CPIJ

Published by
The City Planning Institute of Japan
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Chiyoda-ku Tokyo Japan /zip 102-0082
Tel:+81-3-3261-5407 Fax:+81-3-3261-1874
URL:http://wwwsoc.nii.ac.jp/cpij

News Letter

Edited by
The International Committee of the CPIJ
Chair: Akihiko TANI, Kanazawa Institute of Technology

No.20 July2002

Children’s Involvement in Machizukuri
and Built Environment Education
Contents:
1. Issues of City Planning and Machizukuri Education

Ichiro OZAWA, U.D.C

2. Challenges for CPIJ in Response to Change in the School Curriculum

Kimiko KOZAWA, Tokyo Gakugei Univ.

3. The Built Environment Education Programand Machizukuri Practices in School Education, Practices in Communities
case1) Potential of “Machi - Learning” as the Built Environment Education Program
case2) Machizukuri Learning in Junior High School
case3) An Attempt in the Zenpukuji River Basin

Keiji KITAHARA, Hirosaki Univ.
Yoshihide NAKAGAWA, Waseda Univ.

Kiyoshi YAMADA,Hito Ie Machi Network, Ogikubo Urban Study Center

case4) Machi Learning Using Heritages of Modern Industry:

Welcome to http://www.niihamaminami-h.kss.ed.jp/akagane/

Kiyotada MAGATA, Ehime Univ.

4. Toward City Planning Education that promotes Children’s Autonomous Participation

Isami KINOSHITA, Chiba Univ.

5. Built Environment Education Resources

Note: The Japanese word "Machizukuri" conveys theconcepts of town planning, community design and development all in one word. "Machi" means town, but in thesense of the community and its well-being, as well as aphysical settlement. (Adams and Kinoshita,2000)

Introduction:
A, Chiba University
Editor: Isami KINOSHITKINOSHITA,CPIJ has an active
committee concerned with education (please refer to these pastissues: Vol.116 “Education andLearning for Machizukuri,”Vol.118 “City Planning Education– looking for an ideal model,”Vo l . 2 0 2 “ C h i l d r e n a n d
Machizukuri.”) Starting 2002,
the comprehensive learning unit has been officially introduced to the mandatory school curricula, and expectations are high for environmental studies based in local
communities. In such a situation, there is a need to

CPIJ News Letter No.20 July.2002

structure the theory and practices of city planning education for children. To think back, Hideaki Ishikawa,the father of modern city planning in Japan, taught
youngsters “a story of city planning” in his last years.
In the recent surge of the public participation movementin planning, some examples involving children are being
generated. Also, in relation to the Children’s Rights
Treaty, discussions are held on how should children’s participation be. And some progressive local governments
are passing laws for children’s rights.
The following articles try to set out in terms oftheory and practice, what form city planning education
for children of the new century should take.

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1. Issues of City Planning and Machizukuri Education
Ichiro OZA
WA, Urban Development Corporation
OZAW
City planning is at aturning point.Recently, it is ausual practice to respond tounconventional concepts ofplanning, such as“machizukuri through publicprivate-partnerships,” or“machizukuri based on proposals from the non-governmental sectors.” Furthermore, under the government
policy on “urban regeneration,” it is requested to respondto the needs for new project frameworks and implementation processes that integrate economic and social regeneration as well.
In other words, “establishment of process-planningwith a new consensus-building method” and “establishment of a comprehensive approach” are now immediateobjectives of city planning.
Those are strategies to bring together a variety ofview points and values into a single goal of integrating
imaginative and planning power to present clearly a visible “shape” so that players in machizukuri and othercollaborating fields will benefit from the process and theoutcome.
In order to realize these objectives, it is imperative
to gather the wisdom of large numbers of people who arecommitted and active in the field of city planning. It isalso important to seek actively the integration of “theory”
and “practice” in city planning as well as in other related
fields.
In such a situation, “machizukuri education” plays
an important role both in “the establishment of processplanning” and “the comprehensive approach.”More specifically, “machizukuri education” aims to
support people who are new players to the field of city
planning to understand how their views and interests,
their aims and objectives relate to city planning. In order to achieve the aim, “city planning process” and “comprehensive characteristic of city planning” must be madeclear and be properly conveyed.
Practices of machizukuri education in a variety of ways would certainly have a great significance inthe field of city planning, and CPIJ is expected to play anactive role in this movement.

2. Challenges for the CPIJ in Response to Change in the School Curriculum
Kimiko KOZA
WA, Tokyo Gakugei University
KOZAW
schools. Many organizations and professionals have proposed support to the program, and schools are inviting
them as guest teachers. Local people are also involvedin one-time events.
However, the objectives of Built Environment Education call for the following specifications: Going beyond
simple experiential and transient activities; to focus onprocess learning accompanied by scientific and intellectual pursuit (e.g., process in which children pursue solutions by following the spiral: becoming interested (awareness) > deepening understanding (research) > thinking
and reviewing (think) > action (make a change)); inte-

For the creation of sustainable communities, it isimportant to change one’s way of thinking throughmachizukuri learning and education, and build the capacity of each citizen.
Here, machizukuri education means to nurture
imagination for the immense blessings of nature and theenvironment; to foster a sense of place for machi (or theenvironment); to understand the relationship and interaction between people and machi (or the environment),e.g., how our activities influence machi (or the environment) and how in turn it will influence our present andfuture lives; and to build capacity and attitudes, in otherwords “citizen power,”able to translate into actions thatwill change society.
“Citizen power” can be defined as the ability to create “machi” and society including local communities, andto maintain and improve them. The skills required would
be: problem solving; an ability to research into causes
through an interdisciplinary approach; and an ability tocommunicate and present one’s ideas effectively. Other
preferred attitudes are autonomous thinking, willingness,social attitudes of respect and tolerance for other people’s
opinions, and respect for a logical discussion based on
facts.
The comprehensive learning unit introduced officially in schools starting 2002 aims precisely at nurturing the abilities and attitudes named above. The transition period has already started and a variety of attempts
are being made in elementary, junior high, and high
CPIJ News Letter No.20 July.2002

A scene from a class of the Built Environment Education program, named “Cleaning Task Force.” Pupils are digging out the garbage they buried a month
ago to see how it has changed.

2

ture; knowledge-transmission study which emphasizes
only results; dearth of problem-solving style of learningwhich nurtures logical thinking and judgement; lack ofalternative ideas; weak in analyzing ability; and ten-gration of traditional subject-based class with the comprehensive learning unit. In progressive schools, teachers are working together days and nights to develop acurriculum including designs of the learning environment. They are working with parents and people fromlocal communities.
On the other
hand, present-daychildren are victimsof an efficiency-oriented, fragmented society. Their sensitivities are often distorted. Furthermore,conditions such as thefollowing are often
pointed out: lack ofimagination and ability to produce ideas
due to lack of naturaland social experience;lack of understanding
Presenting what has happened to of history and culthe garbage. The class is supported
by people from the Recycling Asso- ture; strong uncertainty about the fuciation.

Observing decomposition of the garbage witha magnifier.

dency to avoid critical viewpoints.
In order to respond to such a situation, planning
professionals involved in the comprehensive learning unit
must: respect the educational goals of teachers andschools, help teachers to understand and acquire knowledge about their local communities, and cooperate in developing programs and learning processes for children.

3. The Built Environment Education Program and Machizukuri Practices in School Education, Practices in Communities
Case 1) Potential of “Machi - Learning” for the Comprehensive Learning Unit
Keiji KITAHARA, Hirosaki University
KITAHARA,
A good example of “machi learning” is the “Front
Door Project” conducted by Eileen Adams and others in
England. It is a field study using a check sheet named“Good, Bad, and Ugly.” It is not a program to teach technical terms, but it aims to nurture original viewpoints
and attitudes of children in relation to machi.

1. Introduction
As the comprehensive learning unit is introduced, there are schools that choose “streetscape” and“machi (or neighborhood)” as its theme. Of course, manyteachers are not even aware as they develop programsfor the class, that cclearly in many places, themes moreor less connected to the field of machizukuri are being
incorporated into the comprehensive learning unit. Then,
why are many local teachers not even aware that they
are dealing with the field. Starting from this question,
this paper will discuss, with some examples, the limitsof “machi-learning” in its present form, and the wealthof possibilities for the comprehensive learning unit.

3. Rich Possibilities for the Comprehensive Learning
Unit “Machi learning” with children is in other words aheuristic method. “Discover” by walking round the cityand talking with local people. Then, “research” into what
they found interesting. “Think” about how they can apply what they have found in the research. Finally “create” something that could be
proposed to the community.
This series of process perfectly
matches the objectives of thecomprehensive learning unit
as announced by the Deliberative Council on School Curriculum in the Ministry of Education 3 years ago.
A project “Treasuresof Hometown,” in which I was
involved in Nishimeya-mura
Sunakose Elementary Schoolin Aomori Prefecture, is a good

2. What kind of “machi” to teach?
From the surveys I have conducted among teachers, it is hard for them to take machizukuri up as atheme for the program because they themselves lackknowledge about city planning and architecture. If you
interpret “machizukuri learning” literally and see it as
the study of how to make cities, this is understandable.
However, what is now needed in the machizukuri sceneis the skill of how to “eat” (digest or appreciate) machi.
Therefore, I would like to call the learning process not“machizukuri learning” but “machi learning” as I haveadvocated with Kiyoshi Teramoto and Isami Kinoshita
in recent years.
CPIJ News Letter No.20 July.2002

good, bad and ugly

3

example that clearly shows the above meaning of “machi
learning.” In this town that is destined to go under water due to a dam construction, “machizukuri learning”
sounds very unreasonable. The concept that underlies
the learning program of observing and evaluating at thispoint in time a town which is going to vanish in a few
years is the attitude which put emphasis on finding processes, which can be applied in the lives of children in
their new communities.
The idea behind learning “machizukuri” in a
town that is going to disappear will, I feel, lead toaquisition of the physical and intellectual power that is
aimed at in the comprehensive learning unit.

A scene from a class of Built Environment Education program in Sunakose Elementary School.

Case2) Machizukuri Learning in Junior High School
Yoshihide NAKAGA
WA, Waseda University
NAKAGAW
progress. The first is a cross-subject attempt for the 7th
graders, for which 10 class hours are planned in thecourse of the year. The activities in the class were exhibited in the Higashi-Murayama Hometown History Museum. The other program is for the elective art class forthe 8th graders. Approximately 20 class hours are plannedon the theme, "accessible environment for transportation poor". These classes are conducted on the basis of
the following concepts:

1. Background and Objectives of Practicing "Machizukuri Learning"
The City Planning Lab in the Civil Engineering Department of Waseda University is working on "humanresource rearing for machizukuri" at local schools froma long-term point of view, aiming to let the activities there
have an actual effect on communities. Graduate studentsof the lab are working with teachers at Higashimurayama Seventh Junior High School in developing
and conducting experimental classes of " machizukuri
learning."
In Japan,with teh aim of nurturing the "ability tolive," and "ability to think," the Comprehensive Learning Unit has been officially introduced into elementaryand junior high schools, starting at April 2002. However, the content is left up to individual schools andschools are exploring for suitable contents. "Machi (neighborhood)" and " machizukuri" can be a meaningful option to be taken up as content.
In elementary schools, there are many attempts at
local studies and transient events held by local governments and university researchers. However, it is hard tofind cases like those in junior high school. In fact it isdifficult for people outside to make such attempts in junior high schools at present. While there is almost no opportunity for pupils in junior high school to learn about
their locality, their activity area enlarges and they gradually lose interest in their neighborhood. We are carryingout the project in junior high school, because we believethat junior high schools can play a key role in "machizukuri learning" in Japan.

a) To study the feasibility in terms of its content andthe required staff in the Comprehensive Learning Unitb) To stimulate the teachers and pupils to get a better understanding of " machizukuri learning"c) To provide information for local people through"machizukuri learning"
3. The Contents for the 2001 Class
The machizukuri learning class for all the 7th graders uses several school hours allocated from social studies, science, Japanese, math, and arts.
In social studies, the program aims to deepen understanding about the roles of the community, the main constituent of machi, and the present city of HigashiMurayama. In science, the program asks children tothink about what can be done to better their machi interms of the natural environment. In Japanese, through"writing" and "presentation", the program asks pupils tothink what is needed to better their machi from theirown experiences as well as from other people's points ofview. In math, while learning "scale ratio" and "two andthree dimensional plan", the program asks pupils to think
about the scale and the proper positioning of buildings inmachi. Finally, in art, pupils are asked to make modelsof cities they have been thinking about, while learningmodeling and coloration.

2. Past Achievements (Higashi-murayama Seventh
Junior High School)
In 1999, we conducted 32 class hours in the elective
art class for 9th graders. The achievements of the classmembers were exhibited in the school exhibition, andthe pupils' plans were actually reflected in the HigashiMurayama City Masterplan. In 2000, a similar class was
conducted for the 7th graders' required art class for 16
hours. The achievements were also reported in the school
exhibition.
For the project in 2001, two kinds of programs are in
CPIJ News Letter No.20 July.2002

4. For Further Development of the Program
Judging from our attempts, there are several points
that need to be discussed. These are: how to raise pupils'
concentration and interest in this program; how to makethem become interested in conditions in their machi; how
to let them have confidence in their own opinions in or4der to nurture their logical thinking ability. Furthermore, we are investigating the following matters; Although sharing of thoughts with other friends is highly
important, pupils tend to incline to an one-sided idea.
The opportunity to present their work (like an exhibitionin the History Museum) dramatically changed their attitudes toward our classes. There are questions such as
how to respond flexibly to pupils' interests, and what theroles of teachers and supporters should be.

An open class was held inviting some members of
the City Educational Board, teachers from other schools,
and other teachers who are not in charge of this program at the school. Using opportunities like this, we urge
the teachers in charge of the subjects of our program to
discuss machizukuri with the pupils directly. We consider it important to make the teachers able to teachmachizukuri by themselves from now on with some advice from the planning professionals .

An example of "Machizukuri Learning"class in Higashi-Murayama Seventh Junior High School

1.To know and raise awareness about one’s machi
2.To observe local machi(Linked with social study class: first semester)- slide presentation of various
cities in the world

3. Drawing Plans for your Machi (1)4. Giving Hints to Induce Questions(Linked with science: second semester)- pick an area from machi and havegroup discussion on problems it has
and how to solve them- create a check map of good andbad points of present local machi- think about the role of naturalenvironment (especially greenery) in city

Learning Objectives (as global learning) - to deepen understanding
about local machi and think what kind of problems it has

Learning Objectives (as global learning)- to think how to solve problems in local machi and draw a future plan

Learning Objectives (as social studies) - to apply what was learnedin social studies (various cities in the world, map reading, gaining
knowledge about one’s locality)

Learning Objectives (as social studies)- to apply what was learned in science (natural environment: animals
and plants(greenery)

5. Drawing Plans for your Machi (2)(Linked with Japanese : second semester)

5. Drawing Plans for your Machi (2)(Linked with math: second semester)- write an essay on one’s own
experience in machi, and based on
the experience present what could bedone to better machi.

- measure things in machi withfoot strides and estimate theirapproximate length- draw a future plan of machi.

- understand scale of the city (sense of
distance and size), understand the relation
between horizontal and cubic plan, and think
about shape of machi for modelingLearning Objectives (as global learning)- based on the strategy discussed in the previous session, toconduct a detailed research and apply the strategy into future plan

Learning Objectives (as global learning)- based on the strategy discussed in the previous sessions,conduct detailed researches and apply them to future plan

Learning Objectives (as Japanese) - to apply skills learned inJapanese (think, speak, write, listen, read, etc.)

Learning Objectives (as math) - to apply skills learned in math(calculation, scale, shape: horizontal and cubic plans)

6. Making Your Plans into Shapes(Linked with art: third semester)

Exhibition of the class works"machizukuri learning" exhibition- Higashi -Murayama Hometown
History Museum- present plans with models (or drawings)

Learning Objectives (as global learning)- to present in shapes the findings through planning simulation
Learning Objectives (as art)
- to apply skills learned in art (modeling, coloration)
examples of models

CPIJ News Letter No.20 July.2002

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Case 3) An Attempt in the Zenpukuji River Basin
Kiyoshi YAMADA,

Hito Ie Machi Network, Ogikubo Urban Study Center
Many attempts are being tried in various locations in the country, as the official introduction of the“comprehensive learning unit” in the school curriculum
approaches. Many of these are at the trial-and-error
phase, and strong linkage with local communities is now
needed. This article will introduce an attempt at a learning program which was made possible through a cooperation of a local community and a school.
Zenpukuji River runs through the central partof Suginami-ku from east to west. Upstream, the river
runs through built-up areas, but the downstrem area issurround by parks
and greenery and retains a very natural
atmosphere.
Matsunoki Elementary School is locateddownstream and we,as the local humanresource, are supporting classes for 4th
On the first session, pupils were and 5th graders.
asked to draw pictures so that
The theme for 4th
they could always see their start- graders is “ exploraing point and progress.
tion of the river.” Pupils are divided into 7
groups according to their points of interest. The fieldstudy on the river is conducted with 7 local supporters
with professions matching pupils’ interests, and ten parents. First, groups are asked to make research plansthat include items of research, method, and the responsibility of each individual in the research. Then, preresearch is conducted to test feasibility of the researchplans. Some adjustments are made concerning place of
research and time table. Those are reflected in the realresearch.
The theme for 5th graders concerns the surrounding environment. With 49 pupils in two classes,
the themes of their interest are so broad that, we havedecided to start with discussions on each of those issues,
and make them into a single proposal that could lead toa feasible action program. The plan is to present the

proposal to the mayor at Suginami Educational Forumthat was held in January 2002.
We, as local people, developed these programs
by working closely with teachers, and aimed to generate“enlightment from within.” The main objectives of the
program were, other than enriching the school curriculum, to recognize children as members that constitutesociety by building a relationship between the school andthe local community, and to build a foundation to be developed into real-life machizukuri.

Fifth grader – the Second Session
Passing down a ball of yarn, as each speaks of how
they want their surrounding environment to be.

Fifth grader - the Second Session
Organizing pieces of Post-It into groups. Each PostIt has individual opinions written on it. In the
middle: a local supporter (Tokyo Environmental
Learning Leader)

Fourth grader — River Exploration
Preparing presentation about their findings.
The adults are local supporters and parents.

CPIJ News Letter No.20 July.2002

Fourth grader — River Exploration

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Case 4) Machi Learning Using Heritages of Modern Industry:Welcome to http://www.niihamaminami-h.kss.ed.jp/akagane/
Kiyotada MAGA
TA, Ehime University
MAGAT
map is clicked, the screen will show the former sites of aschool, theatre, and guest house on a steep slope, on whichmore than 10,000 people lived. In addition, reports generated by the eyes, ears, and feet of pupils, are filled with
their astonishment and impressions.
In 2000, a section on lives at the Tonaru Mine
was added. With music from the music box as background, a monochrome moving picture with monologues
will reproduce the lives of mine workers who were always mutually supportive even under hard living conditions. Every scene is filled with reality, and the images
totally capture your eyes and your mind.
3. Wide Linkage in Machi-Learning by the Internet
Visitors to the site “Akagane-no-Sato” amount to 8,000,

Introduction
If you access “http://www.niihamaminamih.kss.ed.jp/akagane/”, the history of Sumitomo copperindustry, which has supported the modernization of Japan, and the transition of Niihama town, Besshi, will
unroll in front of your eyes, with the title “Welcome to
Akagane-no-Sato, Copper Mine of Besshi.” This article
will introduce a fun machi learning attempt by pupils of
Niihama-minami Highschool of Ehime Prefecture — “thetown trail on the web.”
1. Web Site Making through Cooperation of School, Community, and Local Government
In 1999, while we ware busy making a website for an introduction to a school, it was decided to takeup extensively, in the local guide section, the local history and the transition of the town with heritages frommodern industry in the central focus. The presence of
Sumitomo-related heritages, Besshi Copper Mine Memorial Hall, and temples associated with the mine led tothis idea.
Pupils of the information science club all worked
together. On weekends, they visited industrial heritages
like Besshi mountainvillages, Dozan-Mine,and Tonaru several
times, digging and collecting information.
They held a learning
session inviting thepresident of Besshi
Copper Mine Memorial Hall; they also
conducted interviews
with former mine
workers. Helped by
the courteous provision of information from the local government, the web site includes a rich fund of information and enjoyable panorama view of the town.

including a number from overseas. One of the significant aspects of this attempt is a direct transmission of
local information to the world from a school. Another isthat it enables pupils to exchange interactively, allowing
networks to grow. The third is the discovery that presentations in cyberspace can be more real and enjoyablethan usually imagined. Of course, the research and interviews conducted by pupils, as well as the cooperation
with local people and the government have been a significant outcome.
With the local authority, which is aiming tocreate the Iron Bridge Canyon Museum in the East, thepupils are now working and enlarging their networks to
add a new section, “introduction of Shisaka Island,” whichis to be completed by the end of 2001.

2. The Town Trail of the Niihama Modern Industrial
Heritages on the Web
When accessed, a moving picture of Kankiko,
the mouth of a pit, will invite visitors in. When a guide

CPIJ News Letter No.20 July.2002

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4. Toward City Planning Education that promotes Children’s Autonomous Participation
Isami KINOSHIT
A, Chiba University
KINOSHITA,
ing down of traditional communities and their function
to prevent crimes.
If those issues are too difficult for us adults to solvein our times, they could be passed down to the next generation. In such a case, a place where children and adults
work together on these issues will be very important,providing children with an opportunity to see how adults
are working hard to solve the problems their neighborhood is facing.
In Setagaya, children and adults together participated in a city inspection walk. Adults, who had only
focused on negative aspects of the area, were made awareby children of the better aspects of their neighborhood.
This is one example of a scene where adults and children
share “the enjoyment of discovery,” like another case inthis issue reported by Keiji Kitahara. In another area,
conflicting adults came to a compromise, because the presence of children worked to generate a more mature attitude.
Then, the question arises, “what is the ideal
way for children’s participation?” Roger Hart, commissioned by UNICEF, researched various examples ofchildren’s participation all over the world and even re-

Patrick Geddes (1854-1932), the father of modern city
planning and environmental studies, had practiced urban studies more than a century ago, and exhibited hisachievements in the Watchtower of Edinburgh, proposing a way for people including children to learn about
cities. In the surge of public participation in the late 60s
and 70s, Geddes’s attempt led to the establishment of an
educational unit in the Town and Country Planning Association, the publication of BEE, a journal of environmental study of the built environment, the spread ofStreetwork, and the establishment of Urban Study Centers.
Unlike the Skeffington Report (1969) in England, Japan does not have a clear momentum that marks
introduction of public participation in city planning system. What is closest may be the introduction of a District Plan to the City Planning Law and the BuildingStandard Law in 1980. Before that, in a progressive
area like Mano District in Kobe City, a resident-led movement, which had started as an anti-pollution movement,
developed into taking up of welfare services by residents,and finally to an advocacy movement for comprehensive
environmental improvement. The first example of theparticipatory district-plan in the eastern part ofJapan was the Taishido Machizukuri in Setagaya
Ward. Here, a group of professionals and residents,
somewhat like Streetwork in England, was formed
and a variety of activities involving children occurred.
Since then, public participation in
Machizukuri has spread around the country, andas introduced in articles of this issue, many attempts to realize children’s participation have also
been tried. The movement is favored by ratification of the Children’s Rights Treaty and promotion of “Right to express opinion” and “Freedom ofspeech,” as stated in Provisions 12 and 13 of thetreaty. The introduction of a comprehensive learning unit in mandatory school curricula startingfrom 2002 is also working as a tailwind.
In discussions about children’s participation, opinions such as the following are often
heard: “Planning issues are too complicated forchildren to understand”; “the real world is full ofirrationality, so involving children in such as environment would be a bad influence on them”;“While participation by adults is not yet enough,there is little meaning in involving children.” Public participation in planning still holds many challenges. To name a few, how to explain a complicated city planning system to the general public,
to say nothing of children; how to resolve conflict
between opposing interest groups; how to involvethe majority of uninterested public. At the sametime, communities face issues such as environmental improvement, through of an aged population and depopulation of the young, and the break-

CPIJ News Letter No.20 July.2002

8

ported cases where children are involved in a decisionmaking process, directly affecting what goes on in certain communities. He also warned about superficial stylesof participation, which were described as “decoration,”“tokenism,” and “manipulation.” It is true that many
adults do not have sufficient skills to communicate withchildren even if there are chances for adults and children to participate together. Furthermore, there will
always be uncertainty if children are participating of theirown volition and making their own decisions. Therefore, professionals are needed, who are able to understandthe process of how children interpret information they
are given and make decisions. At one time, a child spoke
in a forum about children’s participation: “Many adults
come to our playground. We first bother each one alittle and see how he react. Then, we decide just to brushhim off or open our hearts to them.”
In machizukuri-learning, It is imperative thatcity planning professionals work together with education and psychology professionals who are familiar withthe characteristics of development stage of children andare capable of following their internal thought. In practicing the comprehensive learning unit, such collaboration will be essential. CPIJ is expected to develop a support system for machizukuri-learning, somewhat like theeducational unit of TCPA.

A field study in a local area is a process that
includes research, discovery of resources and problems,and planning what can be done to solve the problems.
The process can be a real machizukuri-learning, opposedto the traditional one-way style of local studies. Such a
process takes time, but the skill is important for realizing public participation. It works to build the capacity of
citizens to play a leading role in planning, instead of justbeing a speaker in public hearings. If such a process isprepared for children, there is no doubt that children
would demonstrate equal capability to adults. Eileen
Adams, a former art teacher, focuses on the work ofchildren’s sensitivity in the process. The process fosters
intuitive judgment ability in complicated situations andbuilds a foundation for logical and critical thinking.
With incessant scandals of corruption in thesocial and political arena, children are exposed to thebright and dark side and irrationality of the world fromtheir early adolescence; and it is understandable thatthey close their minds to adults. In order to make asociety where just argument based on intuitive sensitivity prevails, now is the time for children and adults tocollaborate in the field of local machizukuri.

5. Built Environment Education Resources.
Growing Up in Cities
http://firewall.unesco.org/most/growing.htm

Department of Culture Media and Sport
http://www.coi.gov.uk/coi/depts/GHE/GHE.html

Architecture in Education
http://whyy.org/aie/page2.html

Design Council
http://www.design-council.org.uk/

Free The Children
http://www.freethechildren.org/

Development Education Project, Manchester University
http://www.dep.org.uk/

KIDSPOWER European Network for Children’s Ecological Rights
http://www.kidspower.org/index.htm

Groundwork Foundation
Learning Through Landscapes
http://www.ltl.org.uk/

Architecture Link
http://www.architecturelink.org.uk/

International Council for Local Environmental Initiatives(ICLEI)
http://www.iclei.org/europractice/

Architecture Foundation
http://www.architecturefoundation.org.uk/

National Association for Urban Studies (Places for People)
http://pobox.com/~streetwise/

The Best Practices Database
http://www.unhabitat.org/

Earthscan Publications
http://www.earthscan.co.uk/

Centre for Urban and Regional Ecology (CURE)
Cure@man.ac.uk

PLACECHECK
http://www.placecheck.com/

Centre for Creative Communities
http://www.creativecommunities.org.uk/

Resource for Urban Design Information (RUDI)
http://rudi.herts.ac.uk/

Centre for Neighbourhood Technologies and the Urban
Sustainability Learning Group
http://www.cnt.org/

Schoolworks
http://www.school-works.org/

Commission for Architecture and Built Environment
http://www.cabe.org.uk/

Town and Country Planning Association
Tcpa@tcpa.org.uk

Council for Environmental Education
Info@cee.i-way.co.uk

URBED and the Sustainable Neighbourhood Urban Initiative
http://www.urbed.co.uk/sun/cation (CUBE)
http://www.cube.org.uk/

CPIJ News Letter No.20 July.2002

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Trust for Public Land
http://www.tpl.org/

Architecture Centre Network
Contact Bridget Sawyer at CABE
Tel 0207 960 2400

Children’s Environments Research Group / The City
University of New York ,NY, USA
http://web.gc.cuny.edu/che/cergfr.htm

Architecture Centre
Narrow Quay
Bristoll BS1 4QA
http://www.arch-centre.demon.co.uk/

Children’s Environments Research and Design Group/
University of Wisconsin-Milwaukee
http://www.uwm.edu/Dept/cerdg/

Architecture Foundation
60 Bastwick Street
London EC1V 3TN
http://www.architecturefoundation.org.uk/

Child Watch International Research Network
http://www.childwatch.uio.no/CUBE
113-115 Portland Street
Manchester M1 6FB
http://www.cubeuk.org/

International Institute for Environment and Development
http://www.iied.org
Natural Learning Initiative
http://www.naturalearning.org/index.html

Hackney Building Exploratory
Professional Development Centre
Albion Drive
London E8 4ET
http://www.buildingexploratory.org.uk/“Children as Community Researchers” for the
UNICEF
http://www.unicef.org/teachers/researchers

Kent Architecture Centre
The Historic Dockyard
Chatham, Kent ME4 4TZ
http://www.architecturecentre.org/

Paedagogische Aktion e.V./ Spiel Kultur e.V.
htttp://www.pask.muc.kobis.de/Kultur & Spielraum e.V.
http://www.kulturundspielraum.de/

The Lighthouse
56 Mitchell Lane
Glasgow G1 3LX
http://www.thelighthouse.co.uk/

Planungsbuero Stadt-Kinder
Ostenhellenweg 41, 44135 Dortmund
Tel.: 0231/524011 Fax: 0231/524051
reinhard.pach@stadt-kinder.de

Liverpool Architecture and Design Trust
16 Vernon Street
Liverpool L2 2AY
http://www.merseyworld.com/ladt/

Naturfreundejugend Deutschlands
http://www.naturfreundejugend.de/
IPA
http://www.ipaworld.org/

London Open House / Architecture Link
Linton House, 39/41 Highgate Road
London NW5 1RS
http://www.architecturelink.org.uk/

SAFA (The Finnish Association of Architects)
http://www.safa.fi

Northern ArchitectureBlackfriars, Monk Street
Newcastle upon Tyne NE1 4XN
http://www.north.org.uk/

IPA Japan (in Japanese)
http://www.sda.nagoya-cu.ac.jp/~ken/ipajapan/
ICCP(Information Center for Children’s Participation)(inJapanese)
http://www.hobunsya.com/iccp/

RIBA Architecture Centre
66 Portland Place
London W1
http://www.architecture.com/

Architecture and Children Network Japan
http://members.jcom.home.ne.jp/acnj/eigo.htm

Children’s Eco City, Gaia Group
http://www.gaiagroup.org/Research/facilitation/eco-city/

The list was made in cooperation with Eileen Adams(South Bank University, London)

International Save the Children Alliance
http://www.savethechildren.net

Copyright (C)2002
The City Planning Institute of Japan. All Rights Reserved
CPIJ News Letter No.20 July.2002

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