In Hokkaido University

Program & Abstract
Program for ESD Campus Asia ProjectAugust 19, 2013 ～ August 26, 2013
Hokkaido University
School of Education

Contents

Participants List

1

Hotel Information3

Map (Hokkaido University and Hotels)

4

ESD Week at a Glance

5

Guidance and Significance of ESD
Guidance

7(Professor Kawaguchi)

Rethinking Peace from the view point of Hokkaido”(Professor Miyazaki)
Health & Sustainable Society
Lec.1: Social Determinant of Health(Professor Kawaguchi)
Lec.2: Physical Activity & Health

9

10
12

(Professor Mizuno)
Reorientation of Education
Lec.3: Sustainable Competence on Future Planning(Professor Tschapka & Kim)

13

Alternative Views on Technology, Culture, and Sustainability
Lec.4: Cultural Aspects of Science and Technology in Modern Societies(Associate Professor Tsuchida)14

Lec.5: Sustainability and Indigenous Peoples(Associate Professor Gayman)

15

Symbiosis with Nature
Lec.6: Building a sustainable fishing community in the post-tsunami recovery of
Kesennuma Fishery
16(Associate Professor Ishimura)
Presentation & Discussion

17

Task

18

4

Map (Hokkaido University)

Clark Hotel

5

ESD Week at a Glance
ESD Campus Asia Project (Hokkaido University Week)
Date
8/18

10:00 ～11:30

13:00 ～15:00

Sun

15:15 ～16:15
16:30 ～

Arrival

16:30～
Welcome Reception

8/19 Mon

Campus tour

Lunch

Guidance

Cultural Exchange

8/20

Lecture 1 & 2

Lunch

Workshop (1)Cultural Exchange

8/21 Wed

Lecture 3

LunchWorkshop (2)Cultural Exchange

8/22

Thu

Lecture 4 & 5

Lunch

Workshop (3)Cultural Exchange

8/23

Fri

Lecture 6

Lunch

Workshop (4)Cultural Exchange

8/24

Sat

Excursion (Option)

8/25

Sun

Free

Tue

8/26 Mon

Preparation

Lunch

Presentation with Discussion

Farewell Party

Workshop includes group discussion (13:00～15:00) and short presentation (15:15～16:15).
Guidance & welcome party will be held on the 3rd floor of School of
Education.
Farewell Party will be held at the Faculty House, Enreiso.

Program:Agenda 1: Health & Sustainable Society
Lec.1: Social Determinant of Health (Prof. Kawaguchi)

1st day

Lec.2: Physical Activity & Health (Prof. Mizuno)
Agenda 2: Reorientation of Education
Lec.3: Sustainable Competence on Future Planning (Prof. Tschapka & Kim)

2nd day

Agenda 3: Alternative Views on Technology, Culture, and Sustainability

3rd day

Lec.4: Cultural Aspects of Science and Technology in Modern Societies (Ass. Prof. Tsuchida)Lec.5: Sustainability and Indigenous Peoples (Ass. Prof. Gayman)
Agenda 4: Symbiosis with Nature
4th day
Lec.6: Building a sustainable fishing community in the post-tsunami recovery of Kesennuma Fishery(Ass. Prof. Ishimura)6(1) Topics associated with ESD will be explained by an academic member. All lectures (except for
lecture 3) will be given in room W410 (4F) of West-building (A general seminar building forhumanities and social sciences) in Hokkaido University.
(2) Subsequently, participating students will be split into 4 groups, and discuss freely on related issues,
including research using the internet (e-journals) and library. Graduate students will help andsupport your learning as a facilitator in some sessions. Small-size meeting rooms (5F = W509,
W510, W511, W512, W513 and W518) are prepared for group discussions.
(3) Summarize your group’s discussion in writing.
(4) Select one member of the group as a speaker, and give a short presentation (less than 10
minutes) to share your thinking and research results with other participants. Short presentations are
performed in room W410.
Lecture room

School of Education

Faculty House
EnreisoFarewell Party on August 26th at Faculty House, Enreiso

7

August 19 (Mon)
13:00～15:00

Guidance & Significance of ESD
Guidanepresented by Prof. KAWAGUCHI Akito
Health Science
akitok@edu.hokudai.ac.jp

We are in the midst of fear and anxiety associated with the crisis triggered
by global warming. At the same time, burst increase of human population overcenturies on the earth has disturbed ecosystem. Unprecedented climate disasters
such as heavy rain and storm have cost a number of human lives. However, thepresent problems for sustainable existence we confront are originated from modern society
characterized by mass production, mass consumption and mass disposal, and are completely interlinked
with our lifestyle and social structure based on not only economic activity, but also culture, science,and education. On the other hand, recent worldwide turmoil to call for a solution on poverty or thewidening gap of inequality between haves and have-nots might represent that modern society has
continued to produce various kinds of social gaps such as income, health, education, race and gender.
Education is responsible for the present condition, because of its role to bring up experts for building
and maintaining the modern society, and is also involved in finding out the ways to cope with thecritical situation.
Although there is a wide range of interpretations of ESD, we are going to spark up the debate on theimportant role that education plays in the process to implement possible solutions. Sustainable
development depends not only by the preservation of nature with ecosystem, but also on human activity
to control and regulate natural resources. Moreover, it is also related to the improvement of social
system associated with inequity and injustice among people.
This project emphasizes and focuses on the importance of pedagogical approach that plays anessential role in sustainable development of society, and aims to build a concrete step to form “ESD
Campus Asia”, where Asian students who are responsible for next generation learn together. The
project thus aims to support building human networks based on mutual trust and respect. To achieve theaim, we will provide an opportunity to international students to discuss and consider the functions ofeducation to overcome the human-made crisis, critically analyzing the past. At the same time, we will
foster future human resources to be capable of addressing the task of achieving the sustainable
development of society.
Primary goals of the project:First, to recognize the significance of education that plays a central role in sustainable developmentof society.
Second, to acquire the global public-mindedness with human right to live together based oninterdisciplinary and scientific knowledge beyond the conflict of interest among nations.
Third, to foster ability and insight for closing any gap that exists in any society as a gradient.
Fourth, to build an international human network to address ESD and cooperate with each other inthe future.

8
プロジェクトの目的と目標
現代世界は、地球温暖化や生態系の攪乱に触発された人類の将来への生存環境への不安の只中にある。しかしその根源は、近現代社会における科学を含めた人間の活動パラダイムに基づく。本プロジェクト
は、その克服の唯一の方法である ESD (Education for Sustainable Development of Society) を中心的主題
として、持続的な社会の形成に果たす教育の役割に関する課題への関心を喚起する。持続的発展は、人間の生存環境に影響をおよぼす自然環境の劣化や地球資源の過多のみに依存しているのではなく、その資源を評価し、利用・活用を制御する人間社会に一義的に依存している。今日直面している自然環境の劣化は、人間社会の大量生産と大量消費、生活習慣・態度、あるいは発展のために多くの人材を輩出した教育機能に支えられ、その社会構造はまた、経済格差や、健康格差、教育格差や性・人種差別を宿す社会でもある。持続性の危機は、自然環境劣化を生み出した社会そのものに起源し、同時平行的に生活環境・人間関係の脆弱性と連動し、それらは固有な社会の文化、健康への態度、生活様式や教育制度という社会の構造的な要因によっても支えられている。すなわち、自然環境の保全のみで社会の持続性が担保される訳ではなく、むしろ現代社会が孕む危機は、次世代への教育機能、人間の再生産や豊かな生を育む
健康行動、平和を保障する市民性や人権への確信、あるいは公正や正義に関する倫理的観念など、多様な社会的側面に規定されたものである。
上記目標の達成のために、多元的価値観の尊重とともに、過去の批判的継承に基づき、人類の危機を克服するために果たすべき教育機能への議論と考察を深め、普遍的な価値について議論しうる人材を養成する。歴史的、文化的に共通項の多い東アジアの次世代を担う学生たちに、多文化的(multicultural)な
学生・教員との国際的かつ積極的な交流を通して、多様な価値観を有する世界のなかで、アジアから発信する社会の持続性に関するあらたな価値観の形成、国際感覚の涵養および将来的にも継続的かつ国際的に交流し、また活躍しうる人脈の形成を支援する。
本プログラムの主要な到達・獲得目標は下記である。
①社会の持続的発展が、人類の地球上の自然を含む生存環境を利用し、制御する社会の構造そのもの－したがって一義的には人間の教育－に依存しているという認識と確信の醸成②社会的発展の利害が錯綜する国際社会における学際的かつ科学的認識に基づく相互共生のための世界的公共精神の獲得③いかなる社会にも勾配として存在する多様な社会格差是正への思考力と行動力の涵養④将来に向かって共同して課題解決に向かう国際的人脈の形成

9August 19 (Mon)
13:00～15:00

Guidance & Significance of ESD
Rethinking Peace from the view point of “Hokkaido”
presented by Prof. MIYAZAKI Takashi
Adult and Community Education
miyazaki@edu.hokudai.ac.jp
Hokkaido has a special historical feature as the domestic colony ofJapan hence surplus population moved in this area. They were called “pioneer”, but actually they were
excluded from their villages. Because of the deployment of resource exploration, indigenous culture wasdestroyed.
Before WWII, the economic system was established by rampant violence. It started with plundering land
and fishing ground from Ainu people, and constructing roads and railways by using forced labor. Theselaborers were called Tako (=octopus) workers. During WWII, lots of young Koreans were forced to work at
mining, construction sites and factories of which Japanese workers had been transformed to become soldiers.
There were numerous victims including Korean and Chinese workers.
After WWII, Japanese government started the reclaiming policy for the return of people from colonies
overseas. However, because the lands given were poor, most of them had to leave there without success.
Thus, violence appearing in the modern society is inscribed in the history of Hokkaido. At the same time,
Hokkaido has been an arena for people who are against such violence and also for those who are learning andpracticing to promote peace. In this session, referring to these movements (learning movement by workers
and farmers, “my pace daily” movement, and learning movement by unearthing the remains of victims), weshall consider sustainable society based on the right to live in peace.
Key words:
domestic colony, violence, the right to live in peace, “my pace daily” movement,
learning movement by unearthing the remains of victims「北海道」から平和を考える
北海道は日本の中でも内国植民地という特殊な歴史的特徴をもつ。植民地は、開拓者という名の過剰人口の受け皿であり、資源の収奪と土着の文化の破壊が繰り広げられた場所でもある。
戦前の北海道では、暴力による経済システムの構築が展開した。先住民族であるアイヌからの土地や漁場の収奪、囚人による道路建設、タコ部屋という名の強制労働による鉄道建設に始まり、戦争によって労働力が不足すると、多くの朝鮮人労働者が炭鉱や社会資本建設に動員され、犠牲者も多く出た。戦後には、海外の植民地から引き揚げてきた人々による緊急開拓も実施されたが、劣悪な土地条件のためにその多くが離農に追い込まれた。
このように北海道は、その歴史に現代社会の暴力性を深く刻み込んでいる。同時に北海道は、
そのような暴力性を乗り越え、平和を希求する学習と実践が繰り広げられた地域でもある。このセッションでは、そのような取り組みを参照しながら、平和のうちに生きる権利に基づいた社会創造としての持続可能性について考えたい。

10

August 20 (Tue)10:00～11:30

ESD International Agenda 1
Health & Sustainable Society
Lecture 1: Social Determinants of Healthpresented by Prof. KAWAGUCHI Akito
Health Science
akitok@edu.hokudai.ac.jp
About 60% of world death today is caused by chronic disease whichprimarily depends on lifestyle in modern society characterized byindustrialization with economic development. As a disease or illness appears in
an individual, the term “health” has been perceived to be a state of individual
condition defined as absence of disease or infirmity. However, our health isaffected by a variety of social aspects, not only economic status, but also education, gender, occupation,
culture, social norm and human relationship. As far as “health” is affected by those structural factors insociety, health is not only a social interest, but also a challenge of social sustainability.
In 19th century in England, public health had been a movement to change the society for the poor or
the labor as a crowd. It required their health as one of fundamental human rights, which was rhetoricallyestablished in preface of WHO constitution in 1948. However, today, societal aspects such as climate
disaster by global warming, pollution by industry, widening gap of socioeconomic status, and stress incompetitive society are threatening our health more than ever.
This lecture takes two topics. As social competitiveness intensified, widening gap of socioeconomic
status provide serious impact in mental health of people. Mortality rate by suicide has been drasticallyincreased in recent Japan & Korea, since Asia financial crisis in 1997.WHO warns that social injustice iskilling people on a large scale. On the other hand, as sense of beauty expanded, Japanese young girls
with child bearing age have become excessively slender. Young girls who grow poorly, become stunted
women, and they are likely to give birth to low birth weight baby (LBW: define as just at birth less than
2,500g) who may be likely to continue the vicious cycle by being stunted. Moreover, LBW is wellrecognized worldwide to be vulnerable to lifestyle-related disease in their later life. This phenomenon
has been known as DOHaD (Developmental Origins of Health and Disease). How should we cut off thevicious cycle and what point we should intervene in the process for sustainable human reproduction?
Let’s consider what is responsible for such society, in order to actualize sound and sustainable society.
How can we reconcile our health and economic growth?
i) Recognize characteristic changes of modern society associated with health.
ii) Consider about how to close health gap and to reconcile economic development and our health.
iii) Recognize body composition and physiological significance of body weight.
iv) What do you mean by health ?
Practical work:
Measure your body components (such as protein, muscle, fat, minerals and so on ) by non-invasive
bioelectrical impedance analysis (for a few minutes). Graduate students help you to measure.
Further reading:(1) Suicide
OECD Health at a glance, 2011; http://www.oecd.org/health/health-systems/49105858.pdf PP.34-35, 2011, OECD
WHO, SUPRE: http://www.who.int/mental_health/prevention/suicide/suicideprevent/en/index.html, 2012

(2) DOHaD
Baker et al.: The fetal origins of adult disease, BMJ. 2001 February 17; 322(7283): 375–376.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1119617/
Ramakrishnan et al.: Role of intergenerational effects on linear growth. Journal of Nutrition, 129 (Suppl.2) S544-S549,
1999; http://jn.nutrition.org/content/129/2/544.long
OECD Health at a glance, 2011; http://www.oecd.org/health/health-systems/49105858.pdf PP.38-39

11

講義 １ 健康の社会的規定要因
世界の死因の 6O%は生活習慣病であり、それは近代社会の高度な産業化と経済発展に依存している。
疾病は個人に表現されるため健康は個人的事象とかんがえられがちであるが、それは社会家いざ的状態
や教育、職業などに関連したものである。したがって健康とは社会的課題である。
19 世紀のイギリスの公衆衛生運動は貧困層のための社会改革の運動であり、それは人間の基本的人権を求めものであったが、WHO は 1948 年にそれを明文化した。しかしながら依然として、気候変動、環境汚
染、格差の拡大、競争社会ストレスなど、社会的構造は依然として私たちの健康を脅かしている。
この講義では健康や生存に影響する深刻な社会的規定要因としての二つの話題を取り上げる。近年の東アジア、とくに韓国と日本では 1997 年のアジア通貨危機以降、自殺率が上昇している。WHO は社会的不正義が大規模に人を殺しているとの認識を示している。一方で、日本では、若い女性の痩身とそれにともな
う低出生体重児の増加がつづき、これが世代を超えて受け継がれることが知られている。さらに低出生体重
児は将来の生活習慣病のリスクが上昇することが世界的に知られるようになった。健全は持続的社会とはどのようなものか、上記の話題から考えよう。

12

August 20 (Tue)10:00～11:30

ESD International Agenda 1
Health & Sustainable Society
Lecture 2: Physical Activity and Healthpresented by Prof. MIZUNO Masao
Physical Fitness Sciencemizuno@edu.hokudai.ac.jp
In Japan facing a supper aging society with a declining birthrate, it appears
an extremely important task to rebuild health promoting programs for obtaining a society withsustainable development. In concerning world-wide health obstructing risks, WHO estimates that
cerebro-/cardio-vascular diseases and depression take over in 2020 instead of respiratory/digestive
infections and perinatal diseases, those used to be the risks among under-developing countries in the endof 20th century. While a construction of active living has shown to be the most powerful factor for
preventing and improving lifestyle-related diseases, it seems to be so hard to develop the ability forbuilding active life as a person. In and throughout this program, it is expected that common andindependent health problem(s) among four representative Asian countries will become clarify, and thediscussion and debate will take place for reconstructing future health education.
1) To understand the interrelationships between health and physical activity in terms of the survival, theprotective, and the developmental level.
2) To recognize socioeconomic status disparity inducing health status disparity to be approached by thepresent status of overweight/obesity and weight-loss/slimness
Reading:
WHO Global status report on noncommunicable diseases 2010
http://www.who.int/nmh/publications/ncd_report_full_en.pdf
Key words:
Physical activity, aging society, fitness, lifestyle-related disease, health education, nutrition

講義２ 身体活動と健康
少子化と超高齢化社会に直面している日本において、社会問題に対応した健康教育の再構築が 持続可能な発展を遂げる社会の創造にとって極めて重要な課題である。20 世紀末における世界的な 健康阻害要因として挙げられた発展途上国における呼吸器系・消化器系感染症と周産期疾患に代わ って、
2020 年代に向けては先進国で先行されていた脳・心臓循環器系疾患と精神的疾患が世界各 国の共通の健康問題となることが世界保健機構（ＷＨＯ）により予想されている。日常を活動的に過ご すことが生
活習慣病の予防と改善にとって最も効果的であることが明らかにされてきている一方で、健 康主体である
個人が運動を習慣化できる力量の形成は困難な様相を示している。本プログラムを通し て、代表的アジ
ア 3 諸国に関わり共通する健康問題と各国独自な問題とを明らかにして今後の健康 教育の課題についての議論が期待される。

13

August 21 (Wes)
10:00～11:30

ESD International Agenda 2
Reorientation of Education
Lecture 3：Sustainability Competencies on Future Planning
Presented by Prof. Johannes TSCHAPKA & KIM Tae-Yeon(Seoul National University)
Competences and Curriculum,
Environmental Education
jotscha@snu.ac.kr
Education for Sustainable Development in the international debate is primarily oriented on solving
problems instead of just collecting and memorizing facts and figures. Second, a central feature of ESD
lays in its future orientation and its normative fundament in Human rights. As a matter of fact future canonly be created by humans. Therefore the ‘Brundtlandt report’ opens with an interesting sentence: ‘The
Humanity has the ability to make development sustainable’ (United Nations, 1987, Our Common Future)
We have to figure out what is the Common Sense on Sustainability across the globe and what has to benegotiated and how can future be negotiated?
In the workshop we will use a kind of Scenario Technique. Knowledge has to be contrasted byexperiences of the past and by estimations of future scenarios. In developing future scenarios and a clear
definition of development paths students can lay a basis for democratic arguing, negotiating and deciding.
Even normative settings of our Human Rights, based on liberty and equality have to be negotiatedcontinuously. Sustainability comprises these ideals and requires specific competencies of students toanticipate a sustainable future.
The Scenario Technique is primarily a scientific approach to estimate best and worst or alternate
developments in the future based on view points of different disciplines and judgement by arguments.
The students are requested to use their personal education and learning processes as students of diverse
disciplines (teachers, engineers, community organisers, lawyers,…) as a basis for the scenario
development. It acquires knowledge and understanding to anticipate the context in which the students
will have to act due to their disciplines. In three phases of the Scenario Technique students have to quest
30 year trend estimations for consistency, plausibility and tendentious presumptions. It is highly selfreflective and analysis current social discourses. Despite its future orientation, Scenario Technique offers
real interdisciplinary work and collaboration among people of different cultures.

14

August 22 (Thr)
10:00～11:30

ESD International Agenda 3
Alternative Views on Technology, Culture, and Sustainability
Lecture 4: Cultural Aspects of Science and Technology in Modern Societies
presented by Ass. Prof. TSUCHIDA Eiko
American Studies
tsuchida@imc.hokudai.ac.jp
It is generally assumed that science and technology are based on
objective observations, measurements, and analyses, and that thesefeatures make them universally applicable to societies with different
history and culture. This assumption has been partially proved true by
the proliferation of scientific research and technological innovations thatare taking place in non-Western nations, even though the origins ofmodern science and technology are mostly Western ones. It may be too naïve, however, to assume
that science and technology are free from cultural influences and limitations of the society concerned.
Far from it: the pursuits of scientific and technological achievements often reflect particular desiresthat stem from the cultural context of the society at a given time.
In this lecture, I would like to discuss some of the cultural aspects and roles that science andtechnology have had in the United States and Japan. In particular, I will focus on the symbolic
functions of science and technology, which has served to construct certain national images that peopleof the respective nations have been urged to share. Finally, I hope to encourage you to think what
possible issues might the ideological frameworks for understanding and appreciating science andtechnology generate, and what problems they might pose to the sustainment of environment andsociety.
Reading:
Hiraku Shimoda, “‘The Super-Express of our Dreams’ and Other Mythologies about Postwar Japan,”in Trains, Culture, and Mobility: Riding the Rails (Plymouth: Lexington Books, 2011), ed. By
Benjamin Fraser,Steven D. Spalding. (Accessible on the Internet via the Google Books)
Key words:
Science and technology, symbols, representations, cultural icons, nationalism, national identity

講義４ 文化としての科学・技術
科学・技術は一般的に、客観的な観察や計測、分析を基盤とするとされていることから、文化的・歴史的背景の異なる国々においても普遍的に通用するものと考えられています。現代の科学・技術のルーツは
主に西洋にあるにも関わらず、非西洋圏の国々で科学研究や技術革新が花開いている現状からは、この理解は部分的には当たっているといえるでしょう。しかし、科学・技術が個別の社会の文化的影響や限界から自由なものであると考えるのは素朴に過ぎるかもしれません。むしろ、科学・技術の発展の追及は、当
該社会のその時代における文化的文脈から発する、特定の欲求をしばしば反映しているのです。
この講義では、アメリカ合衆国と日本における科学と技術の文化的側面および役割の中から、特に科学と技術の象徴的機能について論じます。科学・技術は両国において、国民が共有すべき自国イメージを構築する役割を果たしてきました。科学・技術を理解・評価するための思想的枠組からどんな課題が生じ
うるか、またそうした枠組が環境や社会の持続についてどのような問題を生じさせうるか、考える契機にしたいと思います。

15

August 22 (Thr)
10:00～11:30

ESD International Agenda 3
Alternative Views on Technology, Culture, and Sustainability
Lecture 5 : Sustainability and Indigenous Peoples
presented by Ass. Prof. Jeffry Gayman
Educational Anthropology
jeffry.gayman@imc.hokudai.ac.jp
Indigenous peoples represent groups of people and communities who have lived
in a single place for hundreds and thousands of years. Through this experience they
have developed sophisticated knowledge systems intricately adapted to theparticular climactic, floral, faunal, and societal particulars of their locales, as well as
to the needs demanded by living therein, in a way that has proved to beenvironmentally friendly, holistic and sustainable. In recent years, scientists havecome to pay increasing attention to these knowledge systems, which they refer to as
Traditional Ecological Knowledge (TEK).
Traditional ecological knowledge, in turn, has shaped traditional small-scale societies, coming to bereflected in and transmitted through all aspects of life in those communities: their values, social norms,
worldview, language, and behavior patterns.
In this lecture we will be examining specific instances of traditional ecological knowledge from North
America and Japan, to see how they are uniquely adapted to local environments, passed on to succeeding
generations within each community, and can express continuity despite transformations in the society. We
will reflect on how the values embodied therein have relevance for us as members of modern technologicalmainstream society by asking the question, “What potential benefit do the values and knowledge ofindigenous peoples have for the modern world, and what are the issues involved for incorporating them into
our societies?”
Reading:
Suzuki, David and Peter Knudtson 1992 Wisdom of the Elders. New York: Bantam Books.
United Nations Declaration on the Rights of Indigenous Peoples
http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf#search='United+Nations+Declaration+on+t
he+Rights+of+Indigenous+Peoples'
Key words:
indigenous peoples, traditional ecological knowledge, indigenous cultural transmission, environmental
protection , cultural diversity, biological diversity, learning across cultures
講義５ 先 住 民 族 と サ ス テ イ ナ ビ リ テ ィ ー
先住民族とは、ある一定の地域に何千も住み続けた人々や共同体である。このような経験を通じて、彼らはその場所の気候、動植物、社会的環に密に対応した、高度な知識体系を築き上げてきた。また、彼らの生き方は包括的なもので、環境にやさしく、持続可能なものでもある。これを受けて、近年、これらの知識体系に注目をしてきた科学者はそれらを伝統的な生態学的知識(Traditional Ecological Knowledge)と称している。
一方で、伝統的な生態学的知識は小規模・伝統的な社会の生活のあらゆる方面―価値観、社会的規範、世界観、言語、行為の形態―をかたどり、そこで反映され、その中伝承されるようになってきた。
この講義では北米および日本の伝統的な生態学的知識の具体的な事例を取り上げ、それらがローカルな環境に密接に対応されており、共同体の中で継承され、また、社会的環境の変容を通じても継続されることを検討する。近代の科学技術が非常に発展された我々現代の主流社会の人々にとって、これらの知識体系の中に具現化される価値観はどのような意義があるかをついきゅうするため、「現代人にとって先住民族の知識や価値観はどのような価値をもち、また、それらを現在の社会に生かすためにはどのような課題があるのか」という問いを立てます。

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August 23 (Fri)10:00～11:30

ESD International Agenda

4

Symbiosis with Nature
Lecture 6: Building a sustainable fishing community
in the post–tsunami recovery of Kesennuma Fisher
presented by Ass. Prof. Gaku Ishimura
Resource Economics and Policy, Sustainability Science, Leadershipgakugaku@census.hokudai.ac.jp
Two years have passed since the Tohoku Earthquake that devastatedthe northeast region of Japan on 11th March, 2011. The violent tsunamithat followed the earthquake resulted in the widespread destruction of the fishing industry in the Northern
Japan, affecting 319 fishing ports and over 21,000 fishing vessels. Kesennuma in Miyagi prefecture, with
the ninth largest annual fishery landings in Japan (2009), was not an exception. Although the most offishing vessels at Kesennuma city were ruined, 16 out of the 18 off-shore longline fishery vessels survived
because they were engaged in fishing activities away from the coast at the time of the tsunami. Activities ofthis sector are increasingly important to the region due to its landings, namely swordfish and blue shark. Its
relevance to community resilience has intensified. One of the region’s current priorities is to enhance
production and stabilize the volume of landings to help regenerate the post-disaster economy. The biggest
malaise facing the is the lack of off-shore longline fisheries vitality caused by the rigidity of the wellestablished Japanese fishery system and pressures on their shark fisheries by animal rights activists thatstifles motivations to build a sustainable fishery system . In this lecture, first I will address “a sustainablefishery system” in the light of a fishery resource as a renewable natural resource and economic incentives asdrivers of fishing activities. Second, current challenges in a rebuilding off-shore longline fishery will be
introduced together with a sustainability of targeting fishery resources and viability of local economy. Then,
on-going three rebuilding strategies by our research group, i) economic analysis on the fishery toward
optimizing operations, ii) individual vision formulation to motivate rebuilding fisheries and iii) strategic
marketing for the global shark marketing, will be explained.
In the workshop section, I will generate arguments on diverse perspectives of “sustainability” about the
post-tsunami recovery, and facilitate for a role-playing for discussions.
Reading: Ishimura, G., and M. Bailey. 2010. “Defining sustainability of fishery resource,”
In Sustainability Science, Vol 1., United Nations University Press, Tokyo, JAPAN.
Keywords: Tsunami, recovery, sustainable fishery, global market, motivation, vision
講義６ 文化としての科学・技術
大きな被害をもたらした東日本大震災から二年がすぎた。地震後の大津波は 319 もの漁港に被害を与え、
21000 隻以上の漁船が失われ、北日本の水産業に大きな被害をもたらした。2009 年度に全国九位の年間水揚げ高を誇った宮城県気仙沼市も例外ではなく、大半の漁船が失われることとなった。けれども、津波時に遠洋で漁獲をおこなっていた近海延縄船 18 隻中 16 隻は生き残った。近海延縄船はメカジキとヨシキリ
鮫を主に漁獲し、その水揚げは地震後、気仙沼地域にとって重要であるのみならず、地域経済の生存にとってますます不可欠なものとなっている。震災後、近海延縄船の水揚げの増加と安定は気仙沼地域経済再生にとって必須となっている。しかしながら、既存の漁業制度や鮫漁業に対する動物権利団体などからの無理解な反対活動などにより震災からの持続的漁業構築に向けた動きは遅々として進んではいない。 今回のレクチャーでは、最初に再生産性天然資源である水産資源、そして経済活動としての漁業という視点から持続的水産システムをどのように考えるのかを話す。次に、現在我々が、直面している水産資源の持続性と地域経済の活性を考慮した近海延縄船団立て直しにおける問題について述べる。最後に、我々の研究グループが推し進める 3 つの復興戦略、i) 漁業活動の最適化に向けた経済分析、ii)漁業 復興の動機付けのための個人ビジョン形成､そして iii)鮫漁業のためのグローバルマーケティング戦略について話をし、参加者の議論を喚起したいと考えています。

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August 26 (Mon)
10:00～11:30 Preparation for presentation
13:00～16:00 Presentation and discussion

Presentation & Discussion
Each group will present the summary of ideas and opinions on an issue of group’s choice.
Method:Using a presentation softwawre (such as MS-Power Point) is recommended.
(1) Select a topic for the presentation:
Select a topic to present with the members of your group. The topic may take up multiple issues, andrelations among them.

(2) Objectives, Backgrounds and Motivations for study:
In your presentation, include why you select the topic or issue, how it relates with ESD, and whatkinds of significance it has. Background knowledge is very important for preparing the presentation andmaking you understood.

(3) Contents:
Express freely your idea, consideration, impression and concept. It is recommended that your commentis based on scientific data or solid facts (including references from handouts of classes, or internationalorganizations such as UNESCO, WHO, OECD and so on.).

(4) Conclusion:
Summarize your opinions concisely and clearly in 2 or 3 sentences. If feasible, add comments forfurther research you would like.

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Task
Deadline: September 13 (Fri)All reports from the participants from one institution should be attached to one e-mail, and be sent to:ichiro.matsumoto@edu.hokudai.ac.jp
Subject matter of the mail is your affiliation (University)
Report is individual-based. The following items (1) and (2) must be included.

(1) Report of your favorite subject after learning
Use A4 size paper (one sheet or more, but not more than 3 pages) including title, name andaffiliation. A report should consist of following paragraphs:
1) Background (or basic knowledge)
2) Purpose (or Motivation to discuss)3) Contents
4) Conclusion (How do you think of the issue)(2) Report of study & research achievement for Short Stay Program by participating in ESD
Campus Asia Project.
Please answer the questions below in your report.
Q1. How do you think your motivation for studying abroad, study/research and international
understanding have been changed by participating in this program?
Q2. Do you want to participate in other kinds of study/research projects? If you answer is “yes”,
when and what type of study/research projects do you want to participate? If your answer is “no”,
what made you think so?
Your candid opinion is highly appreciated.
Use A4 size paper (one sheet or more, but no limited length if you have more things).