Geography Reference
In-Depth Information
In the Study of the World's Nation Groups, results suggest a tendency toward
unifying the differentiated learning contents within Social Studies. In ESD's devel-
opment towards geography knowledge, in response to the question of how to unify
that differentiated content, once again a reconsideration of geography education is
called for.
ESD is extremely comprehensive and interdisciplinary, and it serves as a practical
education for the future since it is based on critical thinking and problem solving-
oriented thinking. Urabe et al. (
2007
) stated that as a discipline that builds the society of
the future, it is necessary to revisit the discussion of geography education in Japan.
10.5
Conclusion
The Basic Plan for Promotion of Education (MEXT
2008
) established the
advancement of sustainable development education as one of the important policy
measures for the subsequent 5 years. The revised National Curriculum Standards
also incorporated it as new learning related to the building of a sustainable society,
demanding a serious response from the geography education community.
ESD is a worldwide educational reform movement that began with the Japanese
government's proposal to the UN in 2002 at the World Summit for Sustainable
Development in Johannesburg. Acceptance of the challenge to develop exemplary
modules that include global phenomena is a major responsibility for those who fi rst
made the proposal. The fi eld of geography education responded to sustainable devel-
opment by becoming part of the International Charter on Geographical Education in
1992. Enactment of this charter was in the same year as the United Nations Conference
on Environment and Development, where there was international agreement on
the concept of sustainable development. In 2007, the IGU-CGE adopted the Lucerne
Declaration of ESD and proposed the importance of worldwide implementation.
Japanese educational policy in the postwar period has consistently accepted the
rationale of the educational reform movement urged by UNESCO, and has woven it
into national education policy. In essence, the ESD proposal to the UN was founded
on the fruits of UNESCO education, particularly through the Associated Schools
Project in Japan.
The promotion of sustainable development instruction within geography educa-
tion in Japan is necessary. Japanese leaders suffi ciently understand the proposals of
the IGU-CGE and the thrust of UNESCO education in its entirety, together with the
Japanese government's goals. Nevertheless, their involvement is necessary so that
the results of the country's past efforts can become an approved and accepted model
for the world. In the midst of international change brought about by political,
economic, and social globalization, a golden opportunity to create and globally
promote high-quality geography education through ESD promotion in Japan can
contribute to building a sustainable society. This reality lies right before our eyes.
