Geography Reference
In-Depth Information
10.2.3
Abilities That ESD Attempts to Foster
The liaison council sought to impart the following abilities to students: (1) under-
standing of the background of problems and phenomena, and a system of thinking
that emphasizes a comprehensive and multifaceted way of looking at the world; (2)
development of critical thinking and an ability to consider alternatives; (3) analysis
of data and information; (4) communication skills; and (5) values related to sustain-
able development that include respect for people, diversity, the environment, and
equality of opportunity (Liaison Council of Ministries and Agencies
2006
, pp. 7-8).
Among these skills, the fi rst four were clearly indicated in the former National
Curriculum Standards as necessary “life skills,” and they are practiced in classes.
However, the fi fth one is an important perspective that is necessary in ESD.
To implement ESD in the classroom, the most important objective is to cultivate
students' thinking and behavior that will foster a sustainable environment, the
economy, and society for the future. This teaches all that the norms of thinking and
behavior are connected in the ability to build a sustainable society.
10.3
IGU-CGE and ESD
10.3.1
The Lucerne Declaration on Geography Education
for Sustainable Development
1
The leading organization for international promotion of geography education is the
IGU-CGE. We refer here to the Lucerne Declaration on Geography Education
for Sustainable Development (referred to hereafter as the Lucerne Declaration),
published by the IGU-CGE in 2007 (Haubrich et al.
2007
). The learned community
uses the international trend in geography education as leverage to promote ESD,
arguing that its principles and those of geography education are similar.
The essential policies of ESD were established in the UNESCO IIS for UNDESD,
the leading committee of the UN Decade of ESD (UNESCO
2005
). This document
explains the aims for the UN Decade of ESD to succeed, whereas the Lucerne
Declaration states in its preamble that the UN Decade of ESD is an opportunity
to confi rm CGE involvement in ESD. The declaration identifi es the principles of
geography education as being ESD, and explains sustainable development in the
following ways: (1) It points toward the future; (2) it is a concept of harmony
between humans and nature; (3) it is a concept of fairness and equity between
generations, nations, cultures, and regions; (4) in addition to social, environmental, and
economic problems, ESD extends to global responsibility and political participation.
1
Translation of the declaration into Japanese was by Ohnishi (
2008
).
