国際理解教育と持続発展教育の地域における展開に関する一考察

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The purpose of this paper is to reaffirm the philosophy and objectives of Education for InternationalUnderstanding. To do this, we analyze practical cases performed by on-site instructors and the opinions of children.Meanwhile, the concept of Education for Sustainable Development advocated at the 2002 Johannesburg Summitis currently being implemented in the classroom, but there is little understanding of where Education forSustainable Development and Education for International Understanding overlap and differ in schools. From theperspective of schools, they feel that they have been presented with a new educational concept and this hasresulted in them feeling burdened. However, the number of UNESCO schools increased to 107 as of September 2009 . UNESCO schools havebeen positioned as centers for promoting Education for Sustainable Development. However, the actual objectivesof the activities of UNESCO schools and the concept of Education for Sustainable Development are notnecessarily consistent, and there are various doubts in schools about becoming UNESCO schools and operatingUNESCO school activities. This paper is aimed at clearly explaining where Education for International Understanding, Education forSustainable Development and the concept of UNESCO schools overlap and differ. Hopefully, these observationswill lead to the promotion of Education for International Understanding, Education for Sustainable Developmentand UNESCO school activities.