高等学校における環境教育の構築過程に関する研究 : 授業の参与観察と実践者へのインタビューをとおして
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概要
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Environmental education has just begun in Japan and teachers are facing many dilemmas about its practice. The purpose of this article is to show how environmental education has been organized in accordance with the process of learning by teachers themselves and their redesigning of facilitation. This I will illustrate through my report of attendance at an environmental education class in high school and an interview with the teacher. Environmental education at present time has yet to have its definite educational contents. In Japan it is expected to be taught along with human rights education and development education. In international context, the Thessaloniki Declaration of UNESCO reaffirmed and redefined environmental education as 'education for environment and sustainability.' This means problems such as poverty and exploitation should not be ignored in solving environmental problems. In the future the general view of environmental education would be reaffirmed and redefined again. The terms themselves are in the process of changing. Dealing with the problem to make suitable educational contents, teachers have difficulties to teach in classroom in accordance with social context in Japan and children-centered education now practiced in the country. Environmental education, which is often criticized as 'paying off the debt of this generation by the next generation,' is hard to put into practice because of the difficulty of demonstrating an appropriate action for the environment. On the other hand, turning our attention to the correlation between the social context and the function of schools, we find it clear that schools are instrumental in making known environmental problems. Because schools, by transmitting and justifying our culture, are important in preserving and maintaining it, and our modern culture cannot help making environmental problems. Moreover, in recent years another problem has confronted teachers in this country: how to cope with Goal-Free evaluation now strongly supported by integrated education which is 'oriented to interests of students' with a view 'to appreciate various opinions.' Faced with these dilemmas teachers of environmental education hope to attain both solutions to environmental problems and social justice in order that our society can continue for the future. They also consider environmental education as essential means of living in wholesome natural and human environment not only for this generation but for the future generations. It is likely that owing to these high ideals and dilemmas both limitations and potentials coexist in the school environmental education. In the case of Mr. Kitano's 'class for integrated education,' he makes his original syllabus. Working out facilitation through his own learning process, he tries to overcome the dilemmas created by children-centered education. As for the other dilemmas, however, it is very hard to overcome them without overall social change. Even with difficulties teachers' 'collegiality' can change 'grand narrative.' Teachers go and return between their daily life and educational practice in complex ways. With maintaining connection with his daily life, Mr. Kitano tried to make his contents of environmental education and through his learning process he redefined it and remodeled its practice.
- 日本カリキュラム学会の論文
- 2002-03-31