Geography Reference
In-Depth Information
Geography education in ESD can be viewed as connected to social change.
Education and learning can include actions that show students the need to always
respect individuality.
The Lucerne Declaration clearly lays out the principles of geography education
as ESD, and we agree that it is very important to direct these efforts in Japan.
10.4
Development of UNESCO Education in Japan and ESD
10.4.1
UNESCO Education and ESD
The Basic Plan for Promotion of Education (MEXT
2008
) recommends that
ESD courses be modeled through the UNESCO Associated Schools Project (ASP).
The UNESCO schools began with ASP in 1956, 5 years after Japan joined
UNESCO. It is possible to characterize the ASP, which was aimed at international
understanding and international cooperation under UNESCO leadership, as the fi rst
phase of UNESCO education. While ESD was the second phase, aimed at building
a sustainable society.
Similarities between the basic idea of ASP and ESD are found in their highly
specialized coursework and methods involving a participatory approach. These
modules are both very comprehensive and interdisciplinary in its learning contents.
In addition to lectures, learning methods emphasized group activities, investigation,
and information sharing through reports and presentations (Nakayama
2007
). The
parallels have prompted a comparison that identifi es ASP of the postwar period as a
milestone that served as a forerunner of ESD.
When UNESCO education was introduced into Japanese schools, domestic edu-
cation experienced a decline in student scholastic abilities, which became a major
social problem. Internationally, the fi rst phase of UNESCO education was related
largely to Japan's return to the international community of nations, whereas the
second phase was realted to obligations and contributions to the international com-
munity. Table
10.1
(Takata
2011
) summarizes education activities and efforts within
Japan and UNESCO education.
10.4.2
First Phase of UNESCO Education and Content
of Research Subjects
The authors reconsider the signifi cance of achievements in UNESCO education
through educational experiments of the Associated Schools in Japan. In contrast to
previous evaluations held from the mid 1970s onwards, practice in the Associated
Schools “rapidly declined” and placed the evaluations for UNESCO education in
