Hunter Education as a Function of
Education for Sustainable Development
David Allen* (Texas A&M International University),
Kantaro Tabiraki (Tokyo University of Agriculture and Technology)

Key words: Resource sustainability, conservation, education

The UNESCO (2017) priority action area 5 is the acceleration of sustainable solutions at the
local level. Using a lens of hunter education, this initial look into education for sustainable
development (ESD) for wildlife focuses on four areas of management: wild game, endangered
animals, agricultural losses, and hunters in Japan and the United States. Recent changes in these fourinterrelated areas highlight the need to focus first on area 5.
The white stork (Ciconia boyciana) became extinct in Japan in 1971 and reintroduction
efforts began in 2005 (Japan Times, 2017a). The shooting of a protected white stork by a hunter in
Shimane Prefecture (Japan Times, 2017b) brings into focus the need for increased hunter education in
Japan as the hunter misidentified the stork thinking it was a heron and killed the protected bird.
The number of Japanese residents holding hunting licenses decreased from about 447,000 toabout 105,000 hunters between 1964 and 2015, with approximately 67% of the hunters being at least
60 years old (Igota & Suzuki, 2008, Lim, M. 2016; Noda, Y., 2015). Correspondingly, according to
Lim (2016), over the past 20 years, the deer population in Japan increased from fewer than 400,000 toover 3 million individuals, the boar population went from 500,000 to 1 million individuals, andsimilar increases were seen in monkey and bird populations resulting in nearly $200 million (USD)
annual impact to Japanese agriculture since 2008. These damage estimates and population levels will
help wildlife management efforts align with the interests of the stakeholders (farmers, hunters, etc.)
and, with proper hunter education program, encourage recreational hunting in areas that have seen thepractice decline, such as rural and suburban locations (Igota & Suzuki, 2008). With a similar
perspective, the Ministry of the Environment in Japan lists two goals on the Attractiveness of Hunting
Forum on their website. The second of these goals involves developing wildlife conservation
relationship between the wildlife and the citizens in order to ensure balance in the ecosystem (Japan
Ministry of the Environment, 2017).
The North American model of wildlife conservation has seven principles: 1) wildlife is heldin the public trust, 2) prohibition on commerce of dead wildlife, 3)democratic rule of law, 4) hunting
opportunity for all, 5) non-frivolous use, 6) international resources, and 7) scientific management(Rocky Mountain Elk Foundation, 2017). The U.S. Fish & Wildlife Service (2011) data show thatparticipation in hunting is up 3% since 2006, about 80% of all hunters reside in a metropolitan area,and 89% were male. Peterson and Nelson (2017) agree with these data except their findings show thatmost hunters live in a rural area. They also concluded that the current era of wildlife management andconservations is more about the hunters and less about game species management. Peterson (2014)
evaluated how education materials from state and non-governmental organizations (NGO) address
hunting ethics and wildlife management, finding twelve themes. Three themes had significant
differences between the government and NGO materials. The state agencies had a significantly higher
focus on respect to landowners (p=.026) while the NGOs had a significantly higher focus on being
motivated by nature (p=.002) and being skilled at hunting (p=.010). The other nine themes, such as
obeying the law, protecting wildlife habitat, and using the harvested meat, were not significantly
different in framing by the agencies or organizations.
ESD through hunter education involves managing endangered wildlife through education andidentification. This area of ESD also involves managing game animals and agricultural production
through, in part, effective hunting practices as informed by hunter education programs. Challenges forhunter education informed ESD include gentrification and a decreasing number of hunters in Japan,
while programs in the USA, especially government-based programs, are more focused on hunting
techniques and property rights than on animal conservation and management. These challenges lead
into the next UNESCO priority area for discussion, area 1 – advancing policy.
References: Please contact the lead author for the reference list.

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Developing the inner value of corporate social
responsibility for environmental education facilities andvenues1Lin, Su-Hwa (Associate Professor)
Lee, Hsin-Lin (Graduate Student)
Department of Science Education and Application, Master Program of Environmental
Education and Management. National Taichung University of Education, Taiwan
Key words: Environmental Education Facilities and Venues、Corporate Social Responsibility、*2

inner value
Corporate Social Responsibility (CSR) aims to provide the public with an education site
on more intimate contacts and understandings toward the environment. However, it will not
operate well if it is unable to become a self-sufficient industry, and the involvement of therelated industries will infuse the environmental education with much more different
perspectives for management and distinguishable business models. Therefore, in this research,
we adopt CSR incorporating the concept of bringing environmental education into theindustry, developing a framework that is suitable in Environmental Education Facilities andVenues (EEFV) and will facilitate the inner value of CSR. In this way, we offer an
establishment of a model for the related types of facilities to follow.
In this research, we construct the framework through Focus Group (FG) and a wide
collection of references, and we invited the experts pertaining to the related fields ofenvironmental education and CSR to amend and investigate the inner value of EEFV. The
entire investigation delves into four aspects, namely, Environment, Professional Manpower,
Curricular Plan, and Business Management. Environment involves the incorporation of theperipheral resources on the facilities that are related to environment education and are
eco-friendly to the environment. Besides, we also adhere to the regulation pertaining to therelated law. Professional Manpower aims to the maneuver the human resources withefficiency and equity. We ensure the basic human rights of the employees, providing both thetraining on the professional skills for environmental education and the mutual supports fromthe professional companions. Curricular Plan aims to combine the status quo of the local
environmental resources, dedicating to developing of multi-course plan on environmental
education and reusable course materials and to promoting the awareness of Green Supply
Chain. Business Management takes a specific operation and management as a target, focusing
on the sustainability of environmental resources and the environmental carrying capacity. The
implementation of it is based on the safety of public environment and the provision of early
warnings, and it greatly enhances job opportunities, draws attentions on the right of theconsumers, and comes into assistance for the underprivileged. Moreover, it keeps the amity
among the companions and every walk of life in the society.
The results of this research are capable of incorporating the featured indications ofenvironmental education and CSR, and it improves the qualities of the related domestic
industries and EEFV.

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Photography for encouraging pro-environmental
behavior: A study based on interview to university
students
ZHONG ANGGU (Ritsumeikan University)
Key words: class activity, extrinsic and intrinsic motivation, qualitative andquantitative study, participatory research

Numerous studies demonstrated that people have adequate knowledge ofenvironmental issues yet seldom change their behaviors for the good of theenvironment. This study aimed to understand whether taking photos could be aneffective way to encourage people’s pro-environmental behaviors. We encounter
numerous photos on a daily basis. To some extent, they could even affect us more
profoundly, emotionally or intellectually than words. In this study, key factors thatencourage people’s pro-environmental behaviors were tested. Based on literature
review, two research questions were developed: (1) What factors affect people’s
pro-environmental behaviors? (2) Can photography become an effective tool to change
people’s behavior? In order to answer these questions, a face-to-face interview was
conducted to 18 students who participated in one class offered at Ritsumeikan
University in the spring semester of 2017. In this course, students were asked to start
new pro-environmental behaviors for two weeks as a class activity. Additionally,
students were asked to take a photo of their new behaviors as a proof and to present it
in front of other students after two weeks. The results of the interview was analyzed
based on the self-determination theory and cognitive evaluation theory. The results
revealed that extrinsic motivation was the main factor that affected students’behavioral change (fifteen students) meaning majority of them started the behavior
because it was assigned as the class activity they had to enga ge in. Meanwhile, thirteen
students answered that intrinsic motivation affected their behavioral change meaning
they engaged because the activity was interesting. Lastly, eleven students answeredthat taking photos prompted their behavioral changes. While there is limitation in
generalizing findings of our results because of lack of samples, this study revealed
potential of three factors in encouraging people’s pro-environmental behaviors:
extrinsic and intrinsic motivation, and photos of their new behaviors.

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Possibilities on International Collaborative Research
Initiative for E.E. in Asia (2): Designing Survey and Questionnaire
TO Kimiharu (Aomori University), CHANG T.C. (Taiwan Normal University), KIM Chankook, (Korea
National University of Education), LEE Sun-kyung, (Cheongju National University of Education),
SAKURAI Ryo (Ritsumeikan University), NINOMIYA-LIM Sachi (Tokai University), HATA Noriko(Tsuru University), KATAYAMA Junko (Istanbul Kultur University),
FURIHATA Shinichi (Tokyo University of Agriculture and Technology)

Keywords: Cross-national survey design; online survey; environmental education researchThis collaborative study is organized in response to recent joint-momentum that has been built
among the three academic societies of environmental education (EE) in Japan, Korea and Taiwan.
One of the most recent steps is demonstrated in the special issue of Japanese Journal ofEnvironmental Education in the spring 2017, which shared the situations of formal and non-formal
EE and trends of EE research in three Asian countries and gained insight from outside of theregion. At almost the same time, our research group made a presentation in Japanese titled
Possibilities on International Collaborative Research Initiative for Environmental Education in
Asia at the 11 th Kanto Branch Conference of the Japanese Society for Environmental Education
last March 2017. The presentation covered the background, scope, significance, and possible
direction of collaborative research among Japan, Korea and Taiwan.
The collaborative survey proposed aims at illuminating how environmental education
professionals are engaging in his/her research activities across the three different nations. In sodoing, we plan to utilize a common questionnaire as a means of obtaining certain background datafor identifying similarities, difference and trends in the EE research among the three societies.
Such results will become an asset for not only providing opportunities for increasing the capacityof EE research but also generating further in-depth studies both inside and outside the threenations.
In this discussion meeting, our group first reviews the presentation we made last March. Then, ourdiscussion centers around tactical and logistical issues of designing a survey and framing
questions. To design and conduct a cross-national, on-line survey (i.e. SurveyMonkey) withmultiple languages, participating researchers needs to be aware the two following areas: (1)communication and cooperation among researchers, and: (2) validity and trustworthiness. For
example, to collect data in an organized and consistent way, participating researchers have toagree upon the selection of answer choices, equivalent terms and phrases for finalizing thequestionnaires of different languages. Thus, it is better to conduct a pilot survey to test logistics aswell as to minimize question redundancies. Also, researchers’ expertise and professional networkin his/her country are highly important to obtain desirable response rates.

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Environmental Education Using the Oriental White
Stork in Japan and the Republic of Korea
Kantaro TABIRAKI* (United Graduate School of Agricultural Science, Tokyo
University of Agriculture and Technology, Japan),
Young Sook NAM (Eco-Institute for Oriental Stork, Korea National
University of Education, the Republic of Korea)
Key words: reintroduction of the oriental white stork
This project created a proposal for environmental education using the reintroduction of theoriental white stork as a theme in comparison with the successful development of othereducational programs in Japan and the republic of Korea. There have been many educational
programs related to the reintroduction of the oriental white stork in Japan and the republic ofKorea, but little study has been done to construct a systematic approach to education in the generalframework of a sustainable coexistence between people and nature. Our project would be helpful
to use in coordination with components of environmental education and education for sustainable
development using the oriental white stork as a theme; it could prompt a rethinking of a symbiotic
society with an aspect on education for all, formally and non-formally. Therefore, it is important
to determine how such educational programs can develop human resources for the effective
conservation of an oriental white stork in Japan and the republic of Korea.
For our research methodology, at first, we collected data on research trends in educational
programs about the oriental white stork in the case of Japan and the republic of Korea, as bothformal and non-formal education. Secondly, we reviewed the outline of national curricula andexamined what was going forward in an educational institute, comparing the components ofenvironmental education and education for sustainable development. One research question was tolearn what the challenges are that environmental education using an oriental white stork in formal
and non-formal education currently faces Japan and the republic of Korea. Another one was todetermine how the past, present, and future environmental education using the oriental white stork
has been related to local environmental and social, economic, political, and/ other contexts informal and non-formal education in Japan and the republic of Korea. Finally, we discussed theidea of environmental education using the oriental white stork, including its interdisciplinary
concept, with a focus on education for sustainable development and to indicate its possibility asalternative education.
In future study, we would like to examine how non-formal education, including farmers andhunters, could promote efficient agriculture and support efficiently reintroducing the oriental
white stork in Asia, including Taiwan and China.

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Comparative Study of EE/ESD
in Higher Education in Asia: A Proposal
Sachi Ninomiya-Lim (Tokai University)
Keywords: Higher education, university, ESD, Asia,
comparative study
The international community has regarded higher
education

institutes(HEIs)

asmajor

actorsindeveloping a sustainable world since when the United
Nations Conference on the Human Environment pointed
out their importance in 1972. As people’s interest inenvironmental

andsustainability

issuesgradually

increased in the 1980s, expectations regarding the roles
to be played by HEIs also grew, accompanied bydiscussion of how HEIs can and should contribute tosustainable development. Since the 1990s, a number ofinternational declarations, partnerships, and networks of
HEIs for sustainability have been launched, such as the

Figure: Roles of HEIs for Sustainability(Source: Higher Education Sustainability
Initiative,
https://sustainabledevelopment.un.org/sdina
ction/hesi, accessed on July 13, 2017)

Association of University Leaders for a Sustainable
Future (ULSF), the Global Higher Education for Sustainability Partnership (GHESP), the Global
Universities Partnership on Environment for Sustainability (GUPES), the Promotion of
Sustainability in Postgraduate Education and Research (ProSPER.NET), and the Higher Education
Sustainability Initiative (HESI). According to a study by Wals and Blewitt (2010) of papers
published in the International Journal of Sustainability in Higher Education between 2001 and2010, while earlier papers focused more on environmental management by HEIs , including energy
saving and waste reduction, the focus on education and teaching subsequently increased. As the
HESI shows in the diagram (Figure), HEIs are now expected to contribute to sustainability not
only in their education and campus management but also in research, community development andinternational networking.
Thus, HEIs continue to have a major responsibility to work toward sustainability, andinternational networking and collaboration are critical for them to fulfill their roles. However,international mutual understanding of the actual practices, issues, and possibilities of HEIs insustainability is still limited, especially among Asian countries, partly due to the language barrier.
Comparative studies on Asian HEIs in relation to sustainability are necessary for successful
collaboration toward this goal, and as a step forward, the author hereby proposes the launch of acomparative

research

project

focusing on“education” forsustainability,

often called

environmental education (EE) and education for sustainable development (ESD), at HEIs in Japanand other Asian countries, possibly including Korea, Taiwan, and Malaysia.
Wals, A.E.J. and Blewitt, J. 2010. Third-wave sustainability in higher education: some (inter)national trends anddevelopments. Jones, P., Selby, D., and Sterling, S. (ed.) Sustainability Education: Perspectives and Practice
Across Higher Education. London: Earthscan, p. 55-74.

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Comparative Study on the Environmental
Education Promotion Act in East Asia
Masahiro Saito（Kochi University, Japan）
Hideki Sato（Japan Environmental Education Forum(JEEF), Japan）
CHANG.T.C.（National Taiwan Normal University, Taiwan）
Key words：Environmental Education Act, Policy Context of Environmental Education,
Transformation of Environmental Administration
The purpose of this research is to reveal characteristics of the management of the environmental
administration of the two countries under the environmental education act in comparison between Japanand Taiwan. In Japan, Environmental Education Promotion Act was enacted in 2003 and revised in
2011. In Taiwan. Environmental Education Act was promulgated in 2010 and effective in 2011.
When we watch trend of the precedent study in Japan, we understand there is constant accumulationof the study that have been analyzed the enactment process and reform’s contexts of the act. We thinkthat it would be possible to carry out the international comparison by analyzing the precedent study
carefully. However, it has been apt to research from such a point of view, so they cannot reveal thepolicy factor on the environmental education of each country. In order to clarify it, it is necessary to focus
on the management of the environmental administration and the Environmental Education Promotion
Act.
Taking the above matter into consideration, this research has the following two viewpoints. Firstly, it
is to marshal the lawmaking effects and policy contexts on Environmental Education Promotion Act.
Comparing the legislations on environmental education in Taiwan and Japan, it differs substantially inthe binding law. That is, it is almost non-binding of “Try to strive” in Japan, while it is more common in
stipulating the obligations of “To do” in Taiwan. It is inferred that it would be dependent on the differences
as to how to consider environmental education in the politics and policy in each country. In order toclarify the policy factors of each country in the environmental education, we aim at deciphering thelawmaking, legal revision’s effects and policy contexts by collecting and analyzing the precedent studies
in Japan and Taiwan, and the government documents which are being posted on the website of Ministryof Environment in Japan and the Environmental Protection Administration (EPA) in Taiwan.
Secondly, it is to clarify the shifts of the environmental administration arose by the legislations andlegal amendments on the environmental education, through the interview to Ministry of Environment inJapan and to the Regional Environmental Office divided the nation into seven blocks. We will conduct
it from the following two viewpoints; ① how to work the structure to promote environmental education,② how to be related to various stakeholders among companies, NGOs, schools and citizens, etc.
Through the study, we will clarify how the role allotments and relations between the government andrelevant players have been built, and how policies and projects on environmental education have been
conducted, taking this opportunity on enacting and amending the Environmental Education Promotion
Act. With that, we want to reveal the shifts before and after enacting and amending it by the stakeholders,through how the citizen’s environmental learning activities have been organized and how the existing
environmental education efforts have been developed, etc. This approach will be adopted to explore
the shift of environmental education implementation in Taiwan since the Environmental Education Act
took effect in 2011.
We will release an interim report as the outcomes of the survey in the research conference of Kanto
Branch of JSFEE, at the same time to present it in JJEE-EEA2018.

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Comparative Study of National Park as one ofEnvironmental Education Institutions
Yuki ISHIAYAMA（Gakushuin University）・Yi-Hsuan Tim Hsu（Aletheia University）
Keyword：National park、Comparative study、The gap between managers and residents
A national park is valued as a high-quality natural and cultural environment. And also it is aplace for managers and local residents to collaboratively engage in environmental education by
conducting ecotourism.
In rural areas where the regional economy has declined, it i s important that those naturalenvironments shall be protected and designated as national parks by the government, because thisdesignation triggers an increasing value in tourism and a promotion on the public management of
the natural environment. Therefore, the designation of national parks can be considered an
important approach for preserving landscape and maintaining high -quality environmental
education.
However, public management through designation of national parks confronts various problems.
There have been instances in which the improvement of public management restricts the ordinary
lifestyle of local residents with respect to utilizing the natural environment; usually the residents
are not well-informed their obligations and rights because of the top-down approach used by theauthority. Further, there are many residents who do not understand the value of nature. Therefore,
tours conducted by these residents for visitors could potentially lack of scientific knowledge andenvironmental educational practices, because these residents put their emphasis on the aspects of
tourist services and local economy.
In short, the quality of environmental practice differs depending on whether the coordinator is a
resident or a manager of the park. In order to fill in this gap, it is necessary to eliminate thedifference in the focus of the manager, who emphasizes the aspects of nature conservation andenvironmental education, and the focus of the local residents, who place values on the tourism
aspect. One of the methods for resolving this is to jointly create an environmental education
program with staff and local residents.
In this study, it is focused on a comparison of environmental education program and its
construction process between Taijiang National Park lo cated in Taiwan and an equivalent nationalpark in Japan, especially regarding to the perspectives of local resid ents.
Taijiang National Park has the variety of sites for cultural resources and rich wetland
ecosystems. In addition, this park is a place whe re black-faced spoonbill is wintering each year.So,
a local industry “milkfish breeding” is considered to be significant to both the local economy andthe environment. Park managers make efforts to protect wetland, that is, to improve economic
efficiency. Besides, Taijiang National Park is consistently implementing “Wetland School for EE
programs” and “Ecotourism”, they are trying to reduce the gap between local residents andadministration.

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Comparison of Forest Education in the Compulsory
Schools of Asia from a Global Perspective
Kazuyo Nagahama, The University of Tokyo, Japan
Akira Hiyane, Iwate University, Japan
Kiyotatsu Yamamoto, Iwate University, Japan
Hem Gairola, Garhwal Environment and Education Society, India
Laxman Satya, Lock Haven University of Pennsylvania, USA
Key words: Forest education, Compulsory schooling, Environmental education,
Literary research, Qualitative and quantitative surveys

The present global forest area is approximately 3,999 million ha, which is about 31%of the entire land area (FAO 2015). However, the forest coverage is rapidly decreasing.
Some 129 million ha (about 3%) of forest land has disappeared comparing since 1990.
This has happened especially in East Asia, South America and Africa. It is noticed that
forests and forestry are under pressure from several drivers such as globalization,
climate change, green economy and so on. Therefore holistic and integrative
approaches are needed, to account for ecosystem services and corporate social
responsibility.
These changes have had a considerable impact on the education sector as well as
several many other service sectors. Within forest education there is an increasing
demand for content knowledge of social effects, generic skill s, and environmental
education approaches. As a structural change measure, more traditional forestry
programs have been merged with other disciplines, or even terminated from someinstitutions.
The objective of this research project is to produce a scientific poli cy report on
global forest education related to Asia, targeting mainly the compulsory schoolinglevel. The specific objectives are as follows:
1. To analyze the effects of forest curricula on learning outcomes. A specificresearch question is whether or not learning outcomes from forest science centeredcurricula are different from curricula focusing on multiple ecosystems.
2. To make a comprehensive analysis on a global scale using up-to-date scientificmethods and latest techniques of research.
3. To analyze the possibilities of new developing novel methods and approaches
towards enhancing environmental education.
The research is going to comparatively examine selective countries learning andeducation methods in forest and forestry. It will be based on an understanding of thesocial background of each country such as religious outlook, perception of nature,environmental awareness, threat, etc. Furthermore, it would contribute to not only
environmental education but also global environmental issues such deforestation anddegradation of forest lands in developing countries.

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Reconsidering Paulo Freire’s Pedagogic Theory
on Environmental Education in Japan
Yusuke SAKAI (Kagoshima University)
Key words: Paulo Freire, historicity, subject of the history, Brazil, environmental education
Paulo Freire’s pedagogical theory has had a profound influence on education, community
development, social movement and many other fields in Asia (Balduino 2012). In Japan, before
his work Pedagogy of the Oppressed [Pedagogia do oprimido] (published in Portuguese in 1970)
being translated into Japanese, it had already been read among Kohei Hanasaki, group of Hyogo
Kaiho Kyoiku(emancipatory education) Kenkyukai, and Kamagasaki Chiiki Mondai Kenkyukai(Kusuhara 1979). After the publication in Japanese in 1979, Freire’s work became well known,and his key concepts “Conscientization”, “Dialogue”, “Banking Education”, “Problem-posing
Education” etc., began to expand on adult and community education (Shakai Kyoiku), philosophyof education and so on. The publication of new translation of Pedagogy of the Oppressed in 2011,
has stimulated further research and re-interpretation of Freire’s thought. In case of Japaneseenvironmental education, Toshimasa Suzuki (2009) shows the importance of “Conscientization”
by Freire and “Learning Network” proposed by Ivan Illich on environmental education.
In Brazil, Marcos Reigota(2009), a Brazilian environmentalist and educator reveals Brazilian
environmental education emerged with social movements in 1970s and was influenced by thepolitical struggle against the military dictatorship (1964-1984) and the Freire’s philosophy ofeducation. Furthermore, Marcos Reigota (2003) emphasizes the importance of Freire’s key
concept “subject of the history” [sujeito da história] on Brazilian environmental education.
This study attempts to describe and compare the characteristics of discussion about Freire’s
thought on environmental education between Japan and Brazil, focusing on one Japanese youngteacher’s trajectory from Recife, Brazil to Kagoshima, Japan, based on Freire’s key concept“subject of the history”.
Reference:
Balduino Andreola(2012), Asia, Danilo R. Streck et al.(ed.), PAULO FREIRE ENCYCLOPEDIA, Rowman &Littlefield Publishers, pp.31-32.
Marcos Reigota(2003),Trajetórias e Narrativas Através da Educação Ambiental, DP & A Editora, p.9.
Marcos Reigota(2009), Editorial - Educação ambiental brasileira: a contribuição da nova geração depesquisadores e pesquisadoras, Interacções, vol.5, p.1.
Toshimasa Suzuki(2009), The Theories of Ivan Illich and Paulo Freire and Environ mental Education: Re-thinking
from the Standpoint of Adult and Community Education , Japanese Journal of Environmental Education, no.3,
pp.29-40.
Paulo Freire(1979), Pedagogy of the Oppressed (translated by Akira Kusuhara et al.), Akishobo, p.323.

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