THE COMPARATIVE STUDY OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD IN SWEDEN AND JAPAN: THROUGH “THE ENVIRONMENTAL EPISTEMOLOGICAL MODEL OF 5 ASPECTS”
Journal Title: Problems of Education in the 21st Century - Year 2011, Vol 32, Issue 7
Abstract
There is a general responsibility to protect the earth system to reach “Sustainability” since the earth the earth problems grow more serious day by day. However, it is not easy for everyone to be aware of this problem and to act for protecting the Earth in daily life, because the environmental problems are not visible. This study suggests ESD as a means for raising the awareness and behavior about the Earth. And “The environmental epistemological model of 5 aspects” is presented which connects ESD of earth environment with environmental policy. This study shows how the “The environmental epistemological model of 5 aspects” is reflected on the environmental policy and education within two municipalities which are trying to be woody biomass society as an example of the vision of “Sustainable society”. The municipalities are Växjö city in Sweden and Keneyama-machi in Japan. As a result, it is clear that environmental policy and education at preschools in Sweden and in Japan are important institutions for promoting “The environmental epistemological model of 5 aspects” of a municipality's environmental policy. And it is concluded that ESD at early childhood is important as the base of the life-long learning and citizen's participation.
Authors and Affiliations
Yoshiko Asano
BULLYING AND BULLY IN SCHOOL SETTING AS THE ACTUAL PROBLEM OF EDUCATION IN SLOVAK REPUBLIC
This contribution is dealing with the problem of bullying as an intentional, repeated violence among pupils in school setting. Its goal is to discuss the specifics and the research of this weighty phenomenon in the worl...
WHEN A CHILD’S EMOTIONAL COPING FAILS
The aim of this research is to increase understanding about children’s emotional coping and to support teachers’ work on enhancing children’s readiness to handle challenging social situations at school. Emotional copin...
STUDENT SELF-EVALUATION OF CO-LECTURE ACTIVITIES
This article argues a greater stress to student-centered, active-learning approaches in teacher education beginning already in lectures by the subjects of DCEM1methodological module. Our approach in increasing lecture...
VISUALISATION-ASSISTED TEACHING: CAN VIRTUAL GIVE RISE TO REAL KNOWLEDGE?
There are two main different ways of reasoning (Harnad, 1987). For most people it’s natural to do their reasoning on the semantic level. Graphic tools have always played an important part in this reasoning style. When us...
EDUCATORS’ CLASSROOM EXPERIENCES WITH VARIATION OF LEARNING THEORY
Classroom practitioners are expected to facilitate effective learning under the outcome-based education in South Africa. During this facilitation process, educators are required to become more resourceful in terms of t...