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ESD?
 

   In order to enable children and adults to have hopes for a sustainable future and to facilitate sustainable living and learning to be passed down continuously at a global and community level now for the benefit of future generations, the image below shows in the form of a geometric figure the use of educational materials and activities that would help to generate hopes for a sustainable future.

   Children learn to create a sustainable future supported broadly with lessons involving the world, the country, and their community; parents and guardians; and school and the various subject areas and learning spheres.

   In addition, we adults should look up to children lifting their wings towards a sustainable future, broadening and deepening the connections between lessons in different subject areas and learning spheres, and schools, communities, and parents and guardians, so that children and adults together can gain knowledge and wisdom, literacy and skills, hopes for their lives, and positive views of themselves to create a sustainable future.

   Children are smaller than adults and in a position where they are often looked down upon, and as they grow bigger are in a position where they are looked up to.  However, the image shows that we should interact with children in a way that we adults constantly enable children and those who are younger to lift their wings towards the future and look up to their position and support them.



Concept Illustration I for the guide Aimed at Creating Hope for a Sustainable Future







ESD!



academic subject area and sphere
for sixth-grade
 

academic subject area and sphere
for seventh-grade
 



Concept Illustration II for ESD Guide Aimed at Creating Hope for a Sustainable Future


   The two illustrations below show that in order to develop hopes for a sustainable
future, the various school subject areas and learning spheres must exist in connection to elementary and junior high school students.  They are one part of Concept Illustration Iムfocusing on the relationship of children to school subject areas and spheres of learningムand represent a メfloor plan viewモ of that part of the illustration on the inside of the front cover.  In school, the educational activities of various subject areas and spheres of learning are divided up into allocated hours, based on which lessons are implemented.

   Of course, each of these subject areas and learning spheres involves expertise and special characteristics, has its own aims, and teaches children various knowledge and skills.  However, in order to connect living and learning to the future, children must connect the various pieces of knowledge and skills that they learn and be able to apply them.

   The new government curriculum guidelines and the explanation accompanying them state that one should see ESD efforts within general rules, social studies, math, life skills, industrial arts and home economics, moral education, and the integrated studies period to develop children who will take on the responsibility for creating a sustainable future.  However, to develop the necessary knowledge, wisdom, literacy, skills, hope for their lives and positive views of themselves to create this sustainable future, one must go beyond these subject areas and learning spheres and address ESD across all of the subject areas and learning spheres which are connected and related.



IS
SA
JL
SS
AR
SC
LE
MU
DH
HM
PE
ME
FL
Integrated Study Period
Special Activities
Japanese Language
Social Studies
Arithmetic
Science
Life Environment Studies
Music
Drawing and Handicraft
Homemaking
Physical Education
Moral Education
Foreign Languages
IS
SA
JL
SS
MA
SC
MU
FA
HP
IH
FL
ME
Integrated Study Period
Special Activities
Japanese Language
Social Studies
Mathematics
Science
Music
Fine Arts
Health and Physical Education
Industrial Arts and Home Economics
Foreign Languages
Moral Education