自然保護教育の展開から派生する環境教育の視点

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Nature conservation education has been generated since the 1950s in Japan and endeavors to help people love and preserve nature. To nurture sympathy with nature in the human mind was one of the important purposes, however, the weight of nature conservation education shifted from landscape preservation to conservation of ecosystems in the 1960s. Nature conservation education insisted that nature was public, not private. This meant a certain ethics aspect between nature and human-beings. Environmental outdoor activities involving nature watching have contributed to shorten the distance between nature and people in Japan, while little basic education about natural history has developed. Nature conservation movements demanded not only to gain knowledge on nature but also learned social aspects of environmental problems in nature conservation education programs since the 1970s. This idea was accepted in environmental education at the beginning of the 2000s. The nature conservation education noted the loss of the relationship between people, especially children and the nature or regions. Some practices to rediscover the home town for children or experiences to play in natural areas were started since the end of the 1960s. These activities have grown to the main current of Japanese environmental education in the 2000s. Through the development of nature conservation education in Japan, the following four aspects are found as important concepts: (1) Understanding of nature and its systems. (2) Sympathy with nature and awareness to stand in other persons or organisms standpoints. (3) Making missions and actions to solve environmental problems for building a sustainable society. (4) Importance of the influence of nature and the companion persons on growing ones sense through a long time span.

自然保護教育の展開から派生する環境教育の視点

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