlanguageeducation

• VisitMuseum• Historicalsites• Shopping&Foods• Shorttrips• Hanok Village

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Outcomes and Prospects in Korean University
韓国・高麗大学校師範大学における成果と展望
Yong Jin Hahn / Seung Hyun Son
5th International ESD Symposium: Strategic ESD in the Next Generation

ESDDescription/DefinitioninDESD• ESDisalearningprocess(orapproachtoteaching)based
ontheidealsandprinciplesthatunderliesustainabilityand
isconcernswithalllevelsandtypesofeducation• 5fundamentaltypesoflearning:

ESDINACTION• learningtoknow,
• learningtobe,
• learningtolivetogether,• learningtodo,and• learningtotransformoneselfandsociety78ESDinFormalEducationNonǦFormalEducation&ESD• ReǦdesignofcurricula(WhatKUdidinESDcourse)
• Minoradjustmentstotheexistingsystem• Newapproaches,crossǦcurricularandinterdisciplinaryteachingandlearning• IntegratingformsofESDintovocationaleducationand
workplacelearning• Lessstructured• Studygroups,nonǦgovernmentalorganizations,social
movements,youthclubs,churches,folkhighschools,etc.
• Voluntary,activeparticipation,reciprocalexchangesof
ideas
• ConceptofLifelonglearningandoccureverywhere

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Tools&Mechanismsforcapacitybuilding

Tools&Mechanismsforcapacitybuilding• SeminarsandecoǦconferences• DialogueswithNGOsandthemediasector• Lessonsforschoolchildren• AwarenessǦraisingcampaigns• TVandradioprograms• Documentaryfilms,• PromotionvideosandTVadvertisements• Video,animation,andcartoonfilms,excursions• Roadposters• Mapcollagesfortourists• Magazines,leaflets,flyers,booklets,advisingbannersand
posters• Photoanddrawingexhibitions• StoryǦtellingforchildren• Specialwebsites12

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Prospectives ofESD

Howdoyouadvertiseyourideasandthoughts?
• SNSadvertisement?
• UCC?
• Flyer?
• Choosetypeoftools&mechanisms
• Designthecontents(Decidetheissues&dimensions)

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Outcomes and Prospects in Seoul National University
韓国・ソウル大学校師範大学における成果と展望
Yong Jin Hahn / Seung Hyun Son
5th International ESD Symposium: Strategic ESD in the Next Generation

Outcomes and Prospects in Seoul National University
韓国・ソウル大学校師範大学における成果と展望

Most likely risks:

Enhance the understanding of
Sustainability in ESD Campus Asia’
Lessons from ‘Settlers of Catan’ Game.
Johannes Tschapka, Lee Young Joo
Seoul National University

Lessons learnt 2014

Tschapka / LeeWorld Economic Forum (2014) Global Risks 2014, Ninth Edition is publishedWEF Geneva

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Lessons learnt 2014

Tschapka / Lee

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Conceptualise Sustainable Development

Development Models
World-order development

Technological inventions

Alternative development

Global shift in social values

Autonomous development

Community solidarity and cultural identity

Sauve Lucie(1998) L’éthique de la responsabilité en éducation relative à l’environnement, Montreal.

Lessons learnt 2014

Tschapka / Lee

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Lessons learnt 2014

Tschapka / Lee

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Brundtlandt Report 1987

Encovering the Key Factors"Sustainable development is development thatmeets the needs of the present withoutcompromising the ability of future generations
to meet their own needs".
United Nations (1987) Report of the World Commission on Environment and Development, General Assembly Resolution 42/187

Lessons learnt 2014

Tschapka / Lee

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Lessons learnt 2014

Tschapka / Lee

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Sustainability as regulative idea

The Tragedy of the Commons

Like liberty and equality, sustainability has no
single agreed meaning. It takes meaning withdifferent political ideologies underpinned bydifferent values and philosophy.
Green, Joshua (2013) Moral Tribes, London. and Hardin, Garrettt (1968) The Tragedy of the Commons, Nature

Huckle, John and Sterling, Stephen. (eds.) (1996) Education for Sustainability, London. Earthscan Publications Ltd.

Lessons learnt 2014

Tschapka / Lee

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Lessons learnt 20147

Tschapka / Lee

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Outcomes and Prospects in Seoul National University
韓国・ソウル大学校師範大学における成果と展望
Chan-Jong Kim / Johannes Tschapka / Young Joo Lee
5th International ESD Symposium: Strategic ESD in the Next Generation

The Tragedy of the Commons

Settlers of Catan.

Lessons learnt 2014

Tschapka / Lee

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Lessons learnt 2014

Tschapka / Lee

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Settlers of Catan

Settlers of Japan and Korea.

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Lessons learnt 2014

Tschapka / Lee

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Lessons learnt 201411

• Building capacity to think critically about [andbeyond] what experts say and to test sustainable
development ideas• exploring the contradictions inherent insustainable living• learning as sustainable development
Vare, P. and Scott, W. (2007) Learning for a Change: Exploring the relationship between education and sustainable
development, Journal for Education for Sustainable Development, Vol.1 (2) 191-198

Tschapka / Lee

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Education as Sustainable Development

Lessons learnt 2014

Tschapka / Lee

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Outcomes and Prospects in Beijing Normal University
中国・北京師範大学における成果と展望
Xuelian Li / Chen Wang
5th International ESD Symposium: Strategic ESD in the Next Generation

Outcomes and Prospects in Beijing Normal University
中国・北京師範大学における成果と展望

Contents
ESD Campus Asia at BNUÁ㻝㻚㻌㻮㼍㼟㼕㼏㻌㼕㼚㼒㼛㼞㼙㼍㼠㼕㼛㼚㻌㼍㼚㼐㻌㼐㼍㼠㼍㻌Á㻞㻚㻌㼀㼔㼑㻌㼕㼚㼟㼜㼕㼞㼍㼠㼕㼛㼚㻌㼒㼞㼛㼙㻌㼠㼔㼑㻌㻯㼔㼕㼚㼑㼟㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟’㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㼟㻯㻴㻱㻺㻌㼃㻭㻺㻳㻮㼑㼕㼖㼕㼚㼓㻌㻺㼛㼞㼙㼍㼘㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥Á㻟㻚㻌㼀㼔㼑㻌㼏㼛㼚㼟㼠㼞㼡㼏㼠㼕㼛㼚㻌㼛㼒㻌㻱㼤㼜㼑㼞㼕㼑㼚㼏㼕㼍㼘 㻸㼑㼍㼞㼚㼕㼚㼓㻌㼟㼠㼞㼍㼠㼑㼓㼥

㻻㼏㼠㻚㻌㻞㻡㼠㼔㻘㻌㻞㻜㻝㻠㻴㼛㼗㼗㼍㼕㼐㼛㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥Á㻠㻚㻌㼀㼔㼑㻌㼟㼡㼓㼓㼑㼟㼠㼕㼛㼚㻌㼠㼛㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻼㼞㼛㼖㼑㼏㼠㻌㼕㼚㻌㼠㼔㼑㻌㼒㼡㼠㼡㼞㼑

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1. Basic Information and Data㻼㼑㼞㼕㼛㼐

㻞㻜㻝㻜㻙㻞㻜㻝㻠㻞㻜㻝㻜㻦 㻿㼠㼍㼞㼠㻞㻜㻝㻞㻦㻌㻿㼠㼡㼐㼑㼚㼠㼟㻌㻱㼤㼏㼔㼍㼚㼓㼑㻌㻞㻜㻝㻟㻦㻌㼁㼜㼓㼞㼍㼐㼑㼀㼛㼠㼍㼘㼕㼠㼥㻌㼛㼒㻌㻿㼠㼡㼐㼑㼚㼠㼟

㻟㻜㻯㼔㼕㼚㼍㻦 㻝㻡㻶㼍㼜㼍㼚㻦㻌㻝㻡㻵㼚㼟㼠㼕㼠㼡㼠㼑㼟㻌㼕㼚㼢㼛㼘㼢㼑㼐

㻝㻝㻵㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻦㻌㻱㼍㼞㼠㼔㻌㻯㼔㼍㼞㼠㼑㼞㻌㻯㼛㼙㼙㼡㼚㼕㼠㼕㼑㼟㻌㻺㼑㼠㼣㼛㼞㼗㻺㼍㼠㼕㼛㼚㼍㼘㻦 㻯㼔㼕㼚㼍㻌㻹㼕㼚㼕㼟㼠㼞㼥㻌㼛㼒㻌㻱㼚㼢㼕㼞㼛㼚㼙㼑㼚㼠㼍㼘㻌㻼㼞㼛㼠㼑㼏㼠㼕㼛㼚㻧㻌㻺㼍㼠㼕㼛㼚㼍㼘㻌㻭㼟㼠㼞㼛㼚㼛㼙㼕㼏㼍㼘㻌㼛㼎㼟㼑㼞㼢㼍㼠㼛㼞㼕㼑㼟㻧㻌㻯㼔㼕㼚㼑㼟㼑㻌㻭㼏㼍㼐㼑㼙㼥㻌㼛㼒㻌㻿㼏㼕㼑㼚㼏㼑㻵㼚㼟㼠㼕㼠㼡㼠㼑㼟㻌㼕㼚㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻼㼞㼕㼙㼍㼞㼥㻌㻌㼍㼚㼐㻌㻿㼑㼏㼛㼚㼐㼍㼞㼥㻌㻿㼏㼔㼛㼛㼘㼟

2. The inspiration from the Chinese
students’ experiencesÁ㼀㼛㼠㼍㼘㼕㼠㼥 㼛㼒㻌㼀㼑㼍㼏㼔㼑㼞㼟

㻟㻜

㻲㼡㼚㼐㼟

㻞㻠㻜㻘㻌㻜㻜㻜㻌㻯㻺㼅 㻭㼕㼞 㻲㼍㼞㼑㻭㼏㼏㼛㼙㼙㼛㼐㼍㼠㼕㼛㼚Á㻼㼞㼛㼒㼑㼟㼟㼛㼞㼟㼀㼑㼍㼏㼔㼑㼞㼟
㻱㼤㼜㼑㼞㼠㼟
Á㻞㻚㻝㻌㻲㼑㼍㼠㼡㼞㼑㼟㻌㼛㼒㻌㼠㼔㼑㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻼㼞㼛㼖㼑㼏㼠㻞㻚㻞㻌㻱㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼕㼟㻌㼍㻌㼢㼑㼞㼥㻌㼕㼙㼜㼛㼞㼠㼍㼚㼠㻌㼠㼑㼍㼏㼔㼕㼚㼓㻌㼍㼚㼐㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐㻞㻚㻟㻌㻯㼛㼚㼏㼘㼡㼟㼕㼛㼚㻌㼍㼚㼐㻌㻵㼚㼟㼜㼕㼞㼍㼠㼕㼛㼚34

2.2 Experience is a very important teaching
and learning method

2.1 Features of this ESD Campus Asia ProjectÁ㼀㼔㼑㻌㼙㼛㼟㼠㻌㼟㼕㼓㼚㼕㼒㼕㼏㼍㼚㼏㼑㻌㼛㼒㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼕㼟㼍 㻼㼞㼛㼖㼑㼏㼠㻌㼒㼛㼞㻌㻯㼔㼕㼚㼑㼟㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼕㼟㻌㼠㼛㻌㼛㼒㼒㼑㼞㻌㼍㻌㼐㼕㼒㼒㼑㼞㼑㼚㼠㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑ÁÁ㻱㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼕㼟㻌㼍㻌㼗㼕㼚㼐㻌㼛㼒㻌㼢㼑㼞㼥㻌㼕㼙㼜㼛㼞㼠㼍㼚㼠㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼎㼑㼥㼛㼚㼐㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓ÁÁ㻿㼠㼡㼐㼑㼚㼠㼟㻌㼞㼑㼠㼔㼕㼚㼗㼕㼚㼓㻦㻌㼀㼔㼑㻌㼔㼍㼞㼢㼑㼟㼠㻌㼛㼞㻌㼠㼔㼑㻌㼓㼍㼕㼚㼟㻌㼕㼚㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㼛㼒㻌㻶㼍㼜㼍㼚㻌㻔㼕㼚㼏㼘㼡㼐㼕㼚㼓㻌㻱㻱㻛㻱㻿㻰㻕㻌㼕㼟㻌㼙㼛㼞㼑㻌㼠㼔㼍㼚㻌㼠㼔㼑㻌㼏㼛㼡㼞㼟㼑㻌Á㼘㼑㼍㼞㼚㼕㼚㼓 㼒㼛㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻚㻌㼀㼔㼑㻌㼏㼛㼡㼞㼟㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼕㼟㻌㼍㻌㼎㼞㼕㼐㼓㼑 㼒㼛㼞㻌㻱㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼕㼟㻌㼠㼔㼑㻌㼏㼛㼞㼑㻌㼛㼒㻌㻱㻿㻰㻌㼒㼞㼛㼙㻌㼠㼔㼑㻌㼍㼚㼓㼘㼑㻌㼛㼒㻌㼙㼑㼠㼔㼛㼐㼛㼘㼛㼓㼥㻵㼠㼟㻌㼞㼛㼘㼑㻌㼕㼚㻌㼠㼑㼍㼏㼔㼕㼚㼓㻌㻛㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼕㼟㻌㼎㼑㼥㼛㼚㼐㻌㼠㼔㼑㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼏㼛㼚㼢㼑㼥㻌㼛㼞㻌㼐㼑㼘㼕㼢㼑㼞㼥㼀㼣㼛㻌㼗㼕㼚㼐㻌㼛㼒㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼕㼚㻌㻴㼡㼙㼍㼚㻌㼟㼛㼏㼕㼑㼠㼥㻦㻌㼏㼛㼚㼢㼑㼥㼑㼐㻛㻌㼏㼍㼚㻌㼎㼑㻌㼐㼑㼘㼕㼢㼑㼞㼕㼑㼐㻌㼎㼥㻌㼙㼛㼐㼑㼞㼚㻌㼟㼏㼔㼛㼛㼘㻌㼑㼐㼡㻚㻌㼍㼚㼐㻌㼏㼍㼚㻌㼚㼛㼠㻌㼎㼑㻌㼏㼛㼚㼢㼑㼥㼑㼐㻛㻌㼏㼍㼚㻌㼚㼛㼠㻌㼎㼑㻌㼐㼑㼘㼕㼢㼑㼞㼕㼑㼐㻌㼎㼥㻌㼙㼛㼐㼑㼞㼚㻌㼟㼏㼔㼛㼛㼘㻌㼑㼐㼡㻚㼟㼠㼡㼐㼑㼚㼠㼟’ 㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼕㼚㻌㼠㼔㼕㼟㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㻌Á㻼㼞㼛㼖㼑㼏㼠㻚㻌㻱㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼐㼛㼑㼟㻌㼎㼛㼠㼔㻌㼠㼔㼑㻌㼒㼕㼞㼟㼠㻌㼍㼚㼐㻌㼟㼑㼏㼛㼚㼐㻌㼣㼛㼞㼗㼟6

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2.2.1 Experiences learning is more thanhundreds of teaching in lecture style
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2.2.2 Experiences learning is a very good
contribution to students’ attitude development㻭㼟㻌㼍㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼍㼚㼐㻌㼍㼣㼍㼞㼑㼚㼑㼟㼟㻦Á㻭㼟㻌㼍㼚㻌㼍㼠㼠㼕㼠㼡㼐㼑㼟㻦㼀㼛㼡㼏㼔㻌㼛㼚㻌㼟㼠㼡㼐㼑㼚㼠㼟’ 㼔㼑㼍㼞㼠㻹㼛㼢㼑㼐㻌㼠㼔㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼣㼕㼠㼔㻌㼔㼑㼍㼞㼠Á 㻯㼔㼍㼚㼓㼑㻌㼠㼔㼑㼕㼞㻌㼢㼕㼑㼣㻌㼛㼞㻌㼙㼍㼥㼎㼑㻌㼣㼛㼞㼘㼐㻌㼢㼕㼑㼣Á 㻯㼔㼍㼚㼓㼑㻌㼠㼔㼑㼕㼞㻌㼍㼠㼠㼕㼠㼡㼐㼑㼟Á 㻭㼠㻌㼘㼍㼟㼠㻌㼏㼔㼍㼚㼓㼑㻌㼠㼔㼑㼕㼞㻌㼎㼑㼔㼍㼢㼕㼛㼞㼟㻌㼠㼛㻌㼏㼛㼙㼙㼡㼚㼕㼏㼍㼠㼑㻌㼣㼕㼠㼔㻌㼛㼠㼔㼑㼞㼟㻌㻛㻌㼠㼛㻌㼠㼞㼑㼍㼠㻌㼛㼠㼔㼑㼞㼟㻌㼗㼕㼚㼐㼘㼥Á 㼀㼛㻌㼏㼛㼚㼟㼠㼞㼡㼏㼠㻌㼍㻌㼐㼑㼑㼜㻌㼕㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼡㼚㼐㼑㼞㼟㼠㼍㼚㼐㼕㼚㼓㻌㼍㼣㼍㼞㼑㼚㼑㼟㼟㻱㼤㼜㼑㼞㼕㼑㼚㼏㼑㼟㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼘㼑㼠㻌㻯㼔㼕㼚㼑㼟㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟㻦㼀㼛㻌㼗㼚㼛㼣㻌㼠㼔㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼍㼚㼐㻌㼜㼑㼛㼜㼘㼑㻌㼎㼥㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㼀㼛㻌㼗㼚㼛㼣㻌㼠㼔㼑㻌㼑㼚㼢㼕㼞㼛㼚㼙㼑㼚㼠㼍㼘㻌㼝㼡㼍㼘㼕㼠㼥㻌㼎㼥㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼀㼛㻌㼗㼚㼛㼣㻌㼍㻌㼏㼛㼡㼚㼠㼞㼥㻘㻌㼕㼠㼟㻌㼟㼛㼏㼕㼑㼠㼥㻌㼍㼚㼐㻌㼏㼡㼘㼠㼡㼞㼑㻌㼎㼥㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼀㼛㻌㼗㼚㼛㼣㻌㼠㼔㼑㻌㼒㼞㼕㼑㼚㼐㼟㼔㼕㼜㻌㼎㼥㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻴㼍㼢㼑㻌㼠㼔㼑㻌㼕㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼡㼚㼐㼑㼞㼟㼠㼍㼚㼐㼕㼚㼓㻦㻌㼎㼛㼠㼔㻌㼒㼑㼑㼘㼕㼚㼓㻘㻌㼣㼕㼘㼘㼕㼚㼓㼚㼑㼟㼟㻌㼍㼚㼐㻌㼍㼎㼕㼘㼕㼠㼥㻌㼠㼛㻌㼜㼞㼛㼙㼛㼠㼑㻌㼕㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼡㼚㼐㼑㼞㼟㼠㼍㼚㼐㼕㼚㼓

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Outcomes and Prospects in Beijing Normal University
中国・北京師範大学における成果と展望
Xuelian Li / Chen Wang
5th International ESD Symposium: Strategic ESD in the Next Generation

2.2.4 Experiences learning empowers
students’ ability and willingness to action

2.2.3 Experiences learning is a good method todevelop students’ global vision or horizental
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㻭㼟㻌㼍㻌㼠㼑㼍㼏㼔㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐㻦Á㻻㼒㼒㼑㼞㻌㼛㼜㼜㼛㼞㼠㼡㼚㼕㼠㼥㻌㼠㼛㻌㼘㼑㼠㻌㼟㼠㼡㼐㼑㼚㼠㼟’ 㼒㼑㼑㼘㼕㼚㼓㻌㼍㼚㼐㻌㼠㼛㼡㼏㼔㻌㼛㼚㻌㼍㼚㼛㼠㼔㼑㼞㻌㼏㼕㼢㼕㼘㼕㼦㼍㼠㼕㼛㼚㻌㼠㼛㼠㼍㼘㼘㼥㻌㼐㼕㼒㼒㼑㼞㼑㼚㼠㻌㼒㼞㼛㼙㻌㻯㼔㼕㼚㼍㻌㼞㼕㼓㼔㼠㻌㼚㼛㼣㻹㼍㼗㼑㻌㼍㼘㼘㻌㼛㼒㻌㼠㼔㼑㼕㼞㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼛㼒㻌㼓㼘㼛㼎㼍㼘㼕㼦㼍㼠㼕㼛㼚㻌㼠㼛㻌㼎㼑㻌㼟㼑㼑㼚㻌㼍㼚㼐㻌㼠㼛㻌㼎㼑㻌㼠㼛㼡㼏㼔㼑㼐㻌㼍㼟㻌㼠㼞㼡㼠㼔㻭㼟㻌㼍㻌㼜㼞㼍㼏㼠㼕㼏㼑㻌㼠㼛㻌㼠㼞㼍㼕㼚㻌㼟㼠㼡㼐㼑㼚㼠㼟’ 㼍㼎㼕㼘㼕㼠㼥㻌㼍㼟㻌㼍㻌㼓㼘㼛㼎㼍㼘㻌㼏㼕㼠㼕㼦㼑㼚㻼㼞㼛㼙㼛㼠㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼠㼛㻌㼠㼔㼕㼚㼗㻌㼐㼑㼑㼜㼘㼥㻌㼍㼎㼛㼡㼠㻌㼠㼔㼑㻌㼕㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼞㼑㼘㼍㼠㼕㼛㼚㼟㼔㼕㼜㼟㻌㼛㼒㻌㼠㼔㼑㻌㼣㼛㼞㼘㼐㻼㼞㼛㼙㼛㼠㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼠㼛㻌㼠㼞㼑㼍㼟㼡㼞㼑㻌㼠㼔㼑㻌㼜㼑㼍㼏㼑㻘㻌㼠㼔㼑㻌㼣㼛㼞㼘㼐㻌㼜㼑㼍㼏㼑

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㻭㼟㻌㼍㻌㼠㼑㼍㼏㼔㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐㻦㻻㼒㼒㼑㼞㻌㼛㼜㼜㼛㼞㼠㼡㼚㼕㼠㼥㻌㼠㼛㻌㼘㼑㼠㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼟㼑㼑㻘㻌㼔㼑㼍㼞㻌㼍㼚㼐㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼠㼔㼑㻌㼏㼛㼚㼏㼑㼚㼠㼞㼍㼠㼕㼛㼚㻌㼍㼚㼐㻌㼔㼍㼞㼐㻌㼣㼛㼞㼗㻌㼎㼛㼠㼔㻌㼒㼞㼛㼙㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼍㼚㼐㻌㼒㼞㼛㼙㻌㼠㼔㼑㻌㼟㼛㼏㼕㼑㼠㼥㻌㻔㼘㼕㼗㼑㻌㼣㼍㼕㼠㼑㼞㻌㼛㼞㻌㼣㼍㼕㼠㼞㼑㼟㼟㻌㼕㼚㻌㼟㼔㼛㼜㻘㻌㼜㼑㼛㼜㼘㼑㻌㼛㼚㻌㼠㼔㼑㻌㼞㼛㼍㼐㻌㼠㼛㻌㼜㼛㼕㼚㼠㻌㼠㼔㼑㻌㼞㼛㼍㼐㻌㼍㼚㼐㻌㼐㼕㼞㼑㼏㼠㼕㼛㼚㻌㼠㼛㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌㼕㼚㻌㻶㼍㼜㼍㼚㻼㼞㼛㼙㼛㼠㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟’ 㼣㼕㼘㼘㼕㼚㼓㼚㼑㼟㼟㻌㻌㼠㼛㻌㼍㼏㼠㻌㼛㼞㻌㼐㼛㻌㼠㼔㼕㼚㼓㼟㻌㼕㼚㻌㼓㼛㼛㼐㻌㼍㼚㼐㻌㼗㼕㼚㼐㻌㼎㼑㼔㼍㼢㼕㼛㼞㼟㼀㼞㼍㼕㼚㼕㼚㼓㻌㼟㼠㼡㼐㼑㼚㼠㼟’ 㼟㼗㼕㼘㼘㻌㼠㼛㻌㼕㼙㼕㼠㼍㼠㼑㻌㼠㼛㻌㼍㼏㼠㼕㼛㼚㻌㼕㼚㻌㼍㻌㼗㼕㼚㼐㻌㼍㼚㼐㻌㼓㼑㼚㼠㼘㼑㻌㼣㼍㼥㻌㼛㼞㻌㼎㼑㼔㼍㼢㼕㼛㼞㼟㻼㼞㼛㼙㼛㼠㼑㻌㼟㼠㼡㼐㼑㼚㼠㼟’ 㼣㼕㼘㼘㼕㼚㼓㼚㼑㼟㼟㻌㼠㼛㻌㼠㼞㼥㻌㼠㼛㻌㼏㼛㼚㼟㼠㼞㼡㼏㼠㻌㼍㻌㼎㼑㼠㼠㼑㼞㻌㼟㼛㼏㼕㼍㼘㻌㼑㼚㼢㼕㼞㼛㼚㼙㼑㼚㼠㻸㼑㼠㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼠㼛㻌㼠㼞㼑㼍㼟㼡㼞㼑㻌㼠㼔㼑㻌㼞㼑㼟㼜㼑㼏㼠㻌㼍㼙㼛㼚㼓㻌㼜㼑㼛㼜㼘㼑

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3. The Construction of Experiencial Learning
Strategy

2.3 Conclusion and InspirationÁÁ㻷㼚㼛㼣㼘㼑㼐㼓㼑㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼐㼛㼑㼟㻌㼚㼛㼠㻌㼣㼛㼞㼗㻌㼒㼛㼞㻌㼍㼠㼠㼕㼠㼡㼐㼑㼟㻌㼍㼚㼐㻌㼎㼑㼔㼍㼢㼕㼛㼞㻌㼏㼔㼍㼚㼓㼑㻌㼒㼛㼞㻌㼏㼔㼕㼘㼐㼞㼑㼚㻘㻌㼎㼡㼠㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼐㼛㼑㼟㻌㼣㼛㼞㼗㻌㼒㼛㼞㻌㼍㼐㼡㼘㼠’㼟㻌㼟㼛㼙㼑㻌㼎㼑㼔㼍㼢㼕㼛㼞㼟㻌㼏㼔㼍㼚㼓㼑
㻭㼠㼠㼕㼠㼡㼐㼑㼟㻌㼍㼚㼐㻌㼎㼑㼔㼍㼢㼕㼛㼞㼟㻌㼏㼔㼍㼚㼓㼑㻌㼕㼟㻌㼐㼑㼜㼑㼚㼐㼑㼐㻌㼛㼚㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼛㼞㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼎㼥㻌㼐㼛㼕㼚㼓Á㻟㻚㻝㻌㻯㼛㼚㼏㼑㼜㼠㻦㻌㻱㼤㼜㼑㼞㼕㼑㼚㼠㼕㼍㼘㻌㼘㼑㼍㼞㼚㼕㼚㼓Á㻟㻚㻞㻌㻲㼍㼏㼠㼛㼞㼟㻌㼍㼚㼐㻌㻼㼞㼛㼏㼑㼟㼟Á㻟㻚㻟㻌㻿㼠㼞㼍㼠㼑㼓㼥㻌㼒㼛㼞㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍

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3.1 Concept: Experiential learningÁKolb’s experiential learning㻮㼍㼟㼑㼐㻌㼛㼚㻌㼜㼟㼥㼏㼔㼛㼘㼛㼓㼕㼏㼍㼘㻌㼏㼔㼍㼞㼍㼏㼠㼑㼞㼕㼟㼠㼕㼏㼟㻌㼍㼚㼐㻌㼘㼍㼣㼟㻌㼛㼒㻌㼠㼔㼑㻌㻯㼛㼞㼑㻌㼕㼐㼑㼍㻦㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼕㼟㻌㼏㼞㼑㼍㼠㼑㼐㻌㼠㼔㼞㼛㼡㼓㼔㻌㼠㼞㼍㼚㼟㼒㼛㼞㼙㼍㼠㼕㼛㼚㻌㼛㼒㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻚㻌Á 㼀㼔㼑㻌㼘㼑㼍㼞㼚㼑㼞㻌㼔㼍㼟㻌㼜㼞㼕㼛㼞㼕㼠㼥㻌㼛㼢㼑㼞㻌㼟㼡㼎㼖㼑㼏㼠㻌㼙㼍㼠㼠㼑㼞㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼛㼒㻌㼠㼔㼑㻌㼠㼑㼍㼏㼔㼑㼞㼟㻚Á㼟㼠㼡㼐㼑㼚㼠㼟㻘㻌㼑㼤㼜㼑㼞㼕㼑㼚㼠㼕㼍㼘㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼟㼔㼛㼣㼟㻌㼏㼛㼡㼞㼟㼑㻌㼏㼛㼚㼠㼑㼚㼠㻌Á㼠㼔㼞㼛㼡㼓㼔㻌㼞㼑㼍㼘㻌㼑㼢㼑㼚㼠㼟㻌㼛㼞㻌㼏㼞㼑㼍㼠㼕㼚㼓㻌㼟㼕㼠㼡㼍㼠㼕㼛㼚㼟㻘㻌㼍㼚㼐㻌㼠㼔㼑㼚㻌㼑㼚㼍㼎㼘㼑㼟㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼠㼛㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻘㻌㼡㼚㼐㼑㼞㼟㼠㼍㼚㼐㻌㼍㼚㼐㻌㼏㼛㼚㼟㼠㼞㼡㼏㼠㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼍㼚㼐㻌㼑㼙㼛㼠㼕㼛㼚㻘㻌㼍㼠㼠㼕㼠㼡㼐㼑㻌㼍㼚㼐㻌㼓㼑㼚㼑㼞㼍㼠㼑㻌㼙㼑㼍㼚㼕㼚㼓㻘㻌㼍㼚㼐㻌㼜㼡㼠㻌㼠㼔㼑㼙㻌㼕㼚㼠㼛㻌㼜㼞㼍㼏㼠㼕㼏㼑㻚㻌Á㼀㼔㼑㻌㼏㼛㼚㼏㼑㼜㼠㻌㼛㼒㻌㼑㼤㼜㼑㼞㼕㼑㼚㼠㼕㼍㼘㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼕㼟㻌㼍㼠㼠㼍㼏㼔㼑㼐㻌㼠㼛㻌㼠㼔㼑㻌㼜㼞㼑㼟㼑㼚㼏㼑㻌㼛㼒㻌㼟㼠㼡㼐㼑㼚㼠㻓㼟㻌㼘㼕㼒㼑㻌㼒㼞㼛㼙㻌㼠㼔㼑㻌㼜㼑㼞㼟㼜㼑㼏㼠㼕㼢㼑㻌㼛㼒㻌㼘㼕㼒㼑㻌㼜㼔㼕㼘㼛㼟㼛㼜㼔㼥㻌㼍㼚㼐㻌㻯㼛㼚㼟㼠㼞㼡㼏㼠㼕㼢㼕㼟㼙㻌㻔㻶㼛㼔㼚㻌㻰㼑㼣㼑㼥㻘㻌㻶㻚㻌㻼㼕㼍㼓㼑㼠㻘㻌㻸㼑㼢㻌㼂㼥㼓㼛㼠㼟㼗㼥 㼑㼠㼏㻚㻕㻌

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3.2 Factors & Process

Summary of experience
Reflect on understanding
Observe & feel

)UTIXKZKK^VKXOKTIKFrom perception

Sensory stimuli:KYZOTMOJKGYOT 㻱㼤㼠㼑㼚㼟㼕㼛㼚㻌TK]YOZ[GZOUTY 㼀㼞㼍㼚㼟㼕㼠㼕㼛㼚㻵㼚㼏㼘㼡㼟㼕㼢㼑㻌㼀㼞㼍㼚㼟㼕㼠㼕㼛㼚

5HYKX\GZOUTXKLRKIZOUT
Apply

Share exchange

Apply

From understanding
Diagram1: the factorsof experiential learning,UXSOTMGHYZXGIZIUTIKVZY

Diagram2: the process of experiential learning from individual perspective

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Outcomes and Prospects in Beijing Normal University
中国・北京師範大学における成果と展望
Xuelian Li / Chen Wang
5th International ESD Symposium: Strategic ESD in the Next Generation

Diagram4: the teaching methods andadvantages of experiential learningkey㼟㼕㼠㼡㼍㼠㼕㼛㼚㻿㼠㼡㼐㼑㼚㼠㼟
㻒㼠㼑㼍㼏㼔㼑㼞㼟• 㻸㼑㼍㼞㼚㼕㼚㼓㻌㼝㼡㼍㼘㼕㼠㼥

Teachers

Knowledge㼜㼞㼛㼙㼛㼠㼑
arouse• 㻱㼒㼒㼕㼏㼕㼑㼚㼏㼥

premisebase㼜㼞㼛㼙㼛㼠㼑

Á

guarantee

Awareness

Teachers

Students㻿㼑㼘㼒㻙㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼍㼚㼐㻌㼒㼑㼑㼘㼕㼚㼓㼟㼀㼔㼞㼑㼑㻌㼙㼑㼠㼔㼛㼐㼟㻦㻌㼘㼑㼏㼠㼡㼞㼑㼟㻌㼛㼞㻌㼕㼚㼒㼛㼞㼙㼍㼠㼕㼛㼚㻌㼒㼞㼛㼙㻌㼎㼛㼛㼗㻌㼛㼞㻌㼙㼑㼐㼕㼍㻌㼐㼑㼘㼕㼢㼑㼞㼑㼐㻌㼎㼥㻌㼠㼑㼍㼏㼔㼑㼞㼟
㼘㼑㼍㼞㼚㼕㼚㼓㻌㼕㼚㻌㼠㼔㼑㻌㼑㼚㼢㼕㼞㼛㼚㼙㼑㼚㼠㻚㻌㼀㼑㼍㼏㼔㼑㼞㼟㻌㼕㼟㻌㼖㼡㼟㼠㻌㼍㼟㻌㼍㻌㼒㼍㼏㼕㼘㼕㼠㼍㼠㼛㼞㼘㼑㼍㼞㼚㼕㼚㼓㻌㼏㼛㼙㼙㼡㼚㼕㼠㼥㻌㼠㼛㼓㼑㼠㼔㼑㼞㻌㼣㼕㼠㼔㻌㼟㼠㼡㼐㼑㼚㼠㼟㻛㼠㼑㼍㼏㼔㼑㼞㼟㻛㼜㼑㼛㼜㼘㼑㻌㼕㼚㻌㼏㼛㼙㼙㼡㼚㼕㼠㼥㻌㻔㼏㼛㼘㼘㼍㼎㼛㼞㼍㼠㼕㼢㼑㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻕ÁÁ㼟㼕㼠㼡㼍㼠㼕㼛㼚

Know.
Awa
Atti
Skillsstudents
ability

soul
Á

㻭㼕㼙
Á

Diagram3: the relationship between quality, efficiency and self-experience inexperiential learning

Awa Ability
Kno Atti
Behavior
Or Action
People incommunity

Teachers
students

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3.3 Strategy for ESD Campus AsiaÁÁ㼜㼞㼍㼏㼠㼕㼏㼑

㼙㼑㼠㼔㼛㼐㻌㼕㼚㼠㼛㻌㼠㼔㼑㻌㼙㼍㼕㼚㼟㼠㼞㼑㼍㼙㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼙㼑㼠㼔㼛㼐㻌㼍㼞㼑㼍㼟㻌㼠㼛㻌㼘㼑㼠㻌㼜㼞㼑㻙㼟㼑㼞㼢㼕㼏㼑㻌㼠㼑㼍㼏㼔㼑㼞㻌㼔㼍㼢㼑㻌㼠㼔㼑㻌㼜㼞㼑㼜㼍㼞㼍㼠㼕㼛㼚㻌㼕㼚㻌㼙㼑㼠㼔㼛㼐㻌㼕㼚㻌㻱㻿㻰ÁÁ㻱㻕㻌㻯㼛㼛㼜㼑㼞㼍㼠㼕㼢㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼍㼟㻌㼠㼔㼑㻌㼣㼍㼥㻌㼠㼛㻌㼕㼙㼜㼞㼛㼢㼑㻌㼍㼎㼕㼘㼕㼠㼥㻌㼍㼚㼐㻌㼍㼏㼔㼕㼑㼢㼑㼙㼑㼚㼠㻌㼛㼒㻌㼟㼠㼡㼐㼑㼚㼠㼟㻮㻕㻌㻯㼞㼑㼍㼠㼑㻌㼟㼠㼕㼙㼡㼘㼍㼠㼑㻌㼟㼕㼠㼡㼍㼠㼕㼛㼚㻌㼍㼚㼐㻌㼣㼑㼘㼘㻙㼛㼞㼓㼍㼚㼕㼦㼑㼐㻌㼍㼏㼠㼕㼢㼕㼠㼕㼑㼟㻦㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼕㼚㼐㼕㼞㼑㼏㼠㼘㼥㻌㼍㼚㼐㻌㼐㼕㼞㼑㼏㼠㼘㼥Á㻰㻕㻌㻾㼑㼍㼘㻌㼣㼛㼞㼘㼐㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌䇵 㼙㼍㼗㼑㻌㼠㼔㼑㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼘㼕㼚㼗㼑㼐㻌㼣㼕㼠㼔㻌㼠㼔㼑㻌㼞㼑㼍㼘㻌㼣㼛㼞㼘㼐㻌㼕㼟㼟㼡㼑㼟㻘㻌㼎㼍㼟㼑㼐㻌㼛㼚㻌㼞㼑㼍㼘㻌㼣㼛㼞㼘㼐㻌㼕㼟㼟㼡㼑㼟㻌㼠㼛㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼍㼚㼐㻌㻭㻕㻌㼀㼑㼍㼏㼔㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐㼟㻦㻌㼙㼍㼗㼑㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼠㼑㼍㼏㼔㼕㼚㼓㻌Á㻲㻕㻌㻱㼤㼜㼍㼚㼐㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼍㼚㼐㻌㼕㼙㼍㼓㼕㼚㼍㼠㼕㼛㼚㻦㻌㼍㼐㼐㻌㼛㼠㼔㼑㼞㼟䇻㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼠㼛㻌㼜㼑㼞㼟㼛㼚㼍㼘㻌㼑㼤㼜㼑㼞㼕㼑㼚㼏㼑㻌㼍㼚㼐㻌㼡㼟㼕㼚㼓㻌㼣㼔㼍㼠㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㻯㻕㻌㼏㼞㼕㼠㼕㼏㼍㼘㻌㼠㼔㼕㼚㼗㼕㼚㼓㻌㼣㼕㼠㼔㻌㻱㼚㼢㼕㼞㼛㼚㼙㼑㼚㼠㼍㼘㻌㼕㼚㼒㼛㼞㼙㼍㼠㼕㼛㼚䇶㼡㼚㼐㼑㼞㻌㼠㼔㼑㻌㼘㼑㼍㼞㼚㻌㼠㼔㼞㼛㼡㼓㼔㻌㼠㼔㼕㼟㻌㼍㼏㼠㼕㼢㼕㼠㼥㻌㼠㼛㻌㼏㼞㼑㼍㼠㼑㻌㼙㼛㼞㼑㻌㼕㼙㼍㼓㼕㼚㼍㼠㼕㼛㼚㼙㼛㼐㼑㼞㼚㻌㼟㼛㼏㼕㼑㼠㼥㻌㼣㼕㼠㼔㻌㼔㼡㼓㼑㻌㼕㼚㼒㼛㼞㼙㼍㼠㼕㼛㼚㻌㼑㼢㼑㼞㼥㼐㼍㼥㻌㼍㼚㼐㻌㼏㼛㼚㼟㼠㼞㼡㼏㼠㻌㼠㼔㼑㻌㼕㼚㼚㼑㼞㻌㼏㼛㼓㼚㼕㼠㼕㼛㼚㻘㻌㼍㼠㼠㼕㼠㼡㼐㼑㻌㼍㼚㼐㻌㼏㼛㼞㼑㻌㼢㼍㼘㼡㼑

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4. Suggestion for ESD Campus Project in the
futureÁ㻠㻚㻞㻌㻿㼡㼓㼓㼑㼟㼠㼕㼛㼚㼟㻌㼒㼛㼞㻌㻴㼁㻘㻌㼠㼔㼑㻌㼘㼑㼍㼐㼟㼔㼕㼜 㼛㼒㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟Á㻠㻚㻞㻚㻝㻌㻿㼠㼡㼐㼑㼚㼠㼟’ 㼘㼑㼍㼞㼚㼕㼚㼓㻌㼕㼚㻌㻶㼍㼜㼍㼚㻌Á㻷㼑㼑㼜㻌㼠㼔㼑㻌㼟㼡㼙㼙㼑㼞㻌㼔㼛㼘㼕㼐㼍㼥㻌㼘㼑㼍㼞㼚㼕㼚㼓Á㻵㼒㻌㼜㼛㼟㼟㼕㼎㼘㼑㻘㻌㼑㼤㼜㼍㼚㼐㼕㼚㼓㻌㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼕㼚㼓㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼒㼞㼛㼙㻌㻡㼠㼛㻌㻝㻜㻌㼛㼞㻌㼙㼛㼞㼑㻌Á㻠㻚㻞㻚㻞㻌㻰㼑㼢㼑㼘㼛㼜㼕㼚㼓㻌㻿㼠㼡㼐㼑㼚㼠㼟’ 㼒㼛㼞㼡㼙Á㼎㼍㼟㼑㼐㻌㼛㼚㻌㼍㼏㼠㼕㼛㼚㻌㼞㼑㼟㼑㼍㼞㼏㼔㻌㼕㼚㻌㼠㼔㼑㻌㼞㼑㼍㼘㻌㼣㼛㼞㼘㼐㻌㼕㼟㼟㼡㼑㼟㻌㼛㼞㻌㼟㼛㼙㼑㻌㼛㼠㼔㼑㼞㻌㼐㼑㼟㼕㼓㼚㼟㻌Thanks for your attention!

㼕㼚㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼍㼏㼠㼕㼢㼕㼠㼕㼑㼟Á㻠㻚㻞㻚㻟㻌㻸㼕㼚㼗㼑㼐㻌㼣㼕㼠㼔㻌㼟㼛㼙㼑㻌㼕㼚㼕㼠㼕㼍㼠㼕㼢㼑㼟㻌㼍㼠㻌㼁㻺㻌㼘㼑㼢㼑㼘㻌㼛㼞㻌㼕㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼘㼑㼢㼑㼘㻌㼠㼛㻌㼑㼚㼘㼍㼞㼓㼑㻌㼠㼔㼑㻌㼕㼚㼒㼘㼡㼑㼚㼏㼑㼟

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Outcomes and Prospects in Chulalongkorn University
タイ・チュラロンコン大学における成果と展望
Charoonsri Madiloggovit / Fuangarun Preededilok
5th International ESD Symposium: Strategic ESD in the Next Generation

Outcomes and Prospects in Chulalongkorn University
タイ・チュラロンコン大学における成果と展望

Background Chulalongkorn University joined the ESD
Campus Asia project in 2013

Outcomes andProspects of
ESD Campus Asia
Project

Associate Professor Charoonsri Madiloggovit, Phd.
26 October 2014

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2



@HU
18-26 August 2013

Exchange 5 undergraduate students
each year@ CU
4-13 September 2013

2013

2014
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Activities

Selection Criteria for the
Exchange Students

In classroom• Outside classroom•

Undergraduate student
Passed ESD course Third year student (5 yrs CU edu curriculum) Any major of study Can speak English
• Study trip
• Cultural exchange

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Activities Outside Classroom

Activities in ClassroomStudy trip
Mangrove forest planting
Museum of Agriculture Chulalongkorn University Demonstration School
 Private enterprise

Lecture and Discussion
 Requirement to share ESD experiences toboth CU undergraduate and graduate
students who are studying ESD course inthat semester







Cultural exchange
EatingLiving
 Shopping Sight-seeing Meeting new friends



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Outcomes and Prospects in Chulalongkorn University
タイ・チュラロンコン大学における成果と展望
Charoonsri Madiloggovit / Fuangarun Preededilok
5th International ESD Symposium: Strategic ESD in the Next Generation

Mangroveforestplanting

To preserve
ecosystem sofish can live andplants can grow.

Museum trip…... to restore
livelihoods andprosperity andcreate awarenessof the benefits ofthe mangroves

to visit exhibitions at the Golden Jubilee Museum ofAgriculture in Pathumthani province to learn about His Majesty theKing's agricultural initiatives and royal projects.
The museum shows the development of agriculture and modern
agricultural technology, covering each aspect of land development,
forestry, fishery, animal husbandry, and ecology. Also it has rice
demonstration fields, and presentations on the lifestyles of Thai farmers
by region.

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Visit
Chulalongkorn
University
Demonstration
SchoolVisit private enterprise
To learn how SCG (Siam Cement Groups) conductbusiness in line with good corporate governance andsustainable development principles throughout 100 years.
The Group's longstanding tradition of learning, adjustment
and development in all areas has enabled SCG to survive
the wave of crises and challenges and earn widespreadrecognition as a role model for other businesses, both locallyand internationally.

to observe
learning andteaching in school

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3 groups of student gain the direct andindirect benefits.
Group 1exchange
undergraduate
students

year

Outcomesof

ESD Campus Asia project

2013

5

2014

5

Direct benefits fromexchange program

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13

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Indirect benefits from
attending the seminar(sharing ESD experiencein HU and CU)

Total numbers of students
DirectbenefitIndirect benefit

G1.
Exchange
students

G2.
G3.
Undergraduate
Graduatestudents
students
studying ESD at studying ESD
CU
at CU

Total

Group 2
Undergraduat
e students
studying ESD
at CUGroup 3
Graduatestudents
studying
ESD at CU

2013

5

259

301

2013

259

301

2014

5

226

216

447

2014

226

216

Total

10

485

517

1,012

Year

565

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Outcomes and Prospects in Chulalongkorn University
タイ・チュラロンコン大学における成果と展望
Xuelian Li / Chen Wang
5th International ESD Symposium: Strategic ESD in the Next Generation

Results of the evaluation

Also indirect
benefits for public
and CU community(know the ESD
movement)

The 2 hours seminar on 9 -10 September 2013

90% of all students satisfy with theseminar (knowledge is mostly forundergraduate level) 95% of all students would like to join
ESD Campus Asia project.
Giving interview about
ESD Campus Asia Projectfor publishing in CU
English magazine

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Social Awareness

More cooperation among organizations,
universities and faculty members(Lecturers came from other universities,
faculties and departments)

Against Amnesty Bill Protest
in November 2013
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Expanding human network
Never ending relationships

MOU : enhancing cooperationCU and HU signed
MOU in May 2014 toenhance thecooperation and todevelop academic andcultural interchange,scientific research andother activities.

Visiting friends in Korea last summer
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Collaborative learning

In conclusion

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Outcomes and Prospects in Chulalongkorn University
タイ・チュラロンコン大学における成果と展望
Xuelian Li / Chen Wang
5th International ESD Symposium: Strategic ESD in the Next Generation

Cultural exchange

Site - based learning

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English as a medium communication

Buddy program

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MEANS TO THE END
Collaborative learning
Site -based learning
Cultural Exchange
Buddy Program
English as a Medium

to develop

Knowledge
SkillsAttitudeProspects

to achieve

Sustainabilit

y

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Prospects

More Prospects

 Increase the number of exchange

students
 Allow graduate students to join the
program Expand ESD concept to sattlelite school
such as Chulalongkorn University
Demonstration School that ESD
encompass more than environmental
issuesMore involve in the community development
Set up the blog or facebook for ESD alumni
to share their experiences or any ideas
about sustainable development.

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Outcomes and Prospects in Chulalongkorn University
タイ・チュラロンコン大学における成果と展望
Xuelian Li / Chen Wang
5th International ESD Symposium: Strategic ESD in the Next Generation

THANK YOU

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5th International ESD Symposium: Strategic ESD in the Next Generation

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Popularization of UNESCO Associated Schools in Hokkaido and Related Issues
これまでの北海道ユネスコスクールの普及と課題
Fusayuki Kanda
神田 房行
5th International ESD Symposium: Strategic ESD in the Next Generation

Popularization of UNESCO Associated Schools in Hokkaido and Related Issues
これまでの北海道ユネスコスクールの普及と課題

Concept of Sustainable Developmentᣢ⥆ྍ⬟䛺㛤Ⓨ

Spread and problems of UNESCO
Associated School in Hokkaido䛂ᑗ᮶䛾ୡ௦䛾䝙䞊䝈䜢‶䛯䛧䛴䛴䚸⌧ᅾ䛾ୡ௦䛾䝙䞊䝈䜒‶㊊䛥䛫䜛䜘䛖䛺㛤Ⓨ䛃໭ᾏ㐨䛻䛚䛡䜛䝴䝛䝇䝁䝇䜽䞊䝹䛾ᬑཬ䛸ㄢ㢟

The World Commission on Environment andDevelopment (WCED ⎔ቃ䛸㛤Ⓨ䛻㛵䛩䜛ୡ⏺ጤ
Former Director of ESD Promotion Center of Hokkaido University of Educationඖ໭ᾏ㐨ᩍ⫱኱Ꮫ㔲㊰ᰯ ESD᥎㐍䝉䞁䝍䞊㛗ဨ఍)

Our Common Future 䠄䜟䜜䜙ඹ᭷䛾ᮍ᮶䠅
The Brundtland Commission 1987

KANDA Fusayuki⚄⏣ᡣ⾜Fusayuki KANDA Hokkaido University of Education

Fusayuki KANDA Hokkaido University of Education

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ESD

Thessaloniki Declaration

䠄Education for sustainable development䠅ᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛯䜑䛾ᩍ⫱䝔䝃䝻䝙䜻ᐉゝ 䠄Thessaloniki 1997䠅ᅜ㐃䛾఍㆟䛷᥇ᢥ䛥䜜䛯29❶䛷ᵓᡂ䛥䜜䜛ᐉゝᩥ⎔ቃᩍ⫱䛾㐍໬䛧䛯ẁ㝵䛂ಶே䛾ែᗘ䛾ኚ໬䛃䛛䜙䛂♫఍ⓗ䚸⤒῭ⓗ䚸ᨻ἞ⓗᵓ㐀ཬ䜃䝷䜲䝣䝇䝍䜲䝹䛾㌿᥮䛃䜈䚸䛒䜛䛔䛿䚸䛂Ẽ䛵䛝䚸▱㆑䚸⌮ゎ䚸ᢏ⾡䛾⩦ᚓ䛃䛛䜙䛂බṇ䚸ṇ⩏䚸Ẹ୺୺⩏䚸ᑛᩗ䚸⾜ື䛩䜛ຊ䛃䛺䛹䚸๓⪅䜢ෆໟ䛧䛴䛴ᑕ⛬䜢ᗈ䛢䛶䛔䜛䚹10䠊 ᣢ⥆ྍ⬟ᛶ䛻ྥ䛡䛯ᩍ⫱඲య䛾෌ᵓ⠏䛻䛿䚸඲䛶䛾ᅜ䛾䛒䜙䜖䜛䝺䝧䝹䛾Ꮫᰯᩍ⫱䞉Ꮫᰯእᩍ⫱䛜ྵ䜎䜜䛶䛔䜛䚹ᣢ⥆ྍ⬟ᛶ䛸䛔䛖ᴫᛕ䛿䚸⎔ቃ䛰䛡䛷䛿䛺䛟䚸㈋ᅔ䚸ேཱྀ䚸೺ᗣ䚸㣗⣊䛾☜ಖ䚸Ẹ୺୺⩏䚸ேᶒ䚸ᖹ࿴䜢䜒ໟྵ䛩䜛䜒䛾䛷䛒䜛䚹᭱⤊ⓗ䛻䛿䚸ᣢ⥆ྍ⬟ᛶ䛿㐨ᚨⓗ䞉೔⌮ⓗつ⠊䛷䛒䜚䚸䛭䛣䛻䛿ᑛ㔜䛩䜉䛝ᩥ໬ⓗከᵝᛶ䜔ఏ⤫ⓗ▱㆑䛜ෆᅾ䛧䛶䛔䜛䚹11䠊 ⎔ቃᩍ⫱䛿௒᪥䜎䛷䝖䝡䝸䝅⎔ቃᩍ⫱ᨻᗓ㛫఍㆟䛾່࿌䛾ᯟෆ䛷Ⓨᒎ䛧䚸㐍໬䛧䛶䚸䜰䝆䜵䞁䝎21 䜔௚䛾୺せ䛺ᅜ㐃఍㆟䛷㆟ㄽ䛥䜜䜛䜘䛖䛺䜾䝻䞊䝞䝹䛺ၥ㢟䜢ᖜᗈ䛟ྲྀ䜚ୖ䛢䛶䛝䛶䛚䜚䚸ᣢ⥆ྍ⬟ᛶ䛾䛯䜑䛾ᩍ⫱䛸䛧䛶䜒ᢅ䜟䜜⥆䛡䛶䛥䛯䚹䛣䛾䛣䛸䛛䜙䚸⎔ቃᩍ⫱䜢䛂⎔ቃ䛸ᣢ⥆ྍ⬟ᛶ䛾䛯䜑䛾ᩍ⫱䛃䛸⾲⌧䛧䛶䜒䛛䜎䜟䛺䛔䛸䛔䛘䜛䚹

Fusayuki KANDA Hokkaido University of Education

Fusayuki KANDA Hokkaido University of Education

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New Trend of Environmental
Education

UNESCO Associated School䝴䝛䝇䝁䞉䝇䜽䞊䝹䛸䛿⎔ቃᩍ⫱䛾᪂䛧䛔᪉ྥᛶz 䝴䝛䝇䝁᠇❶䛻♧䛥䜜䛯䝴䝛䝇䝁䛾⌮᝿䜢

z Central Environmental Council 䠄୰ኸ⎔ቃᑂ㆟ᐇ⌧䛩䜛䛯䜑䚸ᖹ࿴䜔ᅜ㝿ⓗ䛺㐃ᦠ䜢ᐇ㊶䛩䜛Ꮫᰯ
z 䝴䝛䝇䝁᠇❶➨䠍᮲┠ⓗཬ䜃௵ົ఍ 1999䠅䛿䚸䛂䛣䜜䛛䜙䛾⎔ቃᩍ⫱䞉⎔ቃᏛ⩦ʊᣢ⥆ྍ⬟䛺♫఍䜢䜑䛦䛧䛶ʊ䛃z ⎔ቃᩍ⫱䞉⎔ቃᏛ⩦䛿ᣢ⥆ྍ⬟䛺♫఍䜢䜑䛦䛧䛶⾜䛖䜒䛾䛷䛒䜛z ⎔ቃ䛾䜏䛺䜙䛪䚸ᖹ࿴䚸㆑Ꮠ䚸㛤Ⓨ䚸䝆䜵䞁䝎䞊䛺䛹ᖜᗈ䛔䝔䞊䝬䛷ᕷẸ䜈ၨⓎάື䜢ᒎ㛤䛧䛶䛔䛟䛣䛸䛾ᚲせᛶ䛜ㄆ㆑䛣䛾ᶵ㛵䛾┠ⓗ䛿䚸ᅜ㝿㐃ྜ᠇❶䛜ୡ⏺䛾ㅖேẸ䛻ᑐ䛧䛶ே✀䚸ᛶ䚸ゝⴥཪ䛿᐀ᩍ䛾ᕪู䛺䛟☜ㄆ䛧䛶䛔䜛ṇ⩏䚸ἲ䛾ᨭ㓄䚸ேᶒཬ䜃ᇶᮏⓗ⮬⏤䛻ᑐ䛩䜛ᬑ㐢ⓗ䛺ᑛ㔜䜢ຓ㛗䛩䜛䛯䜑䛻ᩍ⫱䚸⛉Ꮫཬ䜃ᩥ໬䜢㏻䛨䛶ㅖᅜẸ䛾㛫䛾༠ຊ䜢ಁ㐍䛩䜛䛣䛸䛻䜘䛳䛶䚸ᖹ࿴ཬ䜃Ᏻ඲䛻㈉⊩䛩䜛䛣䛸䛷䛒䜛䚹

Fusayuki KANDA Hokkaido University of Education

Fusayuki KANDA Hokkaido University of Education

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5

Purpose of ESD and UNESCO
Associated School

Purpose of UNESCO Associated
School䝴䝛䝇䝁䞉䝇䜽䞊䝹䛸ESD䛾䝔䞊䝬䛿ྠ䛨䝴䝛䝇䝁䝇䜽䞊䝹䛾άື┠ⓗ

ESD

UNESCO Associated
School⎔ቃᩍ⫱ᅜ㝿⌮ゎᩍ⫱
䜶䝛䝹䜼䞊ᩍ⫱ୡ⏺㑇⏘䞉ᆅᇦᩥ໬㈈䛺䛹䛻㛵䛩䜛ᩍ⫱ᣢ⥆ྍ⬟䛺♫఍䛵䛟䜚䛾䛯䜑䛾ᢸ䛔ᡭస䜚䛾䛯䜑䛾ᩍ⫱ᆅ⌫つᶍ䛾ၥ㢟䛻ᑐ䛩䜛ᅜ㐃䝅䝇䝔䝮䛾⌮ゎேᶒ䚸Ẹ୺୺⩏䛾⌮ゎ䛸ಁ㐍ᅜ㝿⌮ゎᩍ⫱⎔ቃᩍ⫱䛭䛾௚䚸䝴䝛䝇䝁䛾⌮ᛕ䛻ἢ䛳䛯䝔䞊䝬z 䝴䝛䝇䝁䞉䝇䜽䞊䝹䞉䝛䝑䝖䝽䞊䜽䛾ά⏝䛻䜘䜛ୡ⏺୰䛾Ꮫᰯ䛸⏕ᚐ㛫䞉ᩍᖌ㛫䛾஺ὶ䜢㏻䛨䚸᝟ሗ䜔య㦂䜢ศ䛛䛱ྜ䛖䛣䛸z ᆅ⌫つᶍ䛾ㅖၥ㢟䛻ⱝ⪅䛜ᑐฎ䛷䛝䜛䜘䛖䛺᪂䛧䛔ᩍ⫱ෆᐜ䜔ᡭἲ䛾㛤Ⓨ䚸Ⓨᒎ䜢┠ᣦ䛩䛣䛸
Fusayuki KANDA Hokkaido University of Education

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Fusayuki KANDA Hokkaido University of Education

852

Popularization of UNESCO Associated Schools in Hokkaido and Related Issues
これまでの北海道ユネスコスクールの普及と課題
Fusayuki Kanda
神田 房行
5th International ESD Symposium: Strategic ESD in the Next Generation

Qualification for Entry as
UNESCO Associated School

Duty of UNESCO Associated
Schools

ཧຍ㈨᱁

ཧຍᰯ䛾⩏ົz ἲⓗᣊ᮰䞉⩏ົ䛿䛺䛔z ᑵᏛ๓ᩍ⫱䞉ᑠᏛᰯ䞉୰Ꮫᰯ䞉㧗➼Ꮫᰯ䞉z ᖺ䛻୍ᗘ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍䛻ሗ࿌᭩䛾ᢏ⾡Ꮫᰯ䞉⫋ᴗᏛᰯ䚸ᩍဨ㣴ᡂᏛᰯ䛿䚸ᅜබ⚾❧䜢ၥ䜟䛪䝴䝛䝇䝁䞉䝇䜽䞊䝹䛻ຍ┕䛩䜛䛣䛸䛜䛷䛝䜛z 䝴䝛䝇䝁䛾⌮ᛕ䛻ἢ䛳䛯ྲྀ䜚⤌䜏䜢⥅⥆ⓗ䛻ᐇ᪋䛧䛶䛔䜛䛣䛸䛜ᚲせᥦฟ䛜ᚲせz 䝴䝛䝇䝁䛜ᥦ᱌䛩䜛ᩍᮦ䛜㏦䜙䜜䚸ᩍ⫱⌧ሙ䛷䛾ᐇ㦂䞉ホ౯䜢౫㢗䛥䜜䜛䛣䛸䛜䛒䜛z 䝴䝛䝇䝁䛛䜙ᖺ䛻ᩘᅇ䚸ୡ⏺䛾䝴䝛䝇䝁䞉䝇䜽䞊䝹䛾άືሗ࿌䛜グ㍕䛥䜜䛶䛔䜛᝟ሗㄅ䛜㏦௜䛥䜜䜛䛸䛸䜒䛻䚸䝴䝛䝇䝁䛜⾜䛖ᵝ䚻䛺άື䛻ཧຍ䛩䜛ᶵ఍䛜䛒䜛

Fusayuki KANDA Hokkaido University of Education

Fusayuki KANDA Hokkaido University of Education

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Advantage of UNESCO Associated
Schools

Sustainable Schools in UKⱥᅜ䛻䛚䛡䜛䝃䝇䝔䜲䝘䝤䝹䞉䝇䜽䞊䝹䝴䝛䝇䝁䝇䜽䞊䝹ຍ┕䛾䝯䝸䝑䝖ᅜ㝿஺ὶ䛾ᶵ఍䛾ቑ኱z ⱥᅜ䛾ᩍ⫱ᨻ⟇䛾䜂䛸䛴ୡ⏺䛾䝴䝛䝇䝁䞉䝇䜽䞊䝹䛾άື᝟ሗ䛾ᥦ౪z ୡ⏺䛾䝴䝛䝇䝁䞉䝇䜽䞊䝹䛸஺ὶ䛩䜛ᶵ఍䛾ቑຍz 㡑ᅜ䚸୰ᅜ➼ᾏእ䛸䛾ᩍဨ஺ὶz ୡ⏺䛾ᩍ⫱஦᝟䚸ᅜ㐃ᶵ㛵䛾άື䛾ᢕᥱz ᅜ㐃䛾DESD䠄ᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛯䜑䛾zᩍ⫱䛾10ᖺ䠅䛾ὶ䜜䜢ཷ䛡䛶䛾άືz ⱥᅜ䛾඲䛶䛾Ꮫᰯ䛜ᣢ⥆ྍ⬟䛺㛤Ⓨ䛻ྲྀ䜚⤌䜐䛣䛸䜢┠ᣦ䛩ᅜෆ䛾㐃ᦠᙉ໬
ESD䛾䛯䜑䛾ᩍᮦ䚸᝟ሗ䛾ᥦ౪z 䝴䝛䝇䝁䞉䝇䜽䞊䝹HP䜢㏻䛨䛯᝟ሗ஺᥮z 䝽䞊䜽䝅䝵䝑䝥䚸◊ಟ఍䜈䛾ཧຍz ᅜෆ䛾㛵ಀᶵ㛵䛸䛾㐃ᦠᙉ໬zzz䜶䝁䞉䝇䜽䞊䝹䛸䛿␗䛺䜛ⱥᅜ䛾ᩍ⫱䛿ᆅ᪉ศᶒ୺⩏ⓗ䛺䝅䝇䝔䝮䞉䞉䞉ᙉไ䚸⩏ົ䛿䛺䛔䚹⦆䜔䛛䛺ᣦ㔪

Fusayuki KANDA Hokkaido University of Education

Fusayuki KANDA Hokkaido University of Education

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ASPUnivNet

Opinions of Children to Sustainable
Schools 䠄DfES, 2006䠅Ꮫᰯ䛜䛹䛾䜘䛖䛻ᣢ⥆ྍ⬟ᛶ䛻ྲྀ䜚⤌䜐䛣䛸䛜䛷䛝䜛䛛

Interuniversity Network Supporting
the UNESCO Associated School
Project Network䝴䝛䝇䝁䝇䜽䞊䝹ᨭ᥼኱Ꮫ㛫䝛䝑䝖䝽䞊䜽zz ᆅᇦ䛾⎔ቃ䛻୙‶䞊஺㏻䛾୙Ᏻ඲䛥䚸ởᰁ䚸἞䝴䝛䝇䝁䝇䜽䞊䝹䛾άື䛿䚸1953ᖺ䛻ASPnet (UNESCO Associated Schools Project
Network)䛸䛧䛶䚸䝴䝛䝇䝁᠇❶䛻♧䛥䜜䛯⌮ᛕ䜢Ꮫᰯ⌧ሙ䛷ᐇ㊶䛩䜛䛯䜑䛻Ⓨ㊊䛧䛶௨᮶䚸㛗䛔Ṕྐ䛜䛒䜚䜎䛩䚹ୡ⏺䛾Ẹ㛫䛾䝴䝛䝇䝁άື䛾Ⓨ⚈䛜௝ྎ䛷䛒䛳䛯䛣䛸䜒䛒䜚䚸
2007ᖺ䛻௝ྎ䛾ᐑᇛᩍ⫱኱Ꮫ䛷⾜䜟䜜䛯䛂ᅜ㝿⌮ゎᩍ⫱䝅䞁䝫䝆䜴䝮䛃䜢ዎᶵ䛻䚸Ẽ௝἟ᕷ䜢୰ᚰ䛻ᆅᇦ䛷䛾ASPnet䜈䛾ຍ┕⏦ㄳ䛜୍Ẽ䛻ቑ䛘䜎䛧䛯䚹Ꮫᰯᩍ⫱䜈䛾኱Ꮫ䛾༠ຊ䛻ຍ䛘䚸⏦ㄳ䜢኱Ꮫ䛜ᨭ᥼䛧䛯䛣䛸䛜䚸᥎㐍ຊ䛸䛺䜚䜎䛧䛯䚹2008ᖺ11᭶䛻䛿䚸䛂䝴䝛䝇䝁䝇䜽䞊䝹䛾㞟䛔䛃䠄୺ദ䠖ᩥ㒊⛉Ꮫ┬䚸ᐑᇛᩍ⫱኱Ꮫ䠅䛜㛤ദ䛥䜜䚸䝴䝛䝇䝁䝇䜽䞊䝹䛾ᨭ᥼䜢⪃䛘䜛኱Ꮫ䛾㛵ಀ⪅䛜㞟䜎䜚䚸኱Ꮫ㛫䝛䝑䝖䝽䞊䜽䛾タ❧䛜ᥦၐ䛥䜜䜎䛧䛯䚹ྠᖺ12᭶2᪥~䠑᪥䛂ESDᅜ㝿䝣䜷䞊䝷䝮2008䛃䠄୺ദ䠖ᩥ㒊⛉Ꮫ┬䚸᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍䚸䝴䝛䝇䝁䚸ඹദ䠖ᅜ㝿㐃ྜ኱Ꮫ䚸㈈ᅋἲே䝴䝛䝇䝁䞉䜰䝆䜰ᩥ໬䝉䞁䝍䞊䠄⌧ᅾ䛿බ┈㈈ᅋ
ἲே䠅䚸ᐑᇛᩍ⫱኱Ꮫ䠅䛜䚸ᮾி䛾ᅜ㐃኱Ꮫ䛷㛤ദ䛥䜜䚸䛭䛣䛷ṇᘧ䛻䝴䝛䝇䝁䝇䜽䞊䝹ᨭ᥼኱Ꮫ㛫䝛䝑䝖䝽䞊䜽䠄ASPUnivNet䠅䛾Ⓨ㊊䜢ෆእ䛻♧䛩䛣䛸䛸䛺䜚䜎䛧䛯䚹䛣䛾䛸䛝䛾ཧຍ䠔኱Ꮫ䛜䚸⌧ᅾ䛿17኱Ꮫ䛸䛺䛳䛶䛔䜎䛩䚹Ᏻ䛾ᝏ䛥䚸ᘓ≀䛾ᘓタ䛻䜘䜛⮬↛◚ቯ䛺䛹z ཯♫఍ⓗ䛺⾜ື䛻ᑐ䛩䜛୙Ᏻ䞊ே✀ᕪู䜔බඹ≀䛾◚ቯ䚸ᩗព䛜䛛䛡䛶䛔䜛䛣䛸䛺䛹z ୡ⏺䛾㈋ᅔ䜔୙බᖹ䚸ᡓத䜈䛾୙Ᏻz ᑗ᮶ୡ௦䜢㍍ど䛧䛯⮬↛㈨※䛾౑⏝䚸⏕ά䛾㉁䜢↓ど䛧䛯ởᰁ䚸኱ே䛯䛱䛜⎔ቃၥ㢟䛻ᑐ䛧䛶㛵ᚰ䛜䛺䛔䛣䛸
Fusayuki KANDA Hokkaido University of Education

Fusayuki KANDA Hokkaido University of Education

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Fusayuki KANDA Hokkaido University of Education
Progress of the number of UNESCO School in Japan䝴䝛䝇䝁䝇䜽䞊䝹ຍ┕ᰯ䛾᥎⛣䠄඲ᅜ䠅

MemberUniversities

Progress of the number of UNESCO School in Hokkaido㐨ෆ䛾䝴䝛䝇䝁䝇䜽䞊䝹ຍ┕ᰯ䛾᥎⛣
45

㻢㻠㻣

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40

㻡㻡㻜

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500

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୰㧗୍㈏ᰯ

30㧗➼ᑓ㛛Ꮫᰯ

400

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25

㧗➼Ꮫᰯ
300

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୰Ꮫᰯ
ᑠᏛᰯ

20

୰Ꮫᰯ
ᑠᏛᰯ

200

What canASPUnivNet do?

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15

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10
100

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5
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Fusayuki KANDA Hokkaido University of Education

0

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Fusayuki KANDA Hokkaido University of Education

15

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53

Learning about Bears and UNESCO Associated Schools in Rausu Town
羅臼町におけるクマ学習とユネスコスクール
Yuji Kanazawa
金澤 裕司
5th International ESD Symposium: Strategic ESD in the Next Generation

Learning about Bears and UNESCO Associated Schools in Rausu Town
羅臼町におけるクマ学習とユネスコスクール

䠎䠌䠍䠐䠊䠍䠌䠊䠎䠑ϋܾ` ፠ᐵထƷ‫ܖ‬ఄƱȒǰȞƷྵཞ➨䠑ᅇ 䠡䠯䠠ᅜ㝿䝅䞁䝫䝆䜴䝮໭ᾏ㐨䝴䝛䝇䝁䝇䜽䞊䝹䞉䝁䝻䜻䜴䝮` ǯȞ‫ܖ‬፼ƷᛓဃƱႆ‫ޒ‬` ፠ᐵထǯȞ‫ܖ‬፼Ʒನᡯ䠆䛣䛾䝥䝺䝊䞁䝔䞊䝅䝵䞁䛾୍㒊䛻䛿䚸බ┈㈈ᅋἲே▱ᗋ㈈ᅋ
䛾㈨ᩱ䜒౑䜟䜜䛶䛔䜎䛩䚹፠ᐵထ૙Ꮛ‫ۀ‬Ճ˟ᐯ໱࿢‫ؾ‬૙Ꮛɼ࠴

᣿ຓᘽӮ

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▱ᗋᓁᆅ༊䠄↓ே䠅┦Ἡᆅ༊䠄↓ே䠅

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⨶⮻ᑠᏛᰯ
⨶⮻୰Ꮫᰯ

ேཱྀ 5,676ேᏛᰯ ᗂ⛶ᅬ䠎ᅬ
୰Ꮫᰯ䠎ᰯ

⨶⮻㧗ᰯ

㠃✚ 397.91 km²ᑠᏛᰯ䠎ᰯ㧗➼Ꮫᰯ䠍ᰯ

᫓ᯇᗂ⛶ᅬ
᫓ᯇᑠᏛᰯ
᫓ᯇ୰Ꮫᰯ

3

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ᘑᚌǛ୺ƕǕƹƦƜƴ

ǯȞƕƍǔƔǋჷǕƳƍ

54

Learning about Bears and UNESCO Associated Schools in Rausu Town
羅臼町におけるクマ学習とユネスコスクール
Yuji Kanazawa
金澤 裕司
5th International ESD Symposium: Strategic ESD in the Next Generation䝠䜾䝬䛾⾜ື䛛䜙Ꮫ䜆䝂䝭⿕ᐖ෗┿┠ᧁ䛾䛒䛳䛯᪥ 䠎䠌䠍䠎ᖺ
4

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䝠䜾䝬䛾⾜ື䛛䜙Ꮫ䜆䝠䜾䝬䛾⾜ື䛛䜙Ꮫ䜆䠎䠌䠍䠎ᖺ䚸⨶⮻䛷䛿ఱᅇ䝠䜾䝬䛜ฟ䛯䛷䛧䜗䛖䠛

┤᥋ⓗ䛺
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䠟䠖䝂䝮ᙎ

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14

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▱ ᗋ Ꮫ
ᗂ䞉ᑠ䞉୰䞉㧗䜢㈏䛟ᆅඖᏛ` 䠍䠕䠕䠕ᖺ䠕᭶䛂䝠䜾䝬䝣䜷䞊䝷䝮in⨶⮻䛃` ᩓⓎⓗ䛺䜽䝬Ꮫ⩦䛿䛒䛳䛯䛜⣔⤫䛰䛶䜙䜜䛯▱ᗋ䛻䛚䛔䛶䞉䞉䞉䞉䠥䠪䜒䛾䛷䛿䛺䛛䛳䛯䚹` ▱ᗋ㈈ᅋ䜒ఫẸ䜈䛾ၨⓎάື䛾ᚲせ䛻㏕䜙䜜䛶䛔䛯䚹` ୰㧗୍㈏ᩍ⫱䛜ィ⏬䛥䜜䛶䛔䛯䚹` 䛂▱ᗋᏛ䛃䛾ᵓ⠏䛜ᚲせ䛸䛺䛳䛯䚹▱ᗋ䛻䛴䛔䛶䞉䞉䞉䞉䠝䠞䠫䠱䠰▱ᗋ䛯䜑䛻䞉䞉䞉䞉䠢䠫䠮

Ꮫ䜆

15

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55

Learning about Bears and UNESCO Associated Schools in Rausu Town
羅臼町におけるクマ学習とユネスコスクール
Yuji Kanazawa
金澤 裕司
5th International ESD Symposium: Strategic ESD in the Next Generation▱ᗋ㈈ᅋ

䜒䛳䛸▱ᗋ䛾㔝⏕ື≀䜢ᩍ䛘䛯䛔䞉䞉ϋ䛨䛔䛱䜓䜣䛯
䛱䛻ఏ䛘䛯䛔ᩍ⫱ጤဨ఍ܾ` ፠ᐵထƷ‫ܖ‬ఄƱȒǰȞƷྵཞ` ǯȞ‫ܖ‬፼ƷᛓဃƱႆ‫ޒ‬` ፠ᐵထǯȞ‫ܖ‬፼ƷನᡯƱܱᨥ` ‫ޒ‬ஓƱʚƭƷᛢ᫆17䜽䝬Ꮫ⩦䛾ᵓ㐀䠄ᣑᙇᆺ䠅
䜽
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䜽
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䜽䝬䛜䛔䜛䚹
ᙉ䛔䚹൅䜙䛸ྠ䛨䛻
⏕䛝䛶䛔䜛䚹

䜽
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Ᏻ඲䛺ᑐฎἲ
䝠䜾䝬䛾ㄪᰝ䞉◊✲䝠䜾䝬䛾⏕ែ

ᗂ⛶ᅬ䞉ᑠపᏛᖺ

ᑠᏛᰯ୰㧗Ꮫᖺ

18

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୰Ꮫᰯ䞉㧗ᰯ

19

20

21

22

23

24

56

Learning about Bears and UNESCO Associated Schools in Rausu Town
羅臼町におけるクマ学習とユネスコスクール
Yuji Kanazawa
金澤 裕司
5th International ESD Symposium: Strategic ESD in the Next Generationϋܾ` ፠ᐵထƷ‫ܖ‬ఄƱȒǰȞƷྵཞ` ǯȞ‫ܖ‬፼ƷᛓဃƱႆ‫ޒ‬` ፠ᐵထǯȞ‫ܖ‬፼Ʒನᡯ` ‫ޒ‬ஓƱʚƭƷᛢ᫆

25

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䐟ᑠᏛᰯ䛾ቨ
䜹䝸䜻䝳䝷䝮䜈䛾఩⨨䛵䛡` 䜽䝬䛛䜙㔝⏕ື≀䜈䐠ᩍဨ䜈䛾ၨⓎᩍဨ◊ಟ䛾ᶵ఍` 㔝⏕⏕≀䛛䜙⎔ቃ䜈` 㔝⏕⏕≀䜈䝴䝛䝇䝁䝇䜽䞊䝹䜈䛾Ⓩ㘓
27

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䛤㟼⫈䛒䜚䛜䛸䛖䛤䛦䛔䜎䛧䛯䚹

෗┿

29

57

ESD Initiatives at a Secondary School
中等教育学校におけるＥＳＤの取り組み
Yoshihiko Matsuyama
松山 美彦
5th International ESD Symposium: Strategic ESD in the Next Generation

ESD Initiatives at a Secondary School
中等教育学校におけるＥＳＤの取り組みরಉઇ୘৾ૅधम

໭ᾏ㐨Ⓩู᫂᪥୰➼ᩍ⫱Ꮫᰯ࡟࠾ࡅࡿ
㹃㹑㹂ࡢྲྀࡾ⤌ࡳ

ৈಉ৾ૅ

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‫ڱ‬ҩ‫ڲ‬৚েౄৰ਋‫گ‬ҩ‫ڰ‬৚ে੦ຊ਋‫ڭ‬ҩ‫ڮ‬৚ে҅ෙᢊႇКଢଐɶሁ૙Ꮛ‫ܖ‬ఄ ૙᛼ ௅‫ ޛ‬፦ࢠ12਋पীऐञഩৡ৓ऩઇ୘ୖங

ৰᄷ৓ऩҾӔұӊҽҴӀҲӡચৡୁ৾ৡभ୘ਛ॑৯੐खथ

৅ன਋‫ڱق‬ҩ‫ڲ‬৚ে‫ك‬৅ன਋‫ڱ‬ҩ‫ڲ‬৚েౄৰ਋ౄৰ਋‫گق‬ҩ‫ڰ‬৚ে‫ك‬‫گ‬ҩ‫ڰ‬৚ে

‫ڮ‬৚ে
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੦ຊ਋‫ڭق‬ҩ‫ڮ‬৚ে‫ك‬‫ڭ‬ҩ‫ڮ‬৚ে

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ৰᄷ৓ऩҾӔұӊҽҴӀҲӡચৡୁ৾ৡभ୘ਛ॑৯੐खथ

ৰᄷ৓ऩҾӔұӊҽҴӀҲӡચৡୁ৾ৡभ୘ਛ॑৯੐खथ

‫ڲ‬৚ে
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ίᾁὸ૙ᅹᡲઃỂᒍᛖỆợỦἅἱἷἝἃὊἉἹὅ
෇ѣử‫᧏ޒ‬ẲẺᾔᾢᾓỉܱោ̊ॖঐ‫ش‬४ঙথ‫؞‬উটॢছ঒

ૠ‫ܖ‬ίҥˮởᚘምὸᅈ˟ί‫׎‬ᨥңщὉ᝵ତἄὊἲὸ
ܼࡊᅹίᾐᾛᾣểᾐᾛᾣỉ൐‫׎‬ỉᓑ‫܇‬ửᛦྸὸᅦ޽ἨἼἘỵἕἉἷἤἽἌồỉᙸ‫ܖ‬଄ᘍ২ᘐί‫ܖ‬፼঺ௐሁỆếẟềᾦᾔᾑỂႆ̮ὸਗবୁਰਗभৢଞभઇఐ॑
ਗবୁदষअ੉ୁઇ୘উটॢছ঒

7

8

58

ESD Initiatives at a Secondary School
中等教育学校におけるＥＳＤの取り組み
Yoshihiko Matsuyama
松山 美彦
5th International ESD Symposium: Strategic ESD in the Next Generation

910৉ୠृਨਲ੊भଐऔ॑৾व৾ಆણ৿भയਤ

‫ڭٹ‬৚ে‫؟‬৉ୠक़ज़ॵॳথॢ
‫ڮٹ‬৚ে‫؟‬૙ৃ௰ਖ‫ٹ‬৅ன਋‫ڲق‬৚ে‫ك‬भ৭උఐ৯
‫ٹ‬৉੪ఃશ॑அी௴୾पঢ়घॊৄ
௙॑஥ीॊ

11

12

ܴᖅἸ἟Ἃἅң˟ểᡲઃẲẺᾔᾢᾓ෇ѣܴᖅἸ἟Ἃἅң˟ểᡲઃẲẺᾔᾢᾓ෇ѣ

14

13ܴᖅἸ἟Ἃἅң˟ểᡲઃẲẺᾔᾢᾓ෇ѣܴᖅἸ἟Ἃἅң˟ểᡲઃẲẺᾔᾢᾓ෇ѣ

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ESD Initiatives at a Secondary School
中等教育学校におけるＥＳＤの取り組み
Yoshihiko Matsuyama
松山 美彦
5th International ESD Symposium: Strategic ESD in the Next GenerationܴᖅἸ἟Ἃἅң˟ểᡲઃẲẺᾔᾢᾓ෇ѣ$.%)XWXUH3URMHFWẒɭမỉଢଐửоỦẓ䡚ᮍ᮶䛾䜾䝻䞊䝞䝹䝸䞊䝎䞊䛾⫱ᡂ䡚

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ϕϟϖ ϚЉЈЉІϹ ϤІЃϾϹϷЈ ̰ప‫ݦ‬рႮຶѤಳѝ̱䡚ᮍ᮶䛾䜾䝻䞊䝞䝹䝸䞊䝎䞊䛾⫱ᡂ䡚䝇䞊䝟䞊䜾䝻䞊䝞䝹䝝䜲䝇䜽䞊䝹ᥦ᱌ᆺ᥈✲Ꮫ⩦䝥䝻䜾䝷䝮䛾㛤Ⓨ

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඲ᅜ䛾㧗➼Ꮫᰯ➼䠎䠐䠒ᰯ䠄㐨ෆ䠕ᰯ䠅䛜ᛂເ௻⏬ホ౯ጤဨ఍䛻䜘䜛䠍ḟᑂᰝ䠄᭩㢮ᑂᰝ䠅䛭䛾䛖䛱䠍䠍䠌ᰯ䠄㐨ෆ䠑ᰯ䠅䛜㏻㐣
௻⏬ホ౯ጤဨ఍䛻䜘䜛䝠䜰䝸䞁䜾䠑䠒ᰯ䠄㐨ෆ䠏ᰯ䠅䛜ᣦᐃ䞉஦ᴗ䛿䠑ᖺ㛫ᐇ᪋ணᐃ䠄H26~䠅䠘ᩍ⫱ㄢ⛬䛻఩⨨௜䛡䠚䞉᪥ᮏཬ䜃ୡ⏺䛾㣗⣊஦᝟䛻䛴䛔䛶䛾኱Ꮫᩍဨ➼䛻䜘䜛䝽䞊䜽䝅䝵䝑䝥䠄໭኱䚸ᖏ␆኱䠖䠑䞉䠒ᅇ⏕䠖⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䠅䞉ㄢ㢟◊✲Ⓨ⾲఍䛾බ㛤䠄໭ᾏ㐨ᗇ௚䠖䠑ᅇ⏕䠅䞉ⱥㄒ䛻䜘䜛ㄽᩥ䛾సᡂ䛸Ⓨಙ䠄䠒ᅇ⏕䠖኱Ꮫ㝔⏕䛾䝃䝫䞊䝖䠅䞉㎰ᴗ䜔Ỉ⏘ᴗ䛻䛴䛔䛶䛾㎰Ỉ┬⫋ဨ䛻䜘䜛䝽䞊䜽䝅䝵䝑䝥䠄䠑ᅇ⏕䠖⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䠅ᣦᑟᨭ᥼䡚㣗⣊ၥ㢟䜈䛾䜰䝥䝻䞊䝏䡚䠘ᩍ⫱ㄢ⛬እ䠚䞉ᾏእ◊ಟ䠄䠑኱㝣ゼၥ䠅䛻䛚䛡䜛䝣䜱䞊䝹䝗䝽䞊䜽䛸 䝕䜱䝇䜹䝑䝅䝵䞁䠄䠐䡚䠒ᅇ⏕ᕼᮃ⪅䠅䞉ᅜ㝿఍㆟䠄῭ᕞ㟷ᑡᖺ䝣䜷䞊䝷䝮䚸䝴䝛䝇䝁ୡ⏺኱఍➼䠅䞉ᾏእ␃Ꮫ⏕䛸䛾䝕䜱䝇䜹䝑䝅䝵䞁䠄䠐䡚䠒ᅇ⏕䠅䞉ୡ⏺䜈ྥ䛡䛶䝥䝺䝊䞁䝔䞊䝅䝵䞁䠄䠰䠡䠠䡔䠰䡋䡇䡕䡋➼䠅䞉⏕ᚐ䛾ኚᐜ䛻㛵䛩䜛ホ౯䛾◊✲䠄䝹䞊䝤䝸䝑䜽䛾㛤Ⓨ䞉◊✲䠅ᅜ㝿ⓗ䛺ᑐヰຊ

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᝟ሗⓎಙຊ

䠉䛂እᅜே䛸✚ᴟⓗ䛻ពぢ஺᥮䜢䛧䚸ᑐヰ䛜䛷䛝䜛ຊ䜢㣴䛖䛃䠉䛂ㅖㄢ㢟䛻䛴䛔䛶䛾᥈✲άື䜢㏻䛧䛶䚸ㄢ㢟䜢Ⓨぢ䛧䚸ゎỴ䛩䜛ຊ䜢㣴䛖䛃䠘ᩍ⫱ㄢ⛬䛻఩⨨௜䛡䠚䞉ୡ⏺䛾㣗⣊ၥ㢟䛻㛵䛩䜛኱Ꮫᩍဨ➼䛻䜘䜛䝟䝛䝹䝕䜱䝇䜹䝑䝅䝵䞁䠄໭኱䚸ᖏ␆䠖䠐䡚䠒ᅇ⏕䠖⌧௦♫఍䚸⏕≀䚸ᨻ἞⤒῭➼䠅䞉䠰䠬䠬䛻䛴䛔䛶䛾኱Ꮫᩍဨ➼䛻䜘䜛䝽䞊䜽䝅䝵䝑䝥䠄໭኱䚸ᖏ␆䠖䠐䞉䠑ᅇ⏕䠖⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䠅䞉䜾䝻䞊䝞䝹௻ᴗ䛷䛾䡸䢚䡪䢈䢚䡸䡨䢀䢚䡯䡮䢙䡴䢚䠄䠐ᅇ⏕䠖⯟✵఍♫䚸㡿஦㤋䚸䝩䝔䝹䠅䞉䠦䠥䠟䠝䛾◊ಟဨ䛻䜘䜛䝽䞊䜽䝅䝵䝑䝥䠄䠐䞉䠑ᅇ⏕䠖⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䠅䞉ᾏእ䛾኱Ꮫ⏕䛸䛾䝕䜱䝇䜹䝑䝅䝵䞁䠄䠑ᅇ⏕䠖ᾏእぢᏛ᪑⾜䠅䠉䛂ୡ⏺䛾୰䛷䛾᪥ᮏ䛾❧ሙ䜔ᙺ๭䜢⌮ゎ䛧䚸᪥ᮏ䛾㨩ຊ䜢෌Ⓨぢ䛧䚸᝟ሗⓎಙ䛩䜛ຊ䜢㣴䛖䛃䠘ᩍ⫱ㄢ⛬䛻఩⨨௜䛡䠚䞉ㄒᏛ◊ಟ䠄䢈䢚䢔䡿䡤䡫䡸䡩䢇䢕䡹䢚:䠏ᅇ⏕䠅䞉ᾏእぢᏛ᪑⾜䠄䡭䢎䢔䡲䞉䡲䢁䡼䢚䠖䠑ᅇ⏕䠅䞉እᅜேᩍဨ➼䛻䜘䜛䝕䜱䝇䜹䝑䝅䝵䞁䚸䝕䜱䝧䞊䝖₇⩦䠄䠐䞉䠑ᅇ⏕䠖䝁䝭䝳䝙䜿䞊䝅䝵䞁ⱥㄒϨ䞉ϩ䠅䞉໭኱ᩍဨ䚸እົ┬䞉㡿஦㤋⫋ဨ䛻䜘䜛䝉䝭䝘䞊䠄䠐䞉䠑ᅇ⏕䠖ⱥㄒ䚸⌧௦♫఍䚸⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䠅䠘ᩍ⫱ㄢ⛬እ䠚䞉໭ᾏ㐨䝇䞊䝟䞊䜲䞁䜾䝸䝑䝅䝳䜻䝱䞁䝥䠄㐨ᩍጤ䠅䞉䛂᪥ᮏ䛾ḟୡ௦䝸䞊䝎䞊㣴ᡂሿ䛃䠄໭ᾏ㐨ᗇ䠅
䞉䝕䜱䝧䞊䝖䝁䞁䝔䝇䝖䚸䝇䝢䞊䝏䝁䞁䝔䝇䝖䠄㧗ᩥ㐃䠅
䞉䜶䝑䝉䜲䝁䞁䝔䝇䝖䠄ୖᬛ኱Ꮫ䞉ὠ⏣ሿ኱Ꮫ➼䠅䠘ᩍ⫱ㄢ⛬እ䠚䞉ᾏእ䛾䝴䝛䝇䝁䝇䜽䞊䝹䛸䛾䜾䝻䞊䝞䝹䛺ㄢ㢟䛾ඹ᭷䠄䠡䠯䠯䠅䠘ᩍ⫱ㄢ⛬䛻఩⨨௜䛡䠚䞉ᾏእጜጒᰯ䛻䛚䛡䜛䝥䝺䝊䞁䝔䞊䝅䝵䞁䠄䠑ᅇ⏕䠖䜰䝯䝸䜹䠅䞉䝔䝺䝡఍㆟䛷䛾ᾏእ㧗ᰯ⏕䛸䛾ពぢ஺᥮䠄䜸䝉䜰䝙䜰䚸䜰䝆䜰䠖䠐ᅇ⏕䠖ⱥㄒ⾲⌧Ϩ䠅䞉࿴㣗䛾◊✲䛸᝟ሗⓎಙ䠄䠐䞉䠑ᅇ⏕䠖⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䞉♫఍䛸᝟ሗ䞉ᐙᗞᇶ♏䠅䞉ᅜ㝿ほගᏛ䛻䛚䛡䜛ᆅᇦ◊✲䠄䠒ᅇ⏕
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䠘ᩍ⫱ㄢ⛬እ䠚䞉ⱥㄒ䝥䝺䝊䞁䝔䞊䝅䝵䞁䝁䞁䝔䝇䝖䠄㧗ᩥ㐃䠅䞉ⱥㄒ䛾䝩䞊䝮䝨䞊䝆䛻䜘䜛᝟ሗⓎಙ䠄䠡䠯䠯➼䠅
䞉㏻ヂ䝪䝷䞁䝔䜱䜰䠄䠡䠯䠯➼䠅

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ᵟᵩᵠᴾᵤᶓᶒᶓᶐᶃᴾᵮᶐᶍᶈᶃᶁᶒẒɭမỉଢଐửоỦẓᴾ
㹼சஹƷǰȭȸȐȫȪȸȀȸƷᏋ঺᳸ӲᅹႸᲴ᫢ኋբ᫆
ǍŴྵˊᅈ˟Ʒᜂբ᫆ƴ᧙ƢǔҥΨư᚛ᜭǍǰȫ
ȸȗȯȸǯ

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ǰȭȸȐȫȪȸȀȸƱƠƯƷ᝻ឋǛᏋ঺ȷ‫׎‬ᨥႎƳ‫ݣ‬ᛅщȷᛢ᫆ᚐൿщȷऴ‫إ‬ႆ̮щŨෙ‫ٳ‬ȕǣȸȫȉȯȸǯᲢࠎஓᎍᲣ
Ũ҅‫ٻ‬ሁƷသ‫ܖ‬ဃƱƷǭȣȳȗ
Ტ#-$'PINKUJ%COR ᲣŨǹȔȸȁŴȇǣșȸȈŴǨȃǻǤǳȳȆǹȈ
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ŨዮӳႎƳ‫ܖ‬፼Ʒ଺᧓  ଺᧓ᆉࡇ Ჴᛢ᫆ᄂᆮ Ჯ᳸ ӸƷǰȫȸȗ Ŵႆᘙ˟è‫؏ע‬ǍɭမƷ᫢ኋբ᫆Ǎ᳎᳊᳊ƴ᧙ƠƯᚐൿሊǛ੩కŴႆᘙŨዮӳႎƳ‫ܖ‬፼Ʒ଺᧓ Წ଺᧓ᆉࡇ Ჴ‫ܖٻ‬૙ՃሁƴǑǔ᫢ኋբ᫆ƴ᧙Ƣǔȑȍȫ
ȇǣǹǫȃǷȧȳ ᭗‫ٻ‬ᡲઃʙಅᡲઃ
Ũෙ‫ٳ‬ᄂ̲ ᙸ‫ܖ‬଄ᘍ ᲴȯǷȳȈȳ‫ܖٻ‬ưƷᄂ̲Ŵᐯɼᄂ̲଺ƷȆȸȞК‫ܖ‬፼Ŵ‫ܖٻ‬ဃƱƷȇǣǹǫȃǷȧȳŨዮӳႎƳ‫ܖ‬፼Ʒ଺᧓Ŵᅈ˟Ʊऴ‫᧓଺  إ‬ᆉࡇ Ჴ‫؏ע‬ǍɭမƷ᫢ኋբ᫆ǛȆȸȞƴƠƨᛢ᫆ᄂᆮ Ჯ᳸ ӸƷǰȫȸȗ ŨዮӳႎƳ‫ܖ‬፼Ʒ଺᧓ Წ଺᧓ᆉࡇ Ჴ‫ܖٻ‬૙ՃሁƴǑǔ᫢ኋբ᫆ƴ᧙Ƣǔȑȍȫȇǣǹǫ
ȃǷȧȳ ᭗‫ٻ‬ᡲઃʙಅᡲઃ Ũܿජᄂ̲ᲴǰȭȸȐȫ˖ಅƴƓƚǔෙ‫ٳ‬ƱƷՠӕࡽŴෙ‫ٳ‬ƔǒƷᙻ‫ݑ‬ŴʩฏᘐƳƲƷᜒᛅǍᛟଢ

⅓⇖∓∞⇶∑∐∞⇦∞⅓

ŨዮӳႎƳ‫ܖ‬፼Ʒ଺᧓  ଺᧓ᆉࡇ Ჴ‫ܖٻ‬૙ՃሁƴǑǔ᫢ኋբ᫆ƴ᧙ƢǔȑȍȫȇǣǹǫȃǷȧȳŨȩǤȆǣȳǰᲴᒍᛖᛯ૨˺঺Ტᄂᆮ঺ௐǛᒍᛖưǇƱǊǔᲣŨ‫׎‬ᨥᚇή‫ܖ‬Ჴ‫؏ע‬ኺฎ෇ࣱ҄ȗȩȳƷ˺঺ӏƼțȸȠȚȸǸƴǑǔႆ̮ୡ⏺ⓗつᶍ䛾♫఍ㄢ㢟䜢Ⓨぢ䞉ゎỴ䛷䛝䜛ேᮦŨܼࡊؕᄽŴ‫ע‬ഭ  ଺᧓ᆉࡇ Ჴ‫ܖٻ‬૙ՃሁƴǑǔ᫢ኋբ᫆Ǎ᳎᳊᳊ƴ᧙ƢǔǻȟȊȸǍȯȸǯǷȧȃȗŨᒍᛖᘙྵîᲴஜఄ૙ՃŴ᲻᳆᳎ƴǑǔȇǣșȸȈŴȇǣǹǫȃǷȧȳ๫፼Ũǳȟî ᲬᲪ଺᧓ᆉࡇ Ჴ‫׎ٳ‬ʴᜒࠖƴǑǔ᫢ኋբ᫆ሁǛȆȸȞƱƠƨȇǣǹǫȃǷȧȳŴȇǣșȸȈ๫፼Ũǳȟî Წ଺᧓ᆉࡇ Ჴ᪸ʙ᫾ᎰՃŴ҅‫ٻ‬૙ՃሁƴǑǔီ૨҄ྸᚐሁƷǻȟȊȸŨܼࡊؕᄽ Წ଺᧓ᆉࡇ Ჴ,+%# ᄂ̲ՃƴǑǔЈ៲‫׎‬Ʒ᫢ኋʙऴƴ᧙ƢǔȯȸǯǷȧȃȗŨܼࡊؕᄽ Ჰ଺᧓ᆉࡇ Ჴԧ᫢ƴƭƍƯƷᛦ௹ᄂᆮୡ⏺ⓗつᶍ䛷ᒎ㛤䛥䜜䜛䝡䝆䝛䝇䛷ά㌍䛷䛝䜛ேᮦॢট‫ش‬ংঝয౫धम‫ؚ‬Ũྵˊᅈ˟Ŵᅈ˟Ʊऴ‫إ‬Ჴ  ଺᧓ᆉࡇ Ჴ‫ܖٻ‬૙ՃሁƴǑǔ᫢ኋբ᫆Ǎ᳎᳊᳊ƴ᧙ƢǔǻȟȊȸǍȯȸǯǷȧȃȗŨྵˊᅈ˟ Წ଺᧓ᆉࡇ Ჴ,+%# ᄂ̲ՃƴǑǔЈ៲‫׎‬Ʒ᫢ኋʙऴƴ᧙ƢǔȯȸǯǷȧȃȗŨᒍᛖᘙྵíᲴஜఄ૙ՃŴ᲻᳆᳎ƴǑǔȇǣșȸȈŴȇǣǹǫȃǷȧȳ๫፼ŴȆȬȓ˟ᜭưƷෙ‫ٳ‬᭗ఄဃƱƷॖᙸʩ੭
Ũǳȟí  ଺᧓ᆉࡇ Ჴ‫׎ٳ‬ʴᜒࠖƴǑǔ᫢ኋբ᫆ሁǛȆȸȞƱƠƨȇǣǹǫ
ȃǷȧȳŴȇǣșȸȈ๫፼Ũǳȟí Წ଺᧓ᆉࡇ Ჴ᪸ʙ᫾ᎰՃŴ҅‫ٻ‬૙ՃሁƴǑǔီ૨҄ྸᚐሁƷǻȟȊȸŨᅈ˟Ʊऴ‫᧓଺  إ‬ᆉࡇ Ჴԧ᫢ƴ᧙Ƣǔᛦ௹Ŵႆᘙ෇ѣ਼ੀपৢ৷घॊয৑दँॊध
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䊼ⅎऴ‫إ‬ႆ̮щ䠆ᵝ䚻䛺どⅬ䛛䜙⪃ᐹ䛧䚸ㄢ㢟䜢ゎỴ䛩䛂እᅜே䛸✚ᴟⓗ䛻ពぢ஺᥮䜢䛧䚸ᑐヰ䛜䛷䛝䜛ຊ䜢㣴䛖䛃
䛂ㄢ㢟◊✲䜔ᤵᴗ䛻䛚䛡䜛᥈✲άື䜢㏻䛧䛶䚸ㄢ㢟䜢Ⓨぢ䛧䚸ゎỴ䛩䜛ຊ䜢㣴䛖䛃䛂ୡ⏺䛾୰䛷䛾᪥ᮏ䛾❧ሙ䜔ᙺ๭䜢⌮ゎ䛧䚸᪥ᮏ䛾㨩ຊ䜢෌Ⓨぢ䛧䚸᝟ሗⓎಙ䛩䜛ຊ䜢㣴䛖䛃୍െỉ੉ಅỂ‫ܖ‬፼ẲềẟỦẮểầἫὊἋểễỦ䜛ຊ䜢䛴䛡䜛

ʻࢸẆૼẺỆ
Ẑ‫ٳ‬ᢿᜒࠖỆợỦ‫ᧉݦ‬ႎễϋܾỉᜒᛅẑẐෙ‫ٳ‬ἧỵὊἽἛὁὊἁẑẐᾐᾚᾑ ỶὅἂἼἕἉἷỿἵὅἩẑễỄܱ଀䠆ᅜ㝿ⓗど㔝䜢䛥䜙䛻ᗈ䛢䜛
23

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60

ESD Initiatives at a Secondary School
中等教育学校におけるＥＳＤの取り組み
Yoshihiko Matsuyama
松山 美彦
5th International ESD Symposium: Strategic ESD in the Next Generationᛢ᫆ᄂᆮỉܱ଀Ṟᛢ᫆ᄂᆮỉܱ଀ṟίዮӳႎễ‫ܖ‬፼ỉ଺᧓ửɶ࣎ểẲềὸίዮӳႎễ‫ܖ‬፼ỉ଺᧓ửɶ࣎ểẲềὸ◊✲䝔䞊䝬䛿ఱ䛻䛩䜛䛾䛛䠛䛺䛬䚸ㄢ㢟◊✲䜢ᐇ᪋䛩䜛䛾䛛䠛Ũ‫؏ע‬Ტ҅ෙᢊᲣǍ঻ƕ‫׎‬ƴƓƚǔ᫢ኋբ᫆ŨɭမƴƓƚǔ᫢ኋբ᫆ㄽ⌮ⓗᛮ⪃ຊ䜔䚸ㄢ㢟ゎỴຊ䜢䛴䛡䜛䊼๓ᮇ⏕䛛䜙䛾ྲྀ⤌䜢῝໬䛥䛫䜛ɭမǍଐஜưᚐൿƕஓǇǕǔᛢ᫆ǛᚐൿƢǔ૾ඥǛᙸƭƚǑƏ

25

26

ᛢ᫆ᄂᆮỉܱ଀Ṡᛢ᫆ᄂᆮỉܱ଀ṡίễặ᫢ኋբ᫆ễỉẦὸίᛢ᫆ᄂᆮỉᡶỜ૾ὸ䠆໭ᾏ㐨䛸䛔䛖ᆅᇦᛶ䊻᪥ᮏ䛾㣗ᩱᇶᆅ䠆䠍䜾䝹䞊䝥 䠐䡚䠑ྡ䠄᪥ᮏ䛾㎰ᆅ䛾䠐ศ䛾䠍䜢༨䜑䜛䠅䠆⥲ྜⓗ䛺Ꮫ⩦䛾᫬㛫䚸♫఍䛸᝟ሗ➼䜢୰ᚰ䛸䛧䛶ᐇ᪋䠆⫹᣺䛸䛔䛖ᆅᇦᛶ䊻㎰ᴗ䚸Ỉ⏘ᴗ䚸㓗㎰䚸␆⏘䛺䛹
䠄㌟㏆䛻䚸⤖ᵓ䚸䛔䜝䛔䜝䛺䜒䛾䛜䛒䜛䠅䠘᪥ ⛬䠚䠕᭶ୗ᪪䜎䛷 䜾䝹䞊䝥ཬ䜃◊✲䝔䞊䝬Ỵᐃ䠍䠌᭶䡚䠍䠎᭶ ᝟ሗ཰㞟䚸⪃ᐹ䠍᭶䡚 䠎᭶ Ⓨ⾲‽ഛ䠏᭶ึ᪪䡚୰᪪ ㄢ㢟◊✲Ⓨ⾲䠆䜾䝻䞊䝞䝹䛺♫఍ㄢ㢟䊻ከᵝ䛺どⅬ䛛䜙⪃ᐹ⤒῭䚸⎔ቃ䚸㣗䛾Ᏻ඲䚸ேཱྀቑຍ䛺䛹䠆⏕ᚐ఍䛾䛄ୡ⏺㣗⣊䝕䞊䛅䛾ྲྀ⤌27

28

ᛢ᫆ᄂᆮỉܱ଀Ṣ࠯঺ᾁᾅ࠰ࡇỉӕኵίᛢ᫆ᄂᆮỉᡶỜ૾ὸ㸶᭶࠿ࡽ㣗⣊ࡸ㎰ᴗ࡟㛵ࡍࡿࢭ࣑ࢼ࣮ࡸ࣮࣡ࢡࢩࣙࢵࣉࡢ㛤ദ䠘ㄢ㢟◊✲䛾䝥䝻䝉䝇䠚㸶᭶௨㝆ⱥㄒࡢ᫬㛫࡟࠾ࡅࡿእᅜேㅮᖌࡢᤵᴗၥ㢟Ⓨぢ 䊻㻌◊✲䝔䞊䝬䛾タᐃ 䊻㻌㸷᭶㸿㹉㹀 㹃㹬㹥㹪㹧㹱㹦 㹁㹟㹫㹮Ѝㅮᖌࡣࠊ໭኱ࡸᖏ␆ࡢᩍဨࡸࠊ㹈㹇㹁㸿ࠊ㹈㹃㹒㹐㹍ࡢ⫋ဨ࡞࡝㸦ᚋᮇ⏕ᕼᮃ⪅ᑐ㇟ 㸰㸮ྡ⛬ᗘ㸧Ѝ␃Ꮫ⏕ࠊእᅜே࡜ࡢ஺ὶࡸࢹ࢕ࢫ࢝ࢵࢩࣙࣥ
㸯Ἡ㸰᪥ࡢᅜෆ␃Ꮫࢆࢽࢭࢥ㸦ணᐃ㸧࡛ᐇ᪋ࡶࡕࢁࢇ࣮࢜ࣝ࢖ࣥࢢࣜࢵࢩࣗ

᝟ሗ䛾཰㞟 䊻㻌◊✲䠄ᩚ⌮䞉ศᯒ䠅 䊻ゎỴ᪉ἲ䛾ᥦ᱌䞉Ⓨ⾲㸱᭶ᾏእࣇ࢕࣮ࣝࢻ࣮࣡ࢡ 㸦ᚋᮇ⏕ᕼᮃ⪅ᑐ㇟ 㸯㸮ྡ๓ᚋ㸧Ѝ௒ᖺࡣࠊ࣮࢜ࢫࢺࣛࣜ࢔㸦ணᐃ㸧㸳ᖺ㛫ࡢ◊✲ᮇ㛫࡛㸳኱㝣ࢆゼၥ㸦ணᐃ㸧ͤ

㏻ᖖࡢᤵᴗ࡟࠾࠸࡚ࡶࠊ㣗⣊࣭㎰ᴗ࡟㛵ࡍࡿ⫼ᬒ▱㆑ࡸᛮ⪃ຊ࣭Ⓨಙຊࢆ㧗ࡵࡿྲྀ⤌ࡣᐇ᪋ࡉࢀࡲࡍࠋ

30

29

ἋὊἣὊἂἿὊἢἽἡỶἋἁὊἽ᫢ኋբ᫆ồỉỴἩἿὊἓṲ᧏ఄỉችᅕ ẐଢଐửоỦẑ ῍ ҅ෙᢊỉ‫ݩ‬ஹửਃạʴ஬ửᏋớṞ ᭗ẟჷࣱṟ ᝅẦễʴ᧓ࣱṠ ͤࡍễ࣎៲ṡ ᣂ‫ם‬ग़ể‫׎‬ᨥࣱ᫢ኋբ᫆ẾềỄỮễբ᫆ầẝỦỉᾎൢͅ‫٭‬ѣ
ἧỹỴἚἾὊἛ

ᾣᾟᾟ

᫣᫵

ౕ௎˝੔
ộẻộẻẟỨẟỨ
ẝỦẬỄẆỄỉẪỤẟჷẾềộẴẦᾎ'5&ȷ5)* ỉӕኵ᫢ኋᐯዅྙୡ⏺ࡢ᫂᪥ࢆ๰ࡿ
31

32

61

ESD Initiatives at a Secondary School
中等教育学校におけるＥＳＤの取り組み
Yoshihiko Matsuyama
松山 美彦
5th International ESD Symposium: Strategic ESD in the Next GenerationଢଐỉᆰỆ˺ᚺὉ˺୺㻛‫ٻ‬᱅ઊ‫ܓ‬ɲ৖࠼ậềᙸɥậềắỤỮ
᩷Ẫ৷ẬบỦᐯဌễᆰშử᧍ẳề੨ẟềắỤỮ

ӽầႸਦẴɭမ ჌Ẳẟசஹỉ‫׋ע‬ग़ẦỤဃộủ
‫ٹ‬ỆᏋộủ
ᑻဃảỡẪऴ༏

ᫍẟỉᘣỆᢊỊ᧏ẬỦᾞᾗ῍ ଢଐỉᆰỆᾞᾗ῍ ଢଐỉ᫘Ệ፶ịẺẬ ‫עٻ‬ỉ࣓ợ῍ᾜῈ ᾗιᾼᾴ῍ᾜῈ ᾡιιῃῂ
ଢଐỉᆰỆ

33

[Notice]This report does not include presentation materials from Enhanced Educational Value for UNESCO Associated Schools in
Hokkaido ? Challenges and Prospects of ESD (by Chihiro Sakai) and The Past and Future of UNESCO Associated Schools ? The
Case of Sapporo Odori High School (by Takayuki Gamo) for various reasons.

［おことわり］
諸事情により、「北海道ユネスコスクールの教育的価値の探求〜 ESD の課題と展望〜」（境としての今までとこれから」（蒲生智洋）、「ユネスコスクール崇之）の発表資料は掲載しておりません。ご了承ください。

62

5th International ESD Symposium: Strategic ESD in the Next Generation

63

64

65

(1) What I’ve learned from rural life
Hiroki Akiyama
秋山 拓輝
5th International ESD Symposium: Strategic ESD in the Next Generation（１）What I ve learned from rural life

Why should we consider the country?
5th ESD International Symposium Student Forum

What I’ve learned from rural life.
Hiroki Akiyama

1

Globalization2

Depopulation
Urbanization

My story

3

4

My major is “Community Education”

I was born in the country in Kanagawa

5

6

ESD Campus Asia 2014 in Hokkaido University

We studied the country and the Ainu culture.

7

8

66

(1) What I’ve learned from rural life
Hiroki Akiyama
秋山 拓輝
5th International ESD Symposium: Strategic ESD in the Next Generation

Friendship

human nature

Kindness

Interdependence

What I’ve learned from “the country life”

9

10

Tackling with the serious issues in the countryside

The impoverished condition of rural communities-Besides the urban development

11

12

1DWXUDO'LVDVWHU

Question

Why should we consider the country?

13

14

Knowing the countryside means Knowing yourself

The Local communities have supported
Japanese traditional culture.

㻯㼡㼘㼠㼡㼍㼘㻌㻰㼕㼢㼑㼞㼟㼕㼠㼥
15

16

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(1) What I’ve learned from rural life
Hiroki Akiyama
秋山 拓輝
5th International ESD Symposium: Strategic ESD in the Next Generation㻭㼓㼕㼚㼓㻌㻿㼛㼏㼕㼑㼠㼥

However….

17

18

Japanese Aging rate

40

The younger tend to live in the city.
FARMERPERCENTAGE

30

THE WHOLE

20

10

0

1985

1990

1995

2000

2005

19

20

Now is the chance to change your view for the country side.

Facebook

Volunteer

We have some hope.

22

21

In my opinion

Change before you have to-Jack Welch

It is the most important that you pay attention
to rural area and take some actions.

23

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(1) What I’ve learned from rural life(2) What I learned in Seoul

Hiroki Akiyama
秋山 拓輝

Yushi Nagai
長井 裕史
5th International ESD Symposium: Strategic ESD in the Next Generation

Thank you for listening

25（２）What I learned in SeoulMapȱinȱSeoulESDȱCampusȱAsia
inȱSeoulȱNationalȱ
Universityȱ(SNU)ȱ

December16~23ȱin 2012
Yushi Nagaiȱ

1

2“WaterȱofȱLife”

ESDȱProgramȱinȱSNU
Morning(9:45-12:15)
12/16 Sun
12/17Mon

Afternoon(13:4517:00)

Arrival in Soul / Contrasting current
development

Evening
Introduction anddinner boxes

Class 1

Class 2Invitaion dinner

12/18 TueClass 3

Class 4Free

12/19Wed

Due to election in
Korea (We will startlater)Class 5Free

12/20 Thu

Class 6Class 7

Small evening lesson
including free dinner

12/21 FriClass 8Class 9Farewell Party

12/22 Sat

Options and recommendations are welcomed

12/23 Sun

Departure

3[GroupȱA]• canȱlook
• cannotȱuseȱhands

4

Commentȱandȱideaȱ

[GroupȱB]• canȱuseȱhands• cannotȱlook

aȱgapȱofȱeachȱgroup’sȱpositiondifficultȱȱtoȱunderstandȱwhat’sȱreallyȱ
botheringȱotherȱgroup
GroupȱA

Pourȱglasses

GroupȱB
directdifficultȱtoȱcooperateȱwithȱeachȱgroup

action5

6

69

(2) What I learned in Seoul
Yushi Nagai
長井 裕史
5th International ESD Symposium: Strategic ESD in the Next Generation

Socialȱproblemȱ
gapȱofȱtwoȱgroupsȱ=ȱgapȱofȱbackgroundȱof
peopleGroupȱA=employers,ȱdevelopedȱcountries
GroupȱB=employees,ȱdevelopingȱcountries

http://www.myticket.jp/acce2013Ȭ5.jpeg

ᶓᶌᶃᶏᶓᵿᶊ situationsocialȱproblemȱȱex.ȱsocialȱgap,ȱcivilȱwar
http://cache5.amanaimages.com/cen3tzG4fTr7Gt
w1PoeRer/25507000097.jpg

78Keyȱpoint forȱsustainableȱdevelopmentInȱtheȱgame…
Notȱunderstand/cooperateȱ
ḵ cannotȱpourȱglassesȱtoȱspillȱwater• understand aȱsocialȱgapȱorȱ
otherȱpeopleᶓᶌᶑᶓᶑᶒᵿᶇᶌᵿᶀᶊᶃᴾsituation

EducationȱforȱSustainableȱ
Development(ESD)

Understandingȱeachȱgroupȱisȱimportantȱ
toȱshareȱwaterȱandȱtoȱpourȱgrasses.

910

http://ja.wikipedia.org

12

11

Thankȱyouȱforȱlistening!!

1370

(3) How does experimental education contribute to environmental education.
Masashi Manabe
眞鍋 優志
5th International ESD Symposium: Strategic ESD in the Next Generation（３）How does experimental education contribute to environmental education.

How does experimental
education contribute toenvironmental
education(EE)?

What is effective way to teach students
essential parts of ESD and EE ?

Faculty of Education
Hokkaido University
Masashi Manabe

12

My topic
Activities by students themselves

Importance of activities in ESD and EE

3

4

Contents
䐟 ESD in China
䐠 Activities in China
䐡 What I learned in China

ESD and EE in China

65

About ESD in China

Change of EE in China
Past and Now• Three factors of ESD: Environment
EconomySociety• China: Focus on Environment(EE)
Based on experimental education

Student
Knowledge

7

Awareness

871

(3) How does experimental education contribute to environmental education.
Masashi Manabe
眞鍋 優志
5th International ESD Symposium: Strategic ESD in the Next Generation

Change of EE in China

Change of EE in China
FutureNow and Future

AttitudeBehavior or Action

People & Community

Skills andAbility910

Education in the Classroom
Activities in China

Experimental Education

11

12• Visit to BTBG(Beijing Teaching Botanical Garden)• Visit to Peking Academy
Lesson about Geography

14

13• Finding my tree game• Collecting Mushroom and Fruit

15

16

72

(3) How does experimental education contribute to environmental education.
Masashi Manabe
眞鍋 優志
5th International ESD Symposium: Strategic ESD in the Next Generation• Visit to High School Affiliated to BIT
Education about Chang River
Lesson about trees

What I learned in BNU

17

18

What is important for EE

Importance of ESD and EE
ESD: Necessary for human to live together
EE: Necessary for human to live together in harmony
with the earth

ESD• Interest : Interested in Environmental Problems• Knowledge : Include not necessary for examination• Awareness : What is happening in the whole world• Thinking : Have a Wide Point of View
Think both globally and locally

EE

19

20

Methods of EE

However…
Experience cause lacking in knowledge

Not only in classroom

Discussion, Activity, Research…

Education toexperience by
students

Education to
give knowledge

Experience a lot of things
by students themselves

22

21

Moreover...

In Conclusion

Research, Presentation, Discussion...

Effective way of ESD and EE• Experience by student themselves
Research, discussion...

Knowledge : For Examination
Practical for ESD

Learn actively 䠽䡊䡀 䡅䡊䡀䡁䡌䡁䡊䡀䡁䡊䡐䡈䡕

23

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(3) How does experimental education contribute to environmental education.

(4) Campus Asia 2014 in CU - Culture and Education in Thailand-

Masashi Manabe
眞鍋 優志

Ibuki Wakasawa / Yu Furukawa
若澤 美吹／古川 優
5th International ESD Symposium: Strategic ESD in the Next Generation

Thank you for listening !!

25（４）Campus Asia 2014 in CU - Culture and Education in Thailand-㻯㼛㼘㼛㼞㼟㻌㻙㻺㼍㼠㼕㼛㼚㼍㼘㻌㻲㼘㼍㼓㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㻌㻞㻜㻝㻠㻌㼕㼚㻌㻯㼁᳸㻯㼡㼘㼠㼡㼞㼑㻌㼍㼚㼐㻌㻱㼐㼡㼏㼍㼠㼕㼛㼚㻌㼕㼚㻌㼀㼔㼍㼕㼘㼍㼚㼐᳸y㻾㼑㼐㻌㻌㻺㻭㼀㻵㻻㻺y㼃㼔㼕㼠㼑㻌㻌㻾㻱㻸㻵㻳㻵㻻㻺y㻮㼘㼡㼑㻌㻹㻻㻺㻭㻾㻯㻴㼅㻴㼛㼗㼗㼍㼕㼐㼛㻌㼁㼚㼕㼢㼑㼞㼟㼕㼠㼥㻵㼎㼡㼗㼕 㼃㼍㼗㼍㼟㼍㼣㼍㻘㻌㼅㼡㻌㻲㼡㼞㼡㼗㼍㼣㼍

12㻯㼛㼘㼛㼞㼟㻌䇵㼣㼑㼑㼗㼐㼍㼥㻝㻯㼛㼘㼛㼞㼟㻌䇵㼣㼑㼑㼗㼐㼍㼥㻞• Colorsaredecided
ineachday• Peopleknowtheirowncolor34㼀㼑㼙㼜㼘㼑 㻙㼃㼍㼠㻌㻼㼔㼛㼀㼔㼍㼕㻌㻱㼐㼡㼏㼍㼠㼕㼛㼚㻌㻿㼥㼟㼠㼑㼙•Oldest temple in
Thailand•Huge statue of the
Riclining Buddha•The center for
Thai traditional
massage5674

(4) Campus Asia 2014 in CU - Culture and Education in ThailandIbuki Wakasawa / Yu Furukawa
若澤 美吹／古川 優
5th International ESD Symposium: Strategic ESD in the Next Generation㼀㼔㼑㻌㻲㼍㼏㼡㼘㼠㼥㻌㼛㼒㻌㻱㼐㼡㼏㼍㼠㼕㼛㼚㻌㼀㼔㼑㻌㼁㼚㼕㼒㼛㼞㼙㼀㼔㼑㻌㼒㼍㼏㼡㼘㼠㼥㻌㼛㼒㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼕㼟㻌㼒㼕㼢㼑㻌㼥㼑㼍㼞㻌㼡㼚㼕㼢㼑㼞㼟㼕㼠㼥㻚㻌㼀㼔㼑㻌㼘㼍㼟㼠㻌㼥㼑㼍㼞㻘㻌㼠㼔㼑㻌㼒㼕㼒㼠㼔㻌㼥㼑㼍㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼔㼍㼢㼑㻌㼠㼛㻌㼐㼛㻌㼠㼔㼑㻌㼠㼑㼍㼏㼔㼕㼚㼓㻌㼜㼞㼍㼏㼠㼕㼏㼑㻚㻌

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㼀㼔㼑㻌㻹㼍㼘㼑㻌㼁㼚㼕㼒㼛㼞㼙㼀㼔㼑㻌㻲㼑㼙㼍㼘㼑㻌㼁㼚㼕㼒㼛㼞㼙

910㻮㼡㼠㼠㼛㼚㼟㻌㼍㼚㼐㻌㻿㼏㼔㼛㼛㼘㻌㻱㼙㼎㼘㼑㼙㼃㼔㼍㼠㻌㼃㼑㻌㻸㼑㼍㼞㼚㼑㼐㼕㼚㻌㻱㻿㻰㻌㻼㼞㼛㼓㼞㼍㼙1211㻻㼡㼞㻌㻻㼜㼕㼚㼕㼛㼚㼟㻌㼍㼎㼛㼡㼠㻌㻱㻿㻰㻌㻯㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㼟㼠㼡㼐㼥㻌㼍㼚㼐㻌㼔㼍㼢㼑㻌㼗㼚㼛㼣㼘㼑㼐㼓㼑㻌㼛㼒㻌㻱㻿㻰㻌㼍㼚㼐㻌㻿㻰㻌㼕㼚㻌㼑㼍㼏㼔㻌㼡㼚㼕㼢㼑㼞㼟㼕㼠㼥㼔㼍㼢㼑㻌㼠㼔㼑㻌㼜㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㻌㼕㼚㻌㻱㻿㻰㻌㼏㼍㼙㼜㼡㼟㻌㻭㼟㼕㼍㼔㼍㼢㼑㻌㼠㼔㼑㻌㼙㼛㼞㼑㻌㼜㼞㼍㼏㼠㼕㼏㼍㼘㻌㼍㼏㼠㼕㼛㼚㼟1375

(5) The invitation to “Non credo”
Kei Sato
佐藤 慧
5th International ESD Symposium: Strategic ESD in the Next Generation（５）The invitation to Non credo

Places I visited㼀㼔㼑㻌㼕㼚㼢㼕㼠㼍㼠㼕㼛㼚㻌㼠㼛㻌䇾㻺㼛㼚㻌㼏㼞㼑㼐㼛䇿

１６ 㼏㼛㼡㼚㼠㼞㼕㼑㼟
５２ 㼏㼕㼠㼕㼑㼟

Look
withyourowneyes

Hearwithyourownears
Think
inyourownhead㻷㼑㼕㻌㻿㼍㼠㼛

12

㻿㼏㼔㼘㼛㼟㼟 㻺㼑㼡㼟㼏㼔㼣㼍㼚㼟㼠㼑㼕㼚㻸㼛㼛㼗㻌㻌㻌ࠥ㼠㼔㼑㻌㼟㼠㼛㼞㼥㻌㼕㼚㻌㻳㼑㼞㼙㼍㼚㼥ࠥ㻲㾇㼟㼟㼑㼚

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㻹㼑㼏㼏㼍㻌㼛㼒㻌㼢㼕㼛㼘㼕㼚㻴㼑㼍㼞㻌㻌ࠥ㼠㼔㼑㻌㼟㼠㼛㼞㼥㻌㼕㼚㻌㻵㼠㼍㼘㼥ࠥ㻯㼞㼑㼙㼛㼚㼍

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(5) The invitation to “Non credo”
Kei Sato
佐藤 慧
5th International ESD Symposium: Strategic ESD in the Next Generation

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㼀㼔㼕㼚㼗㻌ࠥ㼠㼔㼑㻌㼟㼠㼛㼞㼥㻌㼕㼚㻌㻲㼞㼍㼚㼏㼑ࠥ㻯㼍㼞㼏㼍㼟㼟㼛㼚㼚㼑㻱 㻺 㻰 㻚

㻚 㻚

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5th International ESD Symposium: Strategic ESD in the Next Generation78

5th International ESD Symposium: Strategic ESD in the Next Generation

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Fostering People to Lead a Sustainable Society – HU’s Course in Practical Science for Environment (PractiSE)
持続可能な社会を担う人材育成のために〜実践環境科学コースの取り組み〜
Yasuhiro Yamanaka
山中 康裕
5th International ESD Symposium: Strategic ESD in the Next Generation

Fostering People to Lead a Sustainable Society ‒ HU s Course in Practical Science for Environment (PractiSE)
持続可能な社会を担う人材育成のために〜実践環境科学コースの取り組み〜㻞㻜㻜㻣ᖺ㻢᭶㻣᪥㻳㻤䝃䝭䝑䝖⚾䛿䚸ᡓᚋ䚸᪥ᮏ䛾㧗ᗘᡂ㛗䜢ᨭ䛘䛯20ୡ⣖ᆺ኱Ꮫ䛾ᙺ๭䛧䛛▱䜙䛺䛔䛡䛹…
ά∧༳ๅ䛻䜘䜛୰ୡ኱Ꮫ䛾Ṛ䚹䜰䜹䝕䝭䞊䛾ᶵ⬟䚹⡿ᅜᆺ䠖ᩍ㣴䛾኱Ꮫ(Ꮫ㒊) 䠇 ◊✲䛾኱Ꮫ㝔䝸䝧䝷䝹䜰䞊䝒 vs. 䜶䜽䝉䝺䞁䝇 (COE䛾E)䜲䞁䝍䞊䝛䝑䝖(MOOC)䛻䜘䜛20ୡ⣖ᆺ኱Ꮫ䛾Ṛ(䛜䛒䜛䛛䜒)
䛂2050ᖺCO2᤼ฟ༙ῶ䜢᳨ウ䛃䜢ఏ䛘䜛ᮅ᪥᪂⪺䛾グ஦ᣢ⥆ྍ⬟䛺♫఍䛻ᑐ䛩䜛21ୡ⣖ᆺ኱Ꮫ䛾ᙺ๭䠖ಶᛶ䜢ᑛ㔜䛧䛯䝔䜲䝷䞊䝯䜲䝗䚸᝟ሗ䞉ேⓗ஺ὶ䛾ሙ(≉䛻Ꮫ⏕䛸䛔䛖㠀᪥ᖖᛶ)䛾ᥦ౪ᒣ୰ᗣ⿱♫఍䛸䛸䜒䛻
኱Ꮫ䛾䝟䝷䝎䜲䝮䝅䝣䝖䛜ゼ䜜䛶䛔䜛༴ᶵឤ

໭ᾏ㐨኱Ꮫ኱Ꮫ㝔ᆅ⌫⎔ቃ⛉Ꮫ◊✲㝔galapen@ees.hokudai.ac.jpᏳಸ㤳┦䛿䛂⨾䛧䛔ᫍ50䛃
䜢2007ᖺ5᭶24᪥ᥦ᱌䛧䛯໭ᾏ㐨⎔ቃᩍ⫱➼᥎㐍༠㆟఍ ఍㛗12ே䜢ቑ䜔䛭䛖䟿䛸▷⤡ⓗ䛻䛿⪃䛘䜛䛜…
ṧ䛧䛯䛔ᆅᇦ䞉ᶵ⬟䛻ᑐ䛧䛶䚸ィ⏬ⓗ䛻බඹᢞ㈨䛩䜛…䛂ῶᑡ䜢㑅ᢥ䛾䝏䝱䞁䝇䛸ᤊ䛘䜛䛃z⚾䛿㻤㻢ṓ䚸ே⏕䜢⤊䛘䜛㡭䚹 㻞㻜௦๓༙䛾䜏䛺䛥䜣䛿䚸ᐃᖺ䜢㏄䛘䜛㡭z ᬮ໬䜢Ṇ䜑䜛䛯䜑䛻䚸㻯㻻㻞᤼ฟ㔞䛿ୡ⏺༙ῶ䚸᪥ᮏ㻤๭ῶ䛜୙ྍḞ䟿zேཱྀ䛿᪥ᮏ㻞๭ῶ䚸໭ᾏ㐨㻠๭ῶ䚸ᆅ᪉㻢๭ῶ䚹䈜䛭䛣䛻ᚅ䛳䛶䛔䜛ᬽ䜙䛧䛜ᖾ䛫䛷䛒䛳䛶ḧ䛧䛔䛸ᛮ䛔䜎䛫䜣䛛䠛z ⮬↛䛛䜙㎰⪔ᆅ䞉㒔ᕷ䜈䛸ᅵᆅ䜢ᨵኚ䛧䛯♫఍㈨ᮏ䛾ὶ䜜䜢ኚ䛘䜜䜀䚸໭ᾏ㐨䛾㻝㻛㻞䜢ᗈ኱䛺⮬↛ಖㆤ༊䛻䛩䜛䛣䛸䜒ฟ᮶䜛䛛䜒䛧䜜䜎䛫䜣䚹㒔ᕷ䞉⏫䞉ᮧ䞉⮬↛䛭䜜䛮䜜䛾ᆅᇦ䛜䛭䜜䛮䜜䛾ᙺ๭䜢ᣢ䛳䛯ᣢ⥆ྍ⬟䛺♫఍䛜๰㐀䛷䛝䜛⤯ዲ䝏䝱䞁䝇䛺䛾䛷䛩䚹ㄡ䛜ᢸ䛖䠛⾜ᨻ䞉௻ᴗĺ䜏䛺䛥䜣z ᆅ⌫ ᬮ໬䜔ᑡᏊ㧗㱋໬♫఍䛜ᚎ䚻䛻㐍⾜䈈௒䛛䜙኱Ꮫ䛛䜙
♫఍(⾜ᨻ䞉௻ᴗ䞉NPO)ᑐᢠ⟇䠖♫఍䜢ᨭ䛘䜛ே䛜඲ୡ௦䛷ᚎ䚻䛻ά㌍䈈

2050ᖺ䛾ேཱྀῶᑡᅜ஺┬ᅜᅵィ⏬ᒁసᡂ 2011ᖺ2᭶23᪥䛻ฟ䛶⾜䛟ேz 䠎䠌䠑䠌ᖺ䛻ྥ䛡䛶䚸䜏䜣䛺䛷⮬ศ䛯䛱䛾ᑗ᮶䜢᝿ീ䛧䛶䚸ᮍ᮶䜢๰㐀䛧䜘䛖䚹⚄ᒣ⏫䜢⤂௓䛩䜛᪂⪺グ஦䜏䛺䛥䜣㻞㻜㻡㻜ᖺ䜢๰㐀䛧䛶䛟䛰䛥䛔䟿ᅜ஺┬ᅜᅵィ⏬ᒁసᡂ 2011ᖺ2᭶23᪥኱༡ಙஓ(䜲䞁⚄ᒣ)䠖๰㐀ⓗ㐣␯

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໭ᾏ㐨኱Ꮫ኱Ꮫ㝔⎔ቃ⛉Ꮫ㝔ᐇ㊶⎔ቃ⛉Ꮫ(Practical Science for Environment)䝁䞊䝇
2011ᖺ4᭶タ❧᪥ᮏ⤒῭᪂⪺䜘䜚䠖౑⏝䛧䛶䛔䜛ᩘ್䝕䞊䝍䛿᪥ᮏ๰ᡂ఍㆟䚸ᅜ❧♫఍ಖ㞀䞉ேཱྀၥ㢟◊✲ᡤ䚸⥲ົ┬䛾㈨ᩱ䛻ᇶ䛵䛟໭ᾏ㐨䛾ேཱྀῶᑡᆅᅗ(᪥ᮏ⤒῭᪂⪺䝩䞊䝮䝨䞊䝆䜘䜚)⏨ዪẚ䛜ᴟ➃䛻㐪䜟䛺䛔䛿䛪䛰䛛䜙䚸⏨ᛶேཱྀ䛸ぢ䛺䛧䛶䜒Ⰻ䛔䛿䛪(ዪᛶ䛳䛶䛔䛖䛾䛛ᑡ䚻␲ၥ)䝁䞊䝇䛾⌮ᛕ䠖♫఍䛻ఱ䛛䜢⏕䜏ฟ䛩ேᮦ䜢⫱䛶䜛ᐇᏛ䛾㔜ど(Practical Learning)Æ໭ᾏ㐨኱Ꮫ䛾䠐䛴䛾ᇶᮏ⌮ᛕ

Think Globally, Act Locally, and Step-by-Step!!

65
PractiSE: 䛂ᐇ㊶䛩䜛䛣䛸 䛸 ㄽ䛪䜛䛣䛸䛃䜢Ꮫ䜆
ྜ᱁Ⓨ⾲䛾᪥(௒ᖺ9᭶2᪥)䚸Facebook䛻᭩䛔䛯ᩥ❶䠖୙ྜ᱁䛻䛺䛳䛶䛧䜎䛳䛯᪉䚸䛤䜑䜣䛺䛥䛔䚹䜏䛺䛥䜣䛾⌧᫬Ⅼ䛷䛾ᇶ♏Ꮫຊ䛷䛿䚸䠎ᖺ㛫䛷ಟ஢䛥䛫䜛䛣䛸䛜㞴䛧䛔䛸ุ᩿䛔䛯䛧䜎䛧䛯䚹ᐇ㊶⎔ቃ⛉Ꮫ䝁䞊䝇䛷䛿䚸䠎ᖺ㛫䛻䚸Ꮫእ䛾᪉䚻䛻ᚚ㢪䛔䛩䜛䛣䛸䛜ᩘከ䛟䛒䜚䜎䛩䚹䛭䛾᪉䚻䛻䛸䛳䛶䛂Ꮫ⏕䛥䜣䛿ఱᨾ఍䛔䛻᮶䛯䛾䛛䠛⚾䛯䛱䛿ఱ䜢䛩䜜䜀Ⰻ䛔䛾䛛䠛䛃䛜ศ䛛䜙䛺䛡䜜䜀䚸䛂Ꮫ⏕䛥䜣䛾䛯䜑䛻ఱ䛛䜢䛧䛶䛒䛢䜘䛖䛸䛔䛖 䛛䛔Ẽᣢ䛱䜢ᣢ䛳䛶䛔䛯䛃䛸䛧䛶䜒ຊ䜢㈚䛩䛣䛸䛜ฟ᮶䜎䛫䜣䚹Ꮫ⏕䛥䜣䛸䛧䛶䛿䚸┦ᡭ䛻ศ䛛䜛䜘䛖䛻䛂⮬ศ䛯䛱䛾ᛮ䛔䚸ᚚ㢪䛔䛧䛯䛔䛣䛸䚸༠ຊ䛧䛯䛣䛸䛜䛹䛾䜘䛖䛺ಟኈㄽᩥ◊✲䛻䛴䛺䛜䜛䛾䛛䛃䛺䛹䜢ゝⴥ䛻䛧䛶(ᩥ❶䛻䛧䛶)ㄝ᫂䛧䛶䛔䛛䛽䜀䛺䜚䜎䛫䜣䚹⮬ศ䛾⪃䛘䜢䜎䛸䜑ఏ䛘䜛ㄽ⌮ᛶ䛜ၥ䜟䜜䜎䛩䚹䜎䛯䚸䛭䛾䛺䛛䛷䚸䛂┦ᡭ䛾Ẽᣢ䛱䜢ᐹ䛩䜛䛃(᝿ീ䛩䜛)ຊ
䛜⫱䜎䜜䛶䛔䛝䜎䛩䚹

2010ᖺ12᭶30᪥
ᐇ㊶⎔ቃ⛉Ꮫ䝁䞊䝇タ❧䜢⤂௓䛩䜛グ஦ಟኈㄢ⛬䛾䠎ᖺ㛫䛿䚸ᑵ⫋άື䜒ྵ䜎䜜䚸኱ኚ▷䛔ᮇ㛫䛷䛩䚹䜒䛱䜝䜣䚸20ṓ௦䛸䛔䛖኱ே䛸䛧䛶䛾᪑❧䛴㔜せ䛺᫬ᮇ䛻䚸䠎ᖺ㛫䛒䜜䜀䚸ಟኈㄽᩥ◊✲䛸䛔䛖ᙧ䛒䜛䜒䛾䜢⏕䜏ฟ䛫䜛䛸䛥䜜䛶䛝䛯䜟䛡䛷䛩䚹⚾䛯䛱䛿䚸䛭䜜䜢㋃䜎䛘䚸ධᏛ᫬Ⅼ䛷ᚲせ䛺䝺
䝧䝹䜢ぢ䜛䛯䜑䛻䚸ධᏛヨ㦂䛸䛧䛶䚸A4䝃䜲䝈䛾⣬1䝨䞊䝆ศゎ⟅䛩䜛ᑠㄽᩥ䠎ၥ䜢ㄢ䛧䛶䛔䜎䛩䚹䠍ၥ䛿஦๓ฟ㢟䛧䛶䛔䜎䛩䚹ᑠㄽᩥ䛷䛿䚸ゎ⟅䛩䜛ศ㔝䛾▱㆑䚸䛚䜘䜃䚸ㄽ⌮ⓗグ㏙䜢ぢ䛶䛔䜎䛩䚹(௨ୗ┬␎)

7

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Fostering People to Lead a Sustainable Society – HU’s Course in Practical Science for Environment (PractiSE)
持続可能な社会を担う人材育成のために〜実践環境科学コースの取り組み〜
Yasuhiro Yamanaka
山中 康裕
5th International ESD Symposium: Strategic ESD in the Next Generation⣚ⴥ䛾Ꮨ⠇ゼ䜜䜛ᩘ୓ே䛻ᑐ䛧䛶ㄡ䜢஌䛫䜛䜣䛷䛩䛛䠛Æබṇᛶ䞉බᖹᛶ䛾ⓑ⇕㆟ㄽ䝇䝻䞊䝷䜲䝣䞉䝞䝸䜰䝣䝸䞊♫఍䜈䛾᝿䛔 vs.䜰䝖䝷䜽䝅䝵䞁䛸䛧䛶⤂௓䛩䜛䝬䝇䝁䝭䞉᫬㛫ண⣙䛧䛶஌䜝䛖䛸䛩䜛᪉䞉㛗᫬㛫ᚅ䛳䛯䛣䛸䛷䛚ᐈ䛸䛧䛶஌䜛᪉

2012ᖺ6᭶19᪥䜒䛖୍䛴䛾⎔ቃⓑ᭩䜢⤂௓䛩䜛᪂⪺グ஦

NPO䜶䝁䞉䝰䝡䝸䝔䜱 䝃䝑䝫䝻ᰩ⏣ᩗᏊ䛥䜣䛛䜙䝺䞁䝍䝹㉮䜙䛫䜛䛯䜑䛻
኱Ꮫ䛸䛾஺΅䠃♫఍ⓗ㈐௵

௒ᖺ䛿䛚㔠䜒ᚰ䜒ᑾ䛝䛶㐠⾜䜢Ṇ䜑䜎䛧䛯…mOm

䠄ᰴ䠅䝇䞊䝟䞊䝷䜲䞁໭⩧ΎỈㄋᖾ䛥䜣䛛䜙㉎ධᏛෆ䜢㉮䜛⮬㌿㌴䝍䜽䝅䞊䛸ኴ㝧ග඘㟁䛷䛾㟁ື䜹䞊䝖

910লਟ঱ऋढञَমُम
नअ௬੼घॊ

୭୆శ੾ਹ੮৬पेॊ
َਨਲ੊भ୭୆ਾઔછُ
भলගपঢ়घॊઅ௄‫ؚ‬उेलजभ୭୆ઇ୘भ૭ચਙ

ᢈุⓗ䛺䠐䛴䛾どⅬ䛛䜙䛂ᮏ䛃䜢ホ౯䛩䜛䚹‫ुَع‬अऱधणभਨਲ੊୭୆ஜછُभ਑੿॑হ୻धखथ‫ع‬

Q1.
Q2.
Q3.

ไస⪅䛿䚸䛂ᮏ䛃䛾ไస䜢㏻䛧䛶ఱ䜢ᚓ䛯䛾䛛䠛

Q4.

ᑐ㇟䛸䛩䜛኱Ꮫ⏕䛻䚸䛹䛾䜘䛖䛻ཷ䛡䛸䜑䜙䜜䜛䛛䚸䛂ᮏ䛃䛿᪤Ꮡ䛾⎔ቃⓑ᭩䛸ẚ䜉䚸䛹䛾䜘䛖䛺≉ᚩ䜢ᣢ䛴䛛䠛⎔ቃᨻ⟇䛻ᦠ䜟䜚䚸䇾ⓑ᭩䇿䜢ไస䛩䜛⾜ᨻᢸᙜ⪅䛿䛹䛾䜘䛖䛻ホ౯䛩䜛䛾䛛䠛ुऎग‫؞‬ూବ‫؞‬਑੿ૌங㻔㻣ූ㻕㻌‫؞‬਑੿੟भ౥ਛ㻔㻞ූ㻕㻌‫؞‬અ௄㻔㻤ූ㻕㻌‫؞‬ऽधी㻔㻝ූ㻕ไస⪅䛾ពᅗ䛿ᒆ䛔䛯䛛䠛ৰᄷ୭୆ఐ৾॥‫ش‬५ૣ༝ ௱♫఍⛉Ꮫ䛾ศ㔝䛷䜘䛟⏝䛔䜙䜜䜛䇾㉁ⓗ䝕䞊䝍ศᯒ(QDA)䇿䜢⾜䛖

1112⏘ᐁᏛ㐃ᦠ༠ᐃ

ऽधीध੥૛

୭୆র৑੍ରভ৮‫؞‬ਨਲ੊ਨਲ੊প৾প৾੹
୭୆ఐ৾੹‫(؞‬32ਨਲ੊‫ق‬୭୆੄‫ك‬⎔ቃ⛉Ꮫ㝔䛸
‫؞‬ਨਲ੊୭୆ଃ੮‫ق‬ਨਲ੊‫ك‬‫ై؞‬ච৘୭୆উছ२‫ైق‬ච৘‫ ك‬୰㛫ᨭ᥼఍㆟
໭ᾏ㐨䛸䛾㐃ᦠ䜢‫؞‬ऌञॿॵॺ‫ق‬ড়৑‫ك‬ఏ䛘䜛᪂⪺グ஦୭୆૗৲भফ॑যभଳਡ॑
ৢखथஷॉନॉञः‫؛‬ঽীञठभણ৿॑ਾઔघॊ‫ؚ‬ஆঽभᄘ৬॑੿ॉञः‫؛‬୭୆శ੾ਹ੮৬भਃચ॑ਘ৲ख‫ؚ‬ુपଐः୭୆॑൉ढथःऌञः‫؛‬‫؞‬132भ௬੼ਃચ
‫؞‬଄ুয౫ઐ૴ਃચ
‫؞‬প৾षभ൥పभୣാ• 䛂ᮏ䛃䛾ไస㐣⛬৉ૉ१঑ॵॺऊै㻞㻜ফ॑ਃप‫ؚ‬୭୆র৑੍ରভ৮‫؞‬ਨਲ੊ध୭୆ఐ
৾੹ऋ৴௚ख‫ؚ‬਑੿५ॱॵইभઞ୵૎पेॉ‫ुَؚ‬अऱधणभਨਲ
੊୭୆ஜછُऋ౥ਛखञ‫؛‬n੔ฌ঻भଳਡnऊैਨਲ੊भ୭୆૗৲㻞㻜ফ॑଄঻प஫इॊ৔ઍधऩढथःॊ‫؛‬• ฟ᮶ୖ䛜䛳䛯䛂ᮏ䛃䜢ᨵ䜑䛶4䛴䛾どⅬ䛛䜙ホ౯䛧䛯䚹
9A1.ฟ∧䛩䜛䛣䛸䛷䚸५ॱॵইम‫ؚ‬ਠৃपुૢ৷दऌॊੴ௙॑੭ञ‫؛‬লග॑ಲਢघॊपम‫ؚ‬૚੮৬भ৬ৡ୷॑ଓअ૑ਏऋँॊ‫؛‬
9A2.ฟ᮶ୖ䛜䛳䛯䛂ᮏ䛃䛿⾜ᨻ䛾⎔ቃⓑ᭩䛸䛿ᮏ㉁ⓗ䛻␗䛺䜛䚹
9A3.䛧䛛䛧䚸⾜ᨻ䜒ぢ⩦䛖䜉䛝⯆࿡῝䛔ෆᐜ䛸䛔䛖㧗䛔ホ౯䜢ᚓ䛯䚹
9A4.⎔ቃ䛻⯆࿡䛾䛺䛔ⱝ⪅䛻䜒䚸⎔ቃศ㔝䛾ධ㛛᭩䛸䛺䜚䛖䜛䚹ৈःੴ௙ृৄ௙॑੅ण
୭୆র৑੍ରভ৮‫؞‬ਨਲ੊भ৏౒ख॑खञः‫؛‬ௌৡ॑ൣःणण‫ؚ‬ઓः॑੢ीञَমُभ਑੿पम
৾लऋँॊ‫؛‬जभਛટ੟मn୭୆प௪௡ऋऩःয|पु৾ल॑ुञैघଐःো୅છधऩढञ‫؛‬ਨਲ੊भ୭୆৳৸प๾൴खथऌञn੔ฌ঻भଳਡnऊैਨਲ੊
भ୭୆૗৲ফ॑஫इ‫ؚ‬ফ॑েऌथऌञ଄঻प‫ؚ‬ऒोऊैेॉଐः୭୆॑൉ॊञीभੴ౩॑౸ऐॊ‫ؚ‬ম॑णऎॉञः‫آ‬

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䜎䛸䜑

ᮏ◊✲䛷䛿䚸ኳ኎ᓥ䛻ゼ䜜䜛ほගᐈ䛻ᑐ䛩䜛䜰䞁䜿䞊䝖ㄪᰝ䜢⣙䠏䠌᪥㛫ᐇ᪋䛧䛯䚹䛭䛾⤖ᯝ䚸ほගᐈ䛾ヲ⣽䛺ே≀ീ䜢ᚓ䛯䚹䛥䜙䛻䚸䜰䞁䜿䞊䝖⤖ᯝ䜔䛭䜜䛻ᇶ䛵䛟ᥦ᱌䛿䚸ᓥẸ䜈䝣䜱䞊䝗䝞䝑䜽䛥䜜䚸㧗䛔ホ౯䜢ᚓ䛯䚹䛩䛺䜟䛱䚸䛂ᓥẸ䛜⾜䛖ほග᣺⯆䜈䛾㈉⊩䛃䛸䛔䛖ᮏ◊✲䛾┠ⓗ䛜㐩ᡂ䛥䜜䛯䚹䝞䜲䝖䛾ⱝ⪅䛻ఱ䛜ศ䛛䜛䜣䛰䟿Æ௙஦䛜⤊䜟䛳䛯༗ᚋ䠕᫬Ͳ11᫬䛂䛔䛾䛱䛾㟁ヰ䛃Æᆅ㐨䛺䜰䞁䜿䞊䝖Æᓥ䛾ே䛜▱䜙䛺䛔䛣䛸䛜ศ䛛䜛Æ䛭䜜䜢ఏ䛘䜛᭱ᚋ䛻䈈᫖ᖺ䛛䜙䚸⚾䛿ᓥ䛾䛣䛸䛻䛴䛔䛶䚸ᗄᗘ䜒䝁䝯䞁䝖䛧䛶䛝䜎䛧䛯䚹䠏䠌᪥㛫䛾ఫ䜏㎸䜏䝞䜲䝖䜢䛧䛺䛜䜙䚸ᓥ䛾ே䛸⏕ά䜢ඹ䛻䛧ಙ㢗㛵ಀ䜢⠏䛝䚸䛭䛧䛶䚸䜰䞁䜿䞊䝖⤖ᯝ䜢ᚓ䛯䛣䛸䛷䚸䠍䠎᭶䛻䛿䚸༢䛺䜛䛂୍ே䛾䜘䛭䜒䛾䠃ⱝ⪅䛾ពぢ䛃䛷䛿䛺䛟䚸⚾䛾ᥦ᱌䛜ᓥ䛾ே䛻ᒆ䛟䜘䛖䛻䛺䜚䜎䛧䛯䚹䛭䛧䛶䚸䠏᭶䛻䛿䚸ಟኈㄽᩥ䜢Ṋჾ䛸䛧䛶ᦠ䛘䛶䚸ᓥ䜢ゼ䜜䜘䛖䛸ᛮ䛔䜎䛩䚹┠ḟ ⫼ᬒ䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉1ᯛ┠ⓗ䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉䞉2ᯛㄪᰝ᪉ἲ䞉䞉䞉䞉䞉䞉䞉䞉䞉2ᯛ⤖ᯝ䞉⪃ᐹ䞉䞉䞉䞉䞉䞉䞉䞉5ᯛᥦ᱌䞉⤖ㄽ䞉䞉䞉䞉䞉䞉䞉䞉3ᯛ

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Fostering People to Lead a Sustainable Society – HU’s Course in Practical Science for Environment (PractiSE)
持続可能な社会を担う人材育成のために〜実践環境科学コースの取り組み〜
Yasuhiro Yamanaka
山中 康裕
5th International ESD Symposium: Strategic ESD in the Next Generation㻿㼀㻱㻼㻞䠖▼⊁ᾏᓊ䝣䜷䞊䝷䝮㻞㻜㻝㻠ᖺ㻜㻞᭶㻜㻠᪥䠄ⅆ䠅䛆┠ⓗ䛇ཧຍ⪅䛻䚸▼⊁ᾏᓊ䛾㨩ຊ䛾኱ษ䛥䜢ᐇឤ䛧䛶䜒䜙䛔䚸ḟୡ௦䛻ṧ䛧ᘬ䛝⥅䛔䛷䛔䛟▼⊁ᾏᓊ䛾⌮᝿䛾ጼ䛻䛡䛯ྲྀ䜚⤌䜏䛻䛴䛔䛶⪃䛘䛶䜒䜙䛖▼⊁὾䛻䛚䛡䜛ᾏᓊಖ඲䛻ྥ䛡䛯஺ὶ䞉᝟ሗඹ᭷䛾ሙ䛾๰㐀䛆ཧຍ⪅䛇
29ྡ䠄▼⊁ᕷ13ྡ䚸ᮐᖠᕷ15ྡ䚸ᑠᶡᕷ1ྡ䠅Ṋ⏣ᑦኴ
ᐇ㊶⎔ቃ⛉Ꮫ䝁䞊䝇 ಟኈ㻞ᖺ䛆➨1㒊䠖ㅮ₇఍䛇䐟䛂▼⊁ᾏᓊ䛾⤂௓䛃໭ᾏ㐨኱Ꮫ኱Ꮫ㝔㎰Ꮫ◊✲㝔ㅮᖌ ᯇᓥ ⫕

䠘┠ḟ䠚

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䐠䛂3䛴䛾άືᅋయ䛻䜘䜛▼⊁ᾏᓊ䛻䛚䛡䜛ྲྀ䜚⤌䜏஦౛䛾⤂௓䛃䛔䛧䛛䜚ᾏ㎶䝣䜯䞁䜽䝷䝤▼⊁䜴䜷䞊䝍䞊䝟䝖䝻䞊䝹
NPOἲே໭ᾏ㐨ᾏ὾⨾໬䜢䛩䛩䜑䜛఍

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◊✲┠ⓗ䞉ෆᐜ
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STEP3䜎䛸䜑䛆➨2㒊䠖䝽䞊䝹䝗䞉䜹䝣䜵䠄䝽䞊䜽䝅䝵䝑䝥䠅䛇➨1䝷䜴䞁䝗 ၥ䛔䠖▼⊁ᾏᓊ䛾㨩ຊ䜢୍ゝ䛷ఏ䛘䜛䛸䛩䜜䜀➨2䝷䜴䞁䝗 ၥ䛔䠖ḟ䛾ୡ௦䛻䛹䛾䜘䛖䛺▼⊁ᾏᓊ䜢㉗䜚䛯䛔䛷䛩䛛➨3䝷䜴䞁䝗 ၥ䛔䠖⚾䛯䛱䛿䛣䜜䛛䜙᪂䛯䛻䛹䛾䜘䛖䛺ྲྀ䜚⤌䜏䜢䛧䛶䛔䛡䜜䜀䛔䛔䛷䛧䜗䛖䛛

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䜎䛸䜑
ᖹᡂ㻞㻡ᖺᗘಟኈㄽᩥⓎ⾲ᮏ◊✲䛿䚸ຮᙉ఍䜔䝣䜷䞊䝷䝮䛸䛔䛖ᙧ䛷䚸▼⊁὾䛾㛵ಀ⪅䛻ᑐ䛩䜛䛂᝟ሗඹ᭷䞉஺ὶ䛾ሙ䛃䜢๰㐀䛩䜛㛗䛔㐨䛾䜚䛾➨୍Ṍ䛸䛺䛳䛯䚹䛩䛺䜟䛱䚸(1)᪂䛧䛔ே䛸䛾ฟ఍䛖ᶵ఍䚸(2)ḟ䛻ྥ䛡䛯⾜ື䜢㉳䛣䛩1䛴䛾䛝䛳䛛䛡䜢ᥦ౪䛩䜛䛣䛸䛜ฟ᮶䛯䚹䛧䛛䛧䚸䛂᝟ሗඹ᭷䞉஺ὶ䛾ሙ䛃䛾ලయⓗ䛺ᚲせᛶ䛿ඹ᭷໬䛥䜜䛶䛔䛺䛔䚹䛂ᾏᓊಖ඲䜢㐍䜑䛶䛔䛟㝿䛾ᾏᓊ⟶⌮⪅䛻㛵䛩䜛ㄆ㆑䛃䛾㐪䛔䛜䚸ලయⓗ䛺䛂᝟ሗඹ᭷䞉஺ὶ䛾ሙ䛃䛾ᚲせᛶ䛾㐪䛔䛻䛴䛺䛜䛳䛶䛔䜛䚹౛䛘䜀䚸ᕷẸᅋయ䛿ᾏᓊ⟶⌮⪅䛸䛧䛶ཧຍ䜢ᮃ䜏䚸⾜ᨻ䛿ᕷẸᅋయ୺య䛷ሙ䜢స䛳䛶ḧ䛧䛔䛸⪃䛘䛶䛔䜛䚹
10ᖺ䛛䛛䛳䛶⾜ᨻ䛾༠㆟఍䛜ฟ᮶䛯䜘…Ꮫ⏕䠍ᖺ㛫䛷ఱ䛜ฟ᮶䜛䛾䠛or௒䛥䜙▼⊁὾䛾㨩ຊ䛺䛾䠛ᙜ䛯䜚๓䛨䜓䛺䛔䛾…Æ➨䠎ᅇ௒ᖺ䠍䠍᭶䠔᪥㞼ᾏ䝔䝷䝇䛻ゼ䜜䜛㻡୓ே䛾䛚ᐈ䛥䜎䛻⮬↛䜢ఏ䛘䛯䝒䞊䝹㛤Ⓨ䠖㞼ᾏ䜹䞊䝗㛗䛔㐨䛾䜚䛾ḟ䛾୍Ṍ䛿䠛➨୍Ṍ䛸䛧䛶䚸䛂▼⊁ᾏᓊ䛾㨩ຊ䛃䜢୰ᚰ䛻䛧䛶ព㆑ඹ᭷䜢ᅗ䛳䛯䚹▼⊁὾䛾㛵ಀ⪅䛿䚸䛭䜜䛮䜜䛜ᣢ䛳䛶䛔䜛䛂▼⊁ᾏᓊ䛾㨩ຊ䛃䜔䛂άື䜈䛾᝿䛔䛃䛜䚸ຮᙉ఍䜔䝣䜷䞊䝷䝮䛾ཧຍ⪅䛤䛸䛻␗䛺䜛䛣䛸䜢▱䛳䛯䚹䜎䛯ୖ䛷㏙䜉䛯䜘䛖䛻䛂᝟ሗඹ᭷䞉஺ὶ䛾ሙ䛃䛾ලయⓗ䛺ᚲせᛶ䛿␗䛺䛳䛶䛔䜛䚹ᚑ䛳䛶䚸䛔䛝䛺䜚䛂ᕷẸ䛸⾜ᨻ䛜ฟ఍䛖ሙ䜢๰㐀䛩䜛䛃䛸䛔䛖䛣䛸䛷䛿䛺䛟䚸୍Ṍ୍Ṍ䚸௒ᅇ䛾ඹ᭷ฟ᮶䛺䛛䛳䛯ලయⓗ䛺ᚲせᛶ䛺䛹䜢䚸㛵ಀ⪅㛫䛷ᚎ䚻䛻ඹ᭷䛧䛶䛔䛟ᚲせ䛜䛒䜛䚹⥅⥆䛩䜛䛣䛸䛜᭱䜒㔜せ䛷䛒䜛䚹䠘┠ḟ䠚䛿䛨䜑䛻㻔㻟ᯛ㻕┠ⓗ㻔㻝ᯛ㻕
సᡂ䛾ᯟ⤌䜏㻔㻠ᯛ㻕ෆᐜ䛸ホ౯㻔㻣ᯛ㻕䜎䛸䜑㻔㻝ᯛ㻕 ィ㻝㻢ᯛ

ᐇ㊶⎔ቃ⛉Ꮫ䝁䞊䝇ྂᕝ 㞝኱ᐟ㢟䠖⚾䛿༞ᴗ䛧䜎䛩䛜䚸ཧຍ䛧䛯㛵ಀ⪅䛾᪉䚻䛻䜘䛳䛶㐠Ⴀ䛧䛶䛔䛳䛶ḧ䛧䛔䛸᝿䛳䛶䛔䜎䛩䚹3᭶ᮎ䜎䛷䛻䛿䜎䛰᫬㛫䛜䛒䜚䜎䛩䛾䛷ಟㄽ䛾⤖ᯝ䜢䛭䛾᪉䚻䜈䝣䜱䞊䝗䝞䝑䜽䛥䛫䛯䛔䛸᝿䛳䛶䛔䜎
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㞼ᾏ䜹䞊䝗䛿䚸䛚ᐈ䛥䜎䜔䝇䝍䝑䝣䛛䜙䛾ពぢ䜔ホ౯䜢ཧ⪃䛻䛧䛶ᩘከ䛟䛾ᨵⰋ䜢⾜䛔䚸㻞㻤✀㻠㻜䝨䞊䝆సᡂ䛥䜜䛯䚹

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2. ⪺䛝ྲྀ䜚ㄪᰝ䜘䜚䚸㞼ᾏ䜹䞊䝗䜢ㄞ䜣䛰䛚ᐈ䛥䜎䛿䚸௒䜎䛷䛂₍↛䛸ぢ䛶䛔䛯㞼ᾏ䛃䜢䚸䛹䛾䝍䜲䝥䛾㞼ᾏ䛜ぢ䛘䛶䛔䜛䛛䚸䛭䛾ぢ䜙䜜䜛ྍ⬟ᛶ䜒ྵ䜑䛶䚸ᐇឤ䛩䜛䜘䛖䛻䛺䛳䛯䚹䜎䛯䚸䛂㞼ᾏ䝔䝷䝇䜢ゼ䜜䛯඲ဨ䛜ぢ䜙䜜䜛䜟䛡䛷䛿
䛺䛔㈗㔜䛺▐㛫䜢ぢ䜙䜜䛯䛃䜔 䛂ぢ䜙䜜䛺䛛䛳䛯䛡䛹௙᪉䛜䛺䛔䚹㞼ᾏ䜢ぢ䛻䜎䛯᮶䜘䛖䚹䛃䛸䛔䛳䛯䛣䛸䜢⮬䜙ุ᩿䛩䜛䜘䛖䛻䛺䛳䛯䚹
3. 㞼ᾏ䜹䞊䝗䛻䛴䛔䛶䜒䚸䛂㞼ᾏ䝔䝷䝇䛻ᚲせ䛺䜒䛾䛃䚸䛂䜟䛛䜚䜔䛩䛟䚸㠃ⓑ䛔䛃䛸䛔䛖ከᩘ䛾ពぢ䜢ᚓ䛯䚹



 

䛸䛔䛳䛯䜒䛾䛸䛺䛳䛯䚹స䜚䛳䜁䛺䛧䛷䛿䛺䛔䚹⮬ศ䛜స䛳䛯䜒䛾䛜䠑୓ே䛻ㄞ䜎䜜䛶䛔䜛ᐇឤ௨ୖ䜘䜚䚸ᩘከ䛟䛾䛚ᐈ䛥䜎䛻䛂㞼ᾏ䝔䝷䝇䛷⮬↛䜢ឤ䛨䛶䜒䜙䛖䛃㞼ᾏ䜹䞊䝗䜢సᡂ䛩䜛ᙜึ䛾┠ⓗ䛜㐩ᡂ䛥䜜䛯䛸⪃䛘䜛䚹

   

22

21

ऽधी

㻝㻠㻛㻝㻠

মଢ଼஢दम‫ؚ‬య৙জ॰‫ॺ؞ॺش‬ঐ঒শ਋฽૔॑ৢगथ‫ؚ‬னંᄽ๨㻔ஶୁ‫؞‬রবୁ㻔෬৬ஊ‫؞‬ල৬ஊ㻕㻕‫؞‬ड़জ४ॼঝனં੿ਛ‫ؚ‬उेल‫ؚ‬ਗবয௴୾௢भਔ௙৹ਪ㻔ୂऌ਄ॉ‫॔؞‬থॣ‫ॺش‬㻕॑೷ॉନखऩऋै‫ؚ‬ਨপ୭୆ఐ৾੹भَঽே॑஫इॊણ৿ُಉपঢ়घॊব੠৲॑૥ষखऽखञ‫؛‬య৙জ॰‫ॺ؞ॺش‬ঐ঒॑௰ोॊয‫ر‬षभঽேधःअ௴୾ৱ౺पঢ়घॊਔ௙৹ਪ

૥ষ৔ઍ‫؟‬ਗবয௴୾௢पୂऌ਄ॉ৹ਪ‫ؚ‬उेल‫ؚ‬㻔㻝㻕੦ম੧৔भ૑ਏपૢगञᄽ๨㼇㻿㼀㻱㻼㻝㼉‫୿ॺॵॣॳ؟୻؟‬ਲ਼ਃदमऩऎ०থॻছभషଡ଼ಉ㻔䍉੮৬ষ৿पेॊ㻕㻔㻞㻕ਲਗभঢ়ੱपปढञହ৥भல্㼇㻿㼀㻱㻼㻌㻞㼉‫์؟୻؟‬ਲृ඗भହ৥दमऩऎ‫ؚ‬ਨਲ੊भ঩भলৎമ‫ؚ‬ਞ౜ऩनु䈈㻔㻟㻕ਗবয௴୾௢भ௪௡प੦तःञৌૢ㼇㻿㼀㻱㻼㻌㻟㼉‫؟୻؟‬઎೓য௴୾௢पधढथभَ਷भઇভُ

ৰᄷ୭୆ఐ৾॥‫ش‬५৛র೨ඥଢ଼஢஼ ఊ૒ୖங㻞ফ᝭ஐஶजऒऊै‫ؚ‬ব੠৲धखथ㻔㻝㻕 ਗবয௴୾௢षभถखःୂऌ਄ॉ৹ਪ‫ؚ‬उेल‫ؚ‬जोपुधतऎ㻔㻞㻕 ਗবয௴୾௢पৌघॊ㻔ᄽ๨टऐदमऩः㻕னંृৌૢ
॑ষअऒधऋ੎ਏटधীऊॉऽखञ‫؛‬মଢ଼஢भ૥ाम‫౎ؚ‬भ௴୾৉पुன৫दऌॊधઓःऽघ㻔ଫ૶ऩৌૢ॑಴ै
ोॊध‫ؚ‬ਗবয௴୾௢भਏ஦धम६ঞॊऊुੴोऽच॒㻕‫؛‬৯ઃ‫؟‬‫؝؝؝‬㻝㻝ූ㻔㻝㻕ব੠৲
‫ ؝؝؝‬㻠ූϸూବ‫ ؝؝؝‬㻝ූϹ৯৓धਤी্
‫؝؝؝‬
㻝ූ
Ϻ૥ा
‫ ؝؝؝‬㻡ූϻ੥ટधઅ௄
㻔㻞㻕์ਲॸছ५दभ৿਱৹ਪ㻔ঁॖছॖॺभा㻕 ‫ ؝؝؝‬㻞ූ‫ ؝؝؝‬㻝ූ㻔㻟㻕ऽधी

⎺ऐঢ়બऩऎ‫ؚ‬उ௢औऽप৉੊पୂःथःऎÆ㻔ᄽ๨टऐदमऩः㻕ਊञॉ৐भব੠৲
ऽञ‫ؚ‬পૠெ॔থॣ‫ॺش‬㻔৚௦ਯ‫؟‬঩ময㻞㻢㻤㻟ੌ‫ؚ‬ਗবয㻝㻥㻣ੌ㻕ऊै‫௴ؚ‬୾௢भ์ਲॸছ५भ৿਱॑ੂीथ৒୤৓पੴॊऒधऋলਟऽखञ‫؛‬০৏भୖ਻‫ ؟‬னં੟ಉभᄽ๨॑ষढञऋ‫َؚ‬਷भઇভُभ঑ॽॶ॔‫ش‬ऩन॑ৰ઱खञॉ‫ؚ‬औैप‫౎ؚ‬भ઱ਝ㻔঑ॼ঑ॼঅ‫ॳش‬ऩन㻕षभன৫ऋઅइैोऽघ‫؛‬ऽञ‫ؚ‬মଢ଼஢मయ৙জ॰‫ॺ؞ॺش‬ঐ঒टऐभ૥ाऩभद‫౎ؚ‬भ௴୾৉ಉदभব੠৲पणःथभ৹ਪૻຎਫ਼ୈ॑ষअ૑ਏऋँॊधઓःऽघ‫؛‬

23

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Fostering People to Lead a Sustainable Society – HU’s Course in Practical Science for Environment (PractiSE)
持続可能な社会を担う人材育成のために〜実践環境科学コースの取り組み〜
Yasuhiro Yamanaka
山中 康裕
5th International ESD Symposium: Strategic ESD in the Next Generation♫఍䜢ኚ䛘䜛䛂ᑠ䛥䛺ᡂຌ䛸ᩘከ䛟䛾ኻᩋ䛃Ꮫ⏕䛾ά㌍䜢⤂௓䛩䜛グ஦

ᐇ㊶⎔ቃ⛉Ꮫ䝁䞊䝇䜢⤂௓䛩䜛NHK䛚䛿䜘䛖᪥ᮏ(2௳)

ᆅඖ㎰స≀䜢㈍኎ᥦ᱌䠖but ᩍ⛉᭩㏻䜚䛷䛿䛺䛔ᆅඖ㎰ᐙ䛾Ẽᣢ䛱䞉஦᝟Æ 䝖䝬䝮䛻䛒䛳䛯䜔䜚᪉䜢ᶍ⣴㞷䛾⤖ᬗ䝇䝖䝷䝑䝥25

26

ᣢ⥆ྍ⬟䛺♫఍䜈䛾䜲䝜䝧䞊䝅䝵䞁䠖Ꮫ⏕䛻䜘䜛ᑠ䛥䛺➨୍Ṍᣢ⥆ྍ⬟䛺♫఍䛵䛟䜚䜈䛾䜰䜽䝅䝵䞁(ேᮦ⫱ᡂ)䠖
❧ሙ䞉ୡ௦䞉ᩥ໬䛾㐪䛔䛾❧ሙ䜢㉸䛘䛯⌮ゎ䛸䛭䜜䛮䜜䛾❧ሙ䛾ᑛ㔜ከᵝ䛺౯್ほ䛻᥋䛩䜛䠖ᣢ⥆ྍ⬟䛺♫఍䛵䛟䜚䛻㛵䜟䜛ேᮦ⫱ᡂ䛾᰿ᖿᑗ᮶䛾໭ᾏ㐨䠖
ேཱྀῶᑡ䛜᭱䜒῝้䠇 ᬮ໬ᑐ⟇ (Ⓨᒎ㏵ୖᅜ䛷䛿ேཱྀቑຍ䛰䛡䛹…)♫఍䜢ኚ䛘䜛ྜពᙧᡂ䠖 ே䚻䛻䛹䛖᝟ሗ䜢ᥦ౪䛧䛶䛔䛟䛛䠛ᫍ㔝䝸䝌䞊䝖䞉䝖䝬䝮䚸༨ෙᮧ䛸䛾䚸䛒䜛䛔䛿䚸⎔ቃ䛻㛵䛩䜛୰㛫ᨭ᥼ᅄᅋయ䛸䛾⏘Ꮫᐁ㐃ᦠ༠ᐃ䜢䜒䛸䛻䛧䛯䚸䛥䜎䛦䜎䛺άື䜒䛂ᆅᇦ䛾ㄢ㢟ゎỴ䛸ேᮦ⫱ᡂ䜢୧❧䛥䛫䜛䛣䛸䛃䜢ᛕ㢌䛻䛚䛔䛶䛔䜛䚹
Ꮫ⏕䛜ᣢ⥆ⓗ䛻㛗᫬㛫㻔䛒䜛䛔䛿ከᩘ䛾Ꮫ⏕䛜▷᫬㛫㻕䚸♫఍ே䛻ẚ䜉䛶᫬㛫䜢ᢞධ䛷䛝䜛䛣䛸䛿ゝ䛖䜎䛷䜒䛺䛔䚹䛭䜜䛻ຍ䛘䛶䚸䛂Ꮫ⏕䛸䛔䛖♫఍䛾⫪᭩䛝䛃䛸䛔䛖䛣䛸䛜ᴟ䜑䛶ᮏ㉁ⓗ䛷䛒䜛䚹♫఍䛾᥅䜢▱䜙䛼↓㑧Ẽ䛥䛸䚸ᆅᇦ♫఍䛛䜙ཷ䛡ධ䜜䜙䜜䜔䛩䛔䛸䛔䛖䛣䛸䛻䜘䛳䛶䚸䛣䜜䜎䛷䛾䛧䛜䜙䜏㻔Ⓨ᝿䛾㝈⏺㻕䜢㉸䛘䛶䛔䛟䛣䛸䛜ぢ䜙䜜䜛䚹䛣䛖䛔䛖䛣䛸䛜♫఍䛾䛒䛱䜙䛣䛱䜙䛻䛚䛔䛶㉳䛣䛳䛶䛔䛯䜙䚸䜒䛳䛸ୡ䛾୰䛿ኚ䜟䛳䛶䛔䛯䛸ᛮ䛖䚹䛧䛛䛧䚸」㞧䛺≧ἣ䛾䜒䛸䚸㛗᫬㛫㻔䛸䛝䛻䛿ୡ௦䜢㉸䛘䛶㻕䛛䛛䜛䜘䛖䛺ㄢ㢟䛻䛿䚸Ꮫ⏕䛿䛭䛖⡆༢䛻ኴยᡴ䛱䛷䛝䛺䛔䚹䛭䛣䛷㔜せ䛺䛾䛜䚸Ꮫ⏕䛷䜒䛂ᑠ䛥䛺ᡂຌ䛸ᩘከ䛟䛾ኻᩋ䛃䛜ᚓ䜙䜜䜛ሙ䛾Ꮡᅾ䛷䛒䜛䚹௒䜎䛷䛾⤒㦂䛷䛿䚸኱Ꮫෆ䜔኱つᶍ䝸䝌䞊䝖䚸ᑠつᶍ䛺⮬἞య䛺䛹䛾ẚ㍑ⓗ䝅䞁䝥䝹䛺䝇䝔䞊䜽䝩䝹䝎䞊䛾㞟䜎䜚䛷䛒䜚䚸Ꮫ⏕䛻ᑐ䛧䛶ᩍ⫱ⓗ䛺ே䚻䛜䛔䜛ሙ䛜䛭䛖䛷䛒䜛䚹䛭䛣䛷䚸Ꮫ⏕䜔♫఍䛻䛸䛳䛶䚸䜋䜣䛾ᑠ䛥䛺୍Ṍ䛰䛜ఱ䛛䜢㐍䜑䜛୍Ṍ䛜⾜䜟䜜䜛䚹㼇ㄞ䜏䜔䛩䛔䜘䛖䛻ඖᩥ❶䛻ຍ➹ಟṇ㼉ᵝ䚻䛺฼ᐖ㛵ಀ⪅(䝇䝔䞊䜽䝩䝹䝎䞊)኱Ꮫ䛾ཎⅬᅇᖐ
Think Globally, Act Locally!

ᩍဨ䠖▱ 㼄㻌Ꮫ⏕䠖Ⓨ᝿/⾜ືຊ(ᪧᖇ኱)኱Ꮫᩍᤵ䠖ᣢ⥆ྍ⬟䛺♫఍䛾䛯䜑ാ䛔䛶䜒㌟ศಖ㞀䛥䜜䛶䛔䜛䚹cf. ᑠᏛᰯ䛾♫఍⛉䠖⿢ุᐁ䛿බᖹ䛺ุ᩿䛾䛯䜑䛻㌟ศಖ㞀䛥䜜䛶䛔䜛

27

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Progress toward the Development of a Regional Centre of Expertise (RCE) on ESD in Hokkaido
北海道における ESD 推進拠点・ESD-RCE 設立に向けた動き
Masami Kaneko
金子 正美
5th International ESD Symposium: Strategic ESD in the Next Generation

Progress toward the Development of a Regional Centre of Expertise (RCE) on ESD in Hokkaido
北海道における ESD 推進拠点・ESD-RCE 設立に向けた動きᮏ᪥䛾䝖䝢䝑䜽

໭ᾏ㐨䛻䛚䛡䜛ESD᥎㐍ᣐⅬ䞉
ESD-RCEタ❧䛻ྥ䛡䛯ື䛝

ESD䛸䛿䠛
RCE䛸䛿䠛
RCE໭ᾏ㐨㐨ኸᅪ䛾タ❧䛻ྥ䛡䛶䛾ᥦ᱌㓗㎰Ꮫᅬ኱Ꮫ ⎔ቃඹ⏕Ꮫ㢮㔠Ꮚṇ⨾
KANEKO@RAKUNO.AC.JP

1

2

ESD䛾┠ᶆ

ESD䛸䛿䠛 䠖EDUCATION FORSUSTAINABLE DEVELOPMENTᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛯䜑䛾ᩍ⫱䕿඲䛶䛾ே䛜㉁䛾㧗䛔ᩍ⫱䛾ᜠᜨ䜢ாཷ䛩䜛䛣䛸

ESD䛿ᣢ⥆ྍ⬟䛺♫఍䛵䛟䜚䛾䕿ᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛯䜑䛻ồ䜑䜙䜜䜛ཎ๎䚸౯್ほཬ䜃⾜ື䛜䚸䛒䜙䜖䜛ᩍ⫱䜔Ꮫ䜃䛾ሙ䛻ྲྀ䜚㎸䜎䜜䜛䛣䛸ᢸ䛔ᡭ䜢⫱䜐ᩍ⫱⎔ቃ䚸ᖹ࿴䜔ேᶒ➼䛾ESD䛾䕿⎔ቃ䚸⤒῭䚸♫఍䛾㠃䛻䛚䛔䛶ᣢ⥆ྍ⬟䛺ᑗ᮶䛜ᐇ⌧䛷䛝䜛䜘䛖䛺౯್ほ䛸⾜ື䛾ኚ㠉䜢䜒䛯䜙䛩䛣䛸ᑐ㇟䛸䛺䜛ᵝ䚻䛺ㄢ㢟䜈䛾ྲྀ⤌䜢䝧䞊䝇䛻䛧䛴䛴䚸⎔ቃ䚸⤒῭䚸♫఍䚸ᩥ໬䛾ྛഃ㠃䛛䜙Ꮫ㝿ⓗ䛛䛴⥲ྜⓗ䛻ྲྀ䜚⤌䜐ᩥ㒊⛉Ꮫ┬ ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍ HP䜘䜚ᩥ㒊⛉Ꮫ┬ ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍ HP䜘䜚

3

4

⫱䜏䛯䛔ຊ

Ꮫ䜃᪉䞉ᩍ䛘᪉䕿ᣢ⥆ྍ⬟䛺㛤Ⓨ䛻㛵䛩䜛౯್ほ䠄ே㛫䛾ᑛ㔜䚸ከᵝᛶ䛾ᑛ㔜䚸䕿䛂㛵ᚰ䛾ႏ㉳ ĺ ⌮ゎ䛾῝໬ ĺ ཧຍ䛩䜛ែᗘ䜔ၥ㢟ゎỴ⬟ຊ䛾⫱ᡂ䛃䜢㏻䛨䛶䛂ලయⓗ䛺⾜ື䛃䜢ಁ䛩䛸䛔䛖୍㐃䛾ὶ䜜䛾୰䛻఩⨨௜䛡䜛䛣䛸㠀᤼௚ᛶ䚸ᶵ఍ᆒ➼䚸⎔ቃ䛾ᑛ㔜➼䠅䕿య⣔ⓗ䛺ᛮ⪃ຊ䠄ၥ㢟䜔⌧㇟䛾⫼ᬒ䛾⌮ゎ䚸ከ㠃ⓗ䛛䛴⥲ྜⓗ䛺䜒䛾䛾ぢ᪉䠅䕿༢䛻▱㆑䛾ఏ㐩䛻䛸䛹䜎䜙䛪䚸య㦂䚸యឤ䜢㔜ど䛧䛶䚸᥈ồ䜔ᐇ㊶䜢㔜ど䛩䜛ཧຍᆺ䜰䝥䝻䞊䝏䜢䛸䜛䛣䛸䕿௦᭰᱌䛾ᛮ⪃ຊ䠄ᢈุຊ䠅䕿䝕䞊䝍䜔᝟ሗ䛾ศᯒ⬟ຊ䕿άື䛾ሙ䛷Ꮫ⩦⪅䛾⮬Ⓨⓗ䛺⾜ື䜢ୖᡭ䛻ᘬ䛝ฟ䛩䛣䛸䕿䝁䝭䝳䝙䜿䞊䝅䝵䞁⬟ຊ䕿䝸䞊䝎䞊䝅䝑䝥䛾ྥୖᩥ㒊⛉Ꮫ┬ ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍ HP䜘䜚ᩥ㒊⛉Ꮫ┬ ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍ HP䜘䜚

5

6

ESD䛻㛵䛩䜛䜾䝻䞊䝞䝹䞉䜰䜽䝅䝵䞁䞉䝥䝻䜾䝷䝮ᡃ䛜ᅜ䛜ඃඛⓗ䛻ྲྀ䜚⤌䜐䜉䛝ㄢ㢟䠑䛴䛾ඃඛ⾜ືศ㔝ඛ㐍ᅜ䛜ྲྀ䜚⤌䜐䜉䛝⎔ቃಖ඲䜢୰ᚰ䛸䛧䛯ㄢ㢟䜢ධ䜚ཱྀ䛸䛧䛶䚸⎔ቃ䚸⤒῭䚸♫఍䛾⤫ྜⓗ䛺Ⓨᒎ䛻䛴䛔䛶ྲྀ䜚⤌䜏䛴䛴䚸㛤Ⓨ㏵ୖᅜ䜢ྵ䜐ୡ⏺つᶍ䛾ᣢ⥆ྍ⬟䛺㛤
Ⓨ䛻䛴䛺䛜䜛ㅖㄢ㢟䜢ど㔝䛻ධ䜜䛯ྲྀ⤌䜢㐍䜑䛶䛔䛟䚹ᨻ⟇ⓗᨭ᥼ᩍ⫱䞉䝖䝺䞊䝙䞁䜾䛾ሙ䛻ᣢ⥆ྍ⬟ᛶ䛾ᴫᛕ䜢ྲྀ䜚ධ䜜䜛䠄ᶵ㛵ໟᣓᆺ䜰䝥䝻䞊䝏䠅ᩍဨ䜔䝖䝺䞊䝘䞊䛾⬟ຊྥୖ䝴䞊䝇䛾ᙺ๭ᨭ᥼䛸ືဨᆅᇦ䝁䝭䝳䝙䝔䜱䜔ᆅ᪉ᨻᗓ䛻䝁䝭䝳䝙䝔䜱䞉䝺䝧䝹䛾ESD䝥䝻䜾䝷䝮⟇ᐃ䜢᥎ዡ

䠄䛂ᡃ䛜ᅜ䛻䛚䛡䜛䛂ᅜ㐃ᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛯䜑䛾ᩍ⫱䛾
10ᖺ䛃ᐇ᪋ィ⏬䛃䜘䜚䠅ᩥ㒊⛉Ꮫ┬ ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍ HP䜘䜚ᩥ㒊⛉Ꮫ┬ ᪥ᮏ䝴䝛䝇䝁ᅜෆጤဨ఍ HP䜘䜚

7

8

86

Progress toward the Development of a Regional Centre of Expertise (RCE) on ESD in Hokkaido
北海道における ESD 推進拠点・ESD-RCE 設立に向けた動き
Masami Kaneko
金子 正美
5th International ESD Symposium: Strategic ESD in the Next Generation

ESD-RCE䛸䛿䠛

ESD䛾10ᖺ䠅䛾┠ⓗ➨57ᅇᅜ㐃⥲఍䛷䛂ESD䛾10ᖺ䛃䛾ᅜ㝿ⓗ䛺᥎㐍ᶵ㛵䛸䛧䛶ᣦྡ䛥䜜䛯䝴䝛䝇䝁䠄ᅜ㐃ᩍ⫱⛉Ꮫᩥ໬ᶵ㛵䠅䛿䚸2004ᖺ䛾➨59ᅇᅜ㐃⥲఍䛾ሙ 䛷䛂ESD䛾10ᖺᅜ㝿ᐇ᪋ィ⏬᱌䛃䜢Ⓨ⾲䛧䜎䛧䛯䚹䛣䛾ィ⏬᱌䛻䛿ESD䛾10ᖺ䛾┠ⓗ䛸䛧䛶䚸௨ୗ䛾䠑䛴䛜᫂グ䛥䜜䛶䛔䜎䛩䚹

䞉ESD - RCE 䠖
Regional Center of Expertise on Education for
Sustainable Developmentᣢ⥆ྍ⬟䛺㛤Ⓨ䛾ᐇ⌧䜢ே㢮䛜༠ຊ䛧䛶㏣䛔ồ䜑䜛୰䛷䚸ᩍ⫱䞉Ꮫ⩦䛜୰ᚰⓗ䛺ᙺ๭䜢ᯝ䛯䛩䛸䛔䛖䛣䛸䛻䛴䛔䛶䚸ᖜᗈ䛔⌮ゎ䜢ᚓ䜛䛣䛸䞉䛂ᅜ㐃 ESD䛾10ᖺ䛃䜢᥎㐍䛩䜛䛯䜑䛾ඛ㐍ⓗ䛺ྲྀ⤌஦౛䛸䛧

ESD 䛻㛵ಀ䛩䜛ᵝ䚻䛺ᶵ㛵䞉ᅋయ䞉ே䚻䛾㛫䛷䝛䝑䝖䝽䞊䜽䜔஺ὶ䜢᥎㐍䛩䜛䛣䛸䛶䚸䛭䛾άືෆᐜ䜢ୡ⏺䛻Ⓨಙ䛧䚸ESD䜢ᗈ䜑䛶䛔䛟䛯䜑䛾䛒䜙䜖䜛Ꮫ⩦䜔ၨⓎάື䜢㏻䛨䛶䚸ᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛒䜚᪉䜢⪃䛘䚸䛭䛾ᐇ⌧䜢᥎㐍䛩䜛䛯䜑䛾ሙ䜔ᶵ఍䜢ᥦ౪䛩䜛䛣䛸ᆅᇦ䛾ᣐⅬ䚹
䞉᥎㐍ᶵ㛵䛿ᅜ㐃኱Ꮫ䝃䝇䝔䝘䝡䝸䝔䜱㧗➼◊✲ᡤ䠄UNUIAS䠅ESD䛻䛚䛡䜛ᣦᑟ䛸Ꮫ⩦䛾㉁䜢ྥୖ䛩䜛䛣䛸
ESD䛻䛚䛡䜛⬟ຊ䜢ᙉ໬䛩䜛䛯䜑䚸ྛẁ㝵䛷ᡓ␎䜢⟇ᐃ䛩䜛䛣䛸

ㄆᐃNPOἲே䛂ᣢ⥆ྍ⬟䛺㛤Ⓨ䛾䛯䜑䛾ᩍ⫱䛾10ᖺ䛃᥎㐍఍㆟䠄ESD-J䠅HP䜘䜚

910ୡ⏺䛾ESD-RCE 䠍䠎䠕䛾ᣐⅬ

RCE䛾┠ⓗ䞉ᆅᇦ䛻䛚䛔䛶䚸ESD䛻㛵䜟䜚䛾䛒䜛⤌⧊䚸ᅋయ➼䛾䝛䝑䝖䝽䞊䜽䜢䛴䛟䜚䚸㛵ಀ⪅䛜㐃ᦠ䞉༠ຊ䛧
ESD䜢䜘䜚ຠᯝⓗ䛻ᐇ㊶䛧䛶䛔䛣䛖䛸䛩䜛䜒䛾
䞉RCE䛾ྲྀ⤌䛿ᅜ㐃኱Ꮫ䛾ㄆᐃ᪉ᘧ䛻䜘䜛ESD᥎㐍䛾௙⤌䜏䚹ᆅᇦ䝺䝧䝹䛻Ⓨゝᶒ䜢୚䛘䚸ᆅᇦ䛾ඃ䜜䛯ᐇ㊶䜢ಁ䛭䛖䛸䛩䜛䜒䛾

11

12

RCE䛾௙⤌䜏

RCEㄆᐃ䛾䛯䜑䛻䛿䠛

䠘RCE䜢ᨭ䛘䜛ᶵ㛵䞉⤌⧊䠚ᆅ᪉⮬἞య䚸㧗➼ᩍ⫱ᶵ㛵䚸NGO䚸Ẹ㛫㒊㛛䚸ᕷẸᅋయ䛺䛹᪤Ꮡ䛾㛵ಀ⪅䜔ᑓ㛛ᐙ

RCEㄆᐃ䛻ᚲせ䛺䠐䛴䛾せ௳䠘䝥䝷䝑䝖䝣䜷䞊䝮䠚䠍䠊䜺䝞䝘䞁䝇䠖

ESD䛾䛯䜑䛻」ᩘ䛾䝉䜽䝍䞊䜢䜎䛯䛜䛳䛶Ꮫ㝿ⓗ䛺᝟ሗඹ᭷䚸ᑐヰ䚸༠ຊ䚸ᐇ
㊶䜢⾜䛖䛯䜑䛾䝥䝷䝑䝖䝣䜷䞊䝮䛧䛳䛛䜚䛸䛧䛯஦ົᒁయไ䛜ᩚ䛘䜙䜜䜛䛛䠎䠊䝁䝷䝪䝺䞊䝅䝵䞁䠖䛒䜙䜖䜛䝺䝧䝹䛾බⓗ䞉㠀බⓗᩍ⫱䛾㛵ಀ⪅䛜ཧຍ䛧䛶䛔䜛䛛䠏䠊◊✲㛤Ⓨ䠖◊✲㛤Ⓨ䛾ᙺ๭ཬ䜃RCEάື䛻䛚䛡䜛ά⏝䛸䚸RCE㛫༠ຊ䜢ྵ䜐ᵝ䚻䛺༠ാάື䛾ᡓ␎タィ䛻㈉⊩䛩䜛䛯䜑䛾ྲྀ⤌䛜䛺䛥䜜䜛䛛䠐䠊ኚ໬䜢䜒䛯䜙䛩ᩍ⫱䠖ᣢ⥆ྍ⬟䛺⏕ά䛸ᬽ䜙䛧䛻㛵䛩䜛ᆅᇦ䛾ᢪ㈇䜢㐩ᡂ䛩䜛䛯䜑䛾⌧ᅾ䛾ᩍ⫱䞉◊ಟ䝅䝇䝔䝮䛾ኚ㠉䜈䛾㈉⊩䛷䛝䜛䛛

13

14᪥ᮏᅜෆ䛾ESD-RCE஦౛ ୰㒊ESDᣐⅬ䞉2013ᖺ䠕᭶1᪥⌧ᅾ䚸᪥ᮏᅜෆ䛾RCE-ESD䛿䚸௝ྎᗈᇦᅪ䚸ᶓ὾䚸୰㒊䚸⚄ᡞ䚸ᒸᒣ䚸໭஑ᕞ䛾6ᆅᇦ䠘άືෆᐜ䠚

ͤEPO䛾⟶㎄䛷䛔䛖䛸䚸໭ᾏ㐨䛸ᅄᅜ䛻䛿䛺䛔䠍䠊䝥䝻䝆䜵䜽䝖䛾᥎㐍䞉஦ົᒁ䜢ᢸ䛳䛶䛔䜛䛾䛿䚸 ᶓ὾ཬ䜃ᒸᒣ䛿⾜ᨻᶵ㛵䚸౛䠅CBD-COP10ᚋ䛾⏕≀ከᵝᛶ䛻㛵䛩䜛ᅜ㝿ⓗ䛺ᑐヰ஦ᴗ䛭䛾௚䛿኱Ꮫ䛜୰ᚰ䠎䠊ᩍ⫱䝅䝇䝔䝮䛾ᵓ⠏ึ➼䞉୰➼䞉㧗➼ᩍ⫱䛷䛾ESD䛾ᐇ㊶䛻ຍ䛘䚸䛺䛤䜔⎔ቃ኱Ꮫ䛾ᖜᗈ䛔ᕷẸㅮᗙ䜢ά⏝䛧䛯䝣䜯䝅䝸䝔䞊䝍䞊䛾⫱ᡂ䛺䛹䜢ᐇ᪋䠏䠊䛂䝒䞊䝹䝪䝑䜽䝇䛃䛾㛤Ⓨᅜෆእ䛾㛵ಀ⪅䛜ESDಁ㐍䛾䛯䜑䛾᝟ሗ䜔ᢏ⾡䚸䝅䝇䝔䝮䜢ᵓ⠏䛧䚸䝇䝖䝑䜽䛧䚸䛭䛾㛤Ⓨ䞉Ⓨᒎ䜢┠ᣦ䛩

15

16

87

Progress toward the Development of a Regional Centre of Expertise (RCE) on ESD in Hokkaido
北海道における ESD 推進拠点・ESD-RCE 設立に向けた動き
Masami Kaneko
金子 正美
5th International ESD Symposium: Strategic ESD in the Next Generation஦౛ ୰㒊ESDᣐⅬ௦⾲棖⏰ ⎁⤒ƋḔ惏⤎⭍ 䏭Ṳ敞Ǩ䶶敞ƌඹྠ௦⾲ℊཱྀ 㐨ᡂ䠄ྡྂᒇ኱Ꮫ ⥲㛗䠅ጤဨ㛗ㄯ޻ ᚈཡδ੃ਚኁཝᆜ ᮏᦾε๪ጤဨ㛗஦౛ ௝ྎᗈᇦᅪESD༓㢌 ⪽䠄䛺䛤䜔⎔ቃ኱Ꮫ ᖖ௵⌮஦䠅Ԁᶇ ‫ݿ‬ㄖδ዆䱒ཝᆜ ߼ᮏᦾε᪂ᾏ ὒᏊ䠄୰㒊⎔ቃ䝟䞊䝖䝘䞊䝅䝑䝥䜸䝣䜱䝇䠄EPO୰㒊䠅䝏䞊䝣䝥䝻䝕䝳䞊䝃䞊䠅᐀ᐑ ᘯ᫂䠄୰㒊኱Ꮫ ᩍᤵ䠅䠘άື᪉㔪䠚
䠍䠊ྛᆅᇦ䛾άື䜢┦஫䛻䛴䛺䛠㧗ᒣ 㐍䠄୕㔜኱Ꮫ ᩍᤵ䠅ᵓᡂᆅᇦ䠖௝ྎᕷ䚸Ẽ௝἟ᕷ䚸኱ᓮ䞉⏣ᑼᆅᇦ䚸ⓑ▼䞉୐䞄ᐟᆅᇦ㗳ᗂ 䶏ᆆδѣ䜞ESDᤖ⛯᧞䙨Ր䆦 ԙ㺞εɃԷ⭱᣻ᖉɄูᡤ Ⰻ⨾䠄ྡྂᒇᕷ❧኱Ꮫ ᩍᤵ䠅ጤဨᐑᇛᩍ⫱኱Ꮫ䠄ศ㔝䠖ᣢ⥆Ⓨᒎᩍ⫱䛾ᩍဨ㣴ᡂ䠅ᐑᕝ ⚽ಇ䠄୰㒊኱Ꮫ ᩍᤵ䠅ᮾ໭኱Ꮫ䠄ศ㔝䠖䜶䝛䝹䜼䞊䚸⎔ቃᩍ⫱䠅ὸ⏣ ┈❶䚾䜰䝗䝞䜲䝄䞊䚿 䝇䝬䞊䝖⎔ቃ♫఍◊✲ᡤ஑㔛 ᚨὈ䚾䜰䝗䝞䜲䝄䞊䚿 ෑ㝤ᐙ䚸ሂኧⵂ㄁ཝᆜᮏᦾ

䠎䠊Ꮫ䜃䛒䛔䝉䝭䝘䞊唈ዟ ᚫɃԷᾣ᣻ᖉɄすᐑ ὒ䚾䜰䝗䝞䜲䝄䞊䚿 䝔䜽䝜୰㒊ᯇ஭ ᜏ㞝䚾䜰䝗䝞䜲䝄䞊䚿 ѣ䜞ཝᆜ౛䠅ᮍ᮶䛵䛟䜚ESD䝉䝭䝘䞊䠄䜋䜌᭶୍䝨䞊䝇䛷㛤ദ䠅⢯Աᮏᦾ↜㘻ቅ䐥 ‫⿶ޢ‬Ƀള䳑ঊ‫܃‬᣻ᖉɄ䠏䠊ඹ㏻䝔䞊䝬Ṋ⸨ ୍㑻䚾䜰䝗䝞䜲䝄䞊䚿 䜰䝣䝸䜹༠఍≉ู◊✲ဨ䠍䠅㔛ᒣ䞉㔛ᆅ䞉㔛ᾏ䛾⏕ែ⣔䝃䞊䝡䝇䜢Ᏺ䜛
஦ົᒁ
஦ົᒁ㢳ၥ

ਚ◚ ⽲འδѣ䜞ཝᆜ ߼ᮏᦾε⽘㵍 柭⬷ƋḔ惏⤎⭍ 䟻䩝Ⓢƌ㝥憵 㭊⤑悵Ƌ⏴⏋ⰲ⤎⭍ 䉠Ợ嬂⸒ƌ㤿ሙ ᜤᏊ䠄୰㒊⎔ቃ䝟䞊䝖䝘䞊䝅䝑䝥䜸䝣䜱䝇䠄EPO୰㒊䠅䝁䞊䝕䜱䝛䞊䝍䞊䠅㰚Ӌ ᱣᖜδѣ䜞ཝᆜ ᆜए䜞ε䠎䠅ᣢ⥆ྍ⬟䛺㎰ᴗ䞉㣗⣊䜢๰䜝䛖䠏䠅ᣢ⥆Ⓨᒎᩍ⫱䛾Ꮫᰯ䛾䝛䝑䝖䝽䞊䜽䛵䛟䜚1718

஦౛ ௝ྎᗈᇦᅪESDᆅᇦ䛾⠊ᅖ௝ྎᗈᇦᅪ඲య

ᶵ㛵ᐑᇛᩍ⫱኱Ꮫ

ᐑᇛ┴
௝ྎᕷ
⎔ቃ┬
ᅜ㐃኱Ꮫ
ᮾ໭䜾䝻䞊䝞䝹䝉䝭䝘䞊
䠇132

Ẽ௝἟ᕷ

Ἑ໭᪂ሗ♫
-,&$
ᮾ໭(32
)((/௝ྎ
䠄ᮭ䛾㒔䛾ᕷẸ⎔ቃᩍ⫱䞉Ꮫ⩦᥎㐍఍㆟䠅㯾Ề㲣5&(㎏怙⦻Ⓢἁ኱ᓮᕷ䡡⏣ᑼ

䔗Ⱒ✗⟆5&(㎏怙⦻Ⓢἁ ṯ⮁஦ົᒁᐑᇛᩍ⫱኱Ꮫ௝ྎᕷᡶኔ
5&(㎏怙⦻Ⓢἁ 䒗⡪㕀備ȁȠȃǳ敞
5&(㎏怙⦻Ⓢἁ ⭍敞䉠∌壃ἷ
5&(㎏怙⦻Ⓢἁ≖⦻Ⓢ敞
䒗⡪䔆㴢惏䒗⡪㔦䬽媙媙敞䒗⡪Ⱗ䒗⡪惏敞
㝘⋾✗㖠䒗⡪Ṳ⋀㈧㈧敞
檿䬰䟻䩝㈧Ǩᷱ⸔䟻䩝Ⓢ
䜏䜔䛞⎔ቃ䡲䡯䢙䡺䢓䡬༠఍䡷䡮䡲䡽䢄䡮䡽䡨䡬䡴䢓䢈䢚 Ꮚ౪䜶䝁䡴䢓䢈䢚௝ྎ䛔䛠䛽◊✲఍௒ᚋ䛾RCE䛿…䠛

Ặ
ྡ
㜸㝥
晭
奲ᷱ
ᷧ⹟
⯶憸㾋 ⭄㘔檿㨲 䶶ᷧ悵
⯶㝾
晤ᷧ
ਿӋ
䳻ᖜ
⏴⟞
劚⍁
㺄⏊
⿇㘔
⯶憵
㭊Ḳ
䴷➵䙢併暫
㕰嗋
㘔⬷
漲嗋 併⑳⬷

䞉ᅜ㐃኱Ꮫ䛸䛧䛶䛿䚸⌧ᅾ䛾RCE䛾ᩘ䜢ಸቑ䛥䛫䛯䛔䛸⪃䛘䛶䛔䜛䚹䠏䠌䠌䛛ᡤ⛬ᗘ䚹䞉䛣䜜䜎䛷䜒䚸௒ᚋ䜒䚸RCE䛾⥔ᣢ䛺䛹䛻㛵䜟䜛⾜ᨻ䛛䜙䛾ண⟬ⓗᨭ᥼䛿䛺䛔䚹䜏䜔䛞⎔ቃ䛸䛟䜙䛧䢄䡫䢀䢘䡬䡴0(/21᪩ᐷ䞉᪩㉳䛝䞉ᮅ䛤䛿䜣ᐇ⾜ጤဨ఍in
ᐑᇛ
⦅㞟ᒁ㛗
すᕝ ၿஂ
䔙㕷
䛛㨠
ᮾ໭ᨭ㒊㛗
尞䔗岄 㳗⬷
㵞嗋䮧䔆)((/௝ྎ䞉๪ጤဨ㛗檿㨲 ᷮ憳⬷)((/௝ྎ䞉๪ጤဨ㛗⯶㝾⻿併஦ົᒁ䠄⎔ቃ㒔ᕷ᥎㐍ㄢ㛗䠅᥎㐍ጤဨ఍ጤဨ㛗䱵䜞ᕎᓭ๪ጤဨ㛗 䝇䝻䞊䝣䞊䝗Ẽ௝἟㧻৕ᱣᖜ᥎㐍ጤဨ఍஦ົᒁ䠄ᩍ⫱ጤဨ఍䠅
਀ᐓ
ᒮᖜ
䀓ⷄ
ᷧ⹟
኱ᓮᕷ⏣ᑼ⥲ྜᨭᡤ⏘ᴗ᣺⯆ㄢㇷ䳧132ἲே䡡⏣䜣䜌⌮஦㛗 ᪥ᮏ㞜䜢ಖ Ⲑ㷼
␰✗
㭊堳
ㆤ䛩䜛఍
怊㐡Ḣ⹠
劚岧 勩
怊㐡Ḣ⹠ế䟻䩝⌻⊂䛕˞㾋 䳧⬷

䞉௒ᖺ11᭶4᪥䡚7᪥䚸䛂䜾䝻䞊䝞䝹RCE఍㆟䛃䛜ᒸᒣᕷ䛷㛤ദ䛥䜜䜛㔠ἑ኱Ꮫ䛾㕥ᮌඞᚨᩍᤵ䠄ඖᅜ㐃኱Ꮫ㧗➼◊✲ᡤ ᅜ㐃኱Ꮫ㧗➼◊✲ᡤ䝅䝙䜰䝣䜵䝻䞊䠅䛻䝠䜰䝸䞁䜾䠄EPO໭ᾏ㐨 ᭷ᆏ䛥䜣䠅

19

20

௚䛾RCE䛾ண⟬䛿䠛
RCEㄆᐃ䛾⏦ㄳ᭩䛵䛟䜚䛾䛯䜑䛻

RCEᶓ὾䛾ሙྜ䠄஦ົᒁ䠖ᶓ὾ᕷ䠅ண⟬䛾ฟᡤ䠖ᶓ὾ᕷண⟬㢠䠖10୓෇⛬ᗘ

౑㏵䠖ᅜෆRCE఍㆟䛻ཧຍ䛩䜛䛯䜑䛾᪑㈝䞉㐃ᦠ┦ᡭ䛸యไ䛻䛴䛔䛶ྜព䛜䛸䜜䛶䛔䜛䛛REC୰㒊䛾ሙྜ䠄஦ົᒁ䠖୰㒊኱Ꮫ䠅ண⟬䛾ฟᡤ䠖୰㒊኱Ꮫ

䞉RCE䜢ᢸ䛖䛻䜅䛥䜟䛧䛔ᐇ⦼䛿䛒䜛䛛ண⟬㢠䠖200୓෇䠄䠇୰㒊኱⫋ဨ䛾ே௳㈝୍㒊䠅䞉䜾䝻䞊䝞䝹RCE఍㆟䛻ฟᖍ䛧䛯䛣䛸䛿䛒䜛䛛

౑㏵䠖≀ရ䚸᪑㈝䚸఍ሙ㈝䚸䝺䞁䝍䝹ᩱ䚸༳ๅ௦䛺䛹䞉⏦ㄳ᭩䠄ⱥᩥ100䝨䞊䝆⛬ᗘ䠅䜢సᡂ䛷䛝䜛ປຊ䠄UNU

ͤ䛣䛾௚䚸䝥䝻䝆䜵䜽䝖⤒㈝䛿ຓᡂ㔠➼䛾እ㒊㈨㔠䜢⋓ᚓ䚹┤㏆䛾3ᖺ㛫䛷
⣙1000୓෇䚹䛸䛾ⱥᩥ䛷䛾䜔䜚ྲྀ䜚䠛䠅䛿☜ಖ䛥䜜䛶䛔䜛䛛REC໭஑ᕞ䛾ሙྜ䠄஦ົᒁ䠖఍㆟యᙧᘧ䠅ண⟬䛾ฟᡤ䠖໭஑ᕞᕷண⟬㢠䠖1400୓෇

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RCE໭ᾏ㐨㐨ኸᅪ䛾タ❧䛻ྥ䛡䛶

RCE໭ᾏ㐨㐨ኸᅪ䛾タ❧䛻ྥ䛡䛶䕿タ❧䛻ྥ䛡䛯䛣䜜䜎䛷䛾ὶ䜜䕿໭ᾏ㐨㐨ኸᅪ䛾⠊ᅖ▼⊁䚸ᚋᚿ䚸✵▱䚸᪥㧗䚸⫹᣺᣺⯆ᒁ⟶ෆ

➨7ᅇ䜰䝆䜰ኴᖹὒRCE఍㆟ 7th RCE Asia Pacific Meetingand International 䜈䛾ฟᖍ䠄ฟᖍ⪅䠖㔠Ꮚ䠅䠎䠌䠍䠐ᖺ䠔᭶26~ 28᪥䚸䝬䝺䞊䝅䜰䝨䝘䞁ᓥᑗ᮶䞉㐨༡ᅪ䠄Ώᓥ䚸ᷓᒣ䠅䞉㐨໭ᅪ䠄ୖᕝ䚸␃ⴌ䚸᐀㇂䠅䞉➨䠍ᅇ ໭ᾏ㐨䛾䛚䛡䜛ESD-RCEタ❧䛾䛯䜑䛾ពぢ஺᥮఍䞉䜸䝩䞊䝒䜽ᅪ䠄⥙㉮䚸▱ᗋ༙ᓥ䠅䞉༑຾ᅪ䠄༑຾䠅䠎䠌䠍䠐ᖺ䠕᭶䠍᪥䚸໭ᾏ㐨⎔ቃ䝃䝫䞊䝖䝉䞁䝍䞊䞉㔲㊰䞉᰿ᐊᅪ䠄㔲㊰䚸᰿ᐊ䠅䞉➨䠎ᅇ ໭ᾏ㐨䛾䛚䛡䜛ESD-RCEタ❧䛾䛯䜑䛾ពぢ஺᥮఍䠎䠌䠍䠐ᖺ䠍䠌᭶䠓᪥ ໭ᾏ㐨⎔ቃ䝃䝫䞊䝖䝉䞁䝍䞊

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Progress toward the Development of a Regional Centre of Expertise (RCE) on ESD in Hokkaido
北海道における ESD 推進拠点・ESD-RCE 設立に向けた動き
Masami Kaneko
金子 正美
5th International ESD Symposium: Strategic ESD in the Next Generation໭ᾏ㐨㐨ኸᅪ䛾≉ᚩ໭ᾏ㐨㐨ኸᅪ䛾≉ᚩ䖣 ⎔ቃ䞉㞝኱䛺໭᪉ⓗᬒほ䛸㇏䛛䛺ື᳜≀䛜⏕ᜥ䞉⏕⫱䛩䜛Ⰻዲ䛺⮬↛⎔ቃ䖣 ⤒῭䞉ᛴ㏿䛺㛤Ⓨ䛻䜘䜛⏕≀ከᵝᛶ䛾పୗ䞉໭ᾏ㐨⤒῭䛿୍ḟ⏘ᴗ䛸୕ḟ⏘ᴗ䛾๭ྜ䛜඲ᅜ䛻ẚ䜉䛶㧗䛔䚹䞉㎰ᴗ䛻㛵䛧䛶䛿䚸㣗ᩱ⮬⤥⋡䠎䠌䠌䠂䚸᪥ᮏ඲య䛻䛚䛡䜛12䠂䛾⏕⏘㔞䞉ୡ⏺᭷ᩘ䛾䝇䜻䞊䝸䝌䞊䝖䛷䜒䛒䜚䚸⮬↛䜢ά䛛䛧䛯ほග䚸䜶䝁䝒䞊䝸䝈䝮䛜
┒䜣

䖣♫఍ᩥ໬
䞉䜰䜲䝚Ẹ᪘䛾Ṕྐ䛸ᩥ໬䞉᫂἞௨㝆䛾ᛴ㏿䛺㛤Ⓨ䛻䜘䜛ᆅᇦ♫఍䛾ኚᐜ䚹

䕿ᩍ⫱䠖

䖣ேཱྀ

䞉㒔ᕷ㒊䛾䛩䛠㏆䛟䛻⮬↛䛺䛹䜢యឤ䛷䛝䜛䝣䜱䞊䝹䝗䞉ሙᡤ䛾฼Ⅼ䜢ά䛛䛧䛶䚸᳃䛾䜘䛖䛱䛘䜣䛺䛹䛾Ꮚ䛹䜒䛻ᑐ䛩䜛⎔ቃᏛ⩦䛾ሙ䛜ከ䛟ᒎ㛤䞉ඛఫẸ䛷䛒䜛䜰䜲䝚䛻㛵䛩䜛ᩍ⫱䛿ᚲせ୙ྍḞ䞉໭ᾏ㐨ேཱྀ⣙550୓ே䚸ప䛔ேཱྀᐦᗘ䞉㐨ኸᅪ䛻䛿䚸໭ᾏ㐨䛾඲ேཱྀ䛾䛖䛱䠒๭䛻䛒䛯䜛⣙340୓ே䚸ᮐᖠ䛻䠍䠕䠌୓ே䛸୍ᴟ㞟୰䞉㧗㱋໬䛚䜘䜃㐣␯໬䛜῝้䛺ၥ㢟

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RCE໭ᾏ㐨㐨ኸᅪ䛾ㄢ㢟ㄢ㢟ゎỴ䛸ேᮦ⫱ᡂ䞉ᩍ⫱䛾どⅬ䕿ㄢ㢟䜢ゎỴ䛩䜛どⅬ䠍䠊ᅜ㝿ⓗ䛺どⅬ䠎䠊ᆅᇦⓗ䛺どⅬ䠏䠊⎔ቃಖ඲䚸䜶䝛䝹䜼䞊䛾どⅬ䠐䠊⤒῭ⓗどⅬ䠑䠊ᩥ໬ⓗどⅬ䠍䠊⏕≀ከᵝᛶ䛾పୗ䠎䠊Ẽೃኚື
䠏䠊෌⏕ྍ⬟䜶䝛䝹䜼䞊䠐䠊ேཱྀῶᑡ䞉ᑡᏊ㧗㱋໬䞉䜾䝻䞊䝞䝹໬䠑䠊㣗䛸ᬽ䜙䛧䛾ᏳᚰᏳ඲䕿ேᮦ⫱ᡂ䚸ᩍ⫱䛾どⅬ䠍䠊ᐇ㊶䚸య㦂䠎䠊ᑠ䛥䛺ᡂຌ䛸ኻᩋ䠏䠊ከᵝ䛺౯್ほ䠐䠊ᙉ䜏䜢ά䛛䛩䠒䠊ඛఫẸ᪘

2728⤌⧊

RCE໭ᾏ㐨㐨ኸᅪESD䛾┠ᣦ䛩ጼ

ᩍ⫱ᶵ㛵䠖

䖣᪉ྥ

㓗㎰Ꮫᅬ኱Ꮫ䚸໭ᾏ㐨኱Ꮫ኱Ꮫ㝔⎔ቃ⛉Ꮫ㝔䚸໭ᾏ㐨㐨ኸᅪ≉᭷䛾ㄢ㢟䜢ᵝ䚻䛺どⅬ䛛䜙ศᯒ䛧䚸䛣䜜䛻㛵㐃䛧䛯஦ᴗ䜢ᵝ䚻䛺ᅋయ䛜༠ാ䛧䛶ᐇ᪋䛩䜛䛣䛸䛻䜘䜚䚸㐨ኸᅪ䛾ᣢ⥆ྍ⬟䛺ᆅᇦ䛵䛟䜚䛻ྲྀ䜚⤌䜐䚹㐨ኸᅪ䛾኱Ꮫ䚸㧗ᰯ➼
⾜ᨻᶵ㛵䠖

䖣┠ᣦ䛩ጼ

㐨ኸᅪ䛾ᅜ䚸㐨䚸ᕷ⏫ᮧ䛾⾜ᨻᶵ㛵䚸JICA

ୡ⏺䛾ᆅᇦ䛸䛴䛺䛜䜛ᅜ㝿ⓗᆅᇦ

NPO䚸NGOᶵ㛵䠖㔝⏕⏕≀䛸ඹ⏕䛩䜛ᆅᇦ⮬↛䜶䝛䝹䜼䞊䜢ά⏝䛧䛯ᆅᇦ⎔ቃ䚸⚟♴䚸ேᶒ䚸ᩍ⫱➼䛾ᅋయᏳᚰ䞉Ᏻ඲䛺㣗䜢⏘䜏ฟ䛧䚸Ᏻᚰ䛧䛶ᬽ䜙䛫䜛ᆅᇦẸ㛫௻ᴗ䠖㇏䛛䛺⮬↛⎔ቃ䜢ά䛛䛧䛯ᅜ㝿ⓗほගᆅᇦ㐨ኸᅪ䛷άື䛩䜛௻ᴗᖹ࿴䞉ேᶒ䞉⚟♴䛜ᐇ⌧䛩䜛ᆅᇦඛఫẸ᪘䛾ேᶒ䞉ᩥ໬䛜Ᏺ䜙䜜䜛ᆅᇦ

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௒ᚋ䛾䝇䜿䝆䝳䞊䝹䠍䠊㐨ኸᅪRCE-ESD䛵䛟䜚䛾䛯䜑䛾஦ົᒁ䝯䞁䝞䞊䠄䛯䛯䛝ྎ䛵䛟䜚䠅䚸 ESD-RCEタ❧㐠Ⴀጤဨ఍䛾䝯䞁䝞䞊䜢Ỵᐃ䛤Ύ⫈䛒䜚䛜䛸䛖䛤䛦䛔䜎䛧䛯䚹䠎䠊䠎䠌䠍䠐ᖺ䠍䠍᭶䛻ᒸᒣ䛷㛤ദ䛥䜜䜛䜾䝻䞊䝞䝹RCE఍
㆟䛻䛶䚸RCE໭ᾏ㐨㐨ኸᅪ䛾タ❧ᵓ᝿䜢Ⓨ⾲䠏䠊2015ᖺ4᭶䜎䛷䛻ᅜ㐃኱Ꮫㄆᐃ䛾䛯䜑䛾⏦ㄳ᭩㢮䜢᏶ᡂ䛥䛫䜛䜉䛟᳨ウ

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