d
乬International Understanding乭 and
乬ESD (Education for Sustainable Development)乭
乮侾乯 School Designed subject 乬International Understanding乭; In order to
integrate the 乬Theme-based Research乭, we modified the credit of 乬Modern Society乭
from 2 to 1, so that we can upload 乬International Understanding乭 as an new
subject and load 1 credit here.
丒4 subjects of Theme-based Research will be lectured by
TT-system from our teachers and teachers from Kobe University.
丒Students should make a report of their Theme-based
Research (will write a summary in English) also do Q&A and discussions.
丂Subject 乬International Understanding乭 will be based by
the 4 subjects of Theme-based Research. Additionally, the issues in the United
Nations will also be the material to consider. Students will have a debate
about the international issues and try to find solution how we can cooperate.
At this moment, we had discussions about 乬ban the use of anti-personnel
landmines乭, 乬Reconsider about the Declaration on the Rights of Indigenous
Peoples乭, 乬Discussion: Strengthen the safety criteria of nuclear power
generation乭, and 乬Discussion: intake of
refugees乭.
丂Before the discussion, students divided into small
groups. Each groups had their country in charge. They researched the country乫s
population, economy, and their foreign relation by checking in to the Ministry
of Foreign Affairs of Japan to be ready for the discussion. From this data,
they made a new proposal considering their country乫s vision. They made a presentation
about it and other every student voted which country was the best.乮Picture 1丒2丗Activity
done by the students乯
Picture 侾丂丂丂丂丂丂丂丂丂丂丂丂Picture 俀
丂We are expecting that the students can realize that
there are international issues, and we should find a way to solve the issues. Students
should have a capacity to think logically, analyze the issues, and they should
not have self-righteous ways of thinking.
乮俀乯乭ESD乭 as a subject丗To
promote the student乫s knowledge, we will have 乬ESD: Education for Sustainable
Development乭 as a subject.
丒Curriculums will be made by respecting 乬ESD乭.
丒Teachers will take 乬TT method乭 to deepen their studies
by teaching other subjects adding into their subjects.
丒Student乫s research studies will be added into the
curriculum.
係丏What needs to make ESD class?
丂It is important to find various materials to make ESD
class. As an example from the ESD class teaching about world water problems,
students will consider basing on the materials teachers gathered for them. In
fact, having many materials does not mean that it will improve the content of
discussions. If we have various ways to show other people乫s ideas, and if we
can show students many data, students may find their basis of controversy from
the materials. If teachers take a one-sided approach, students could not find
other ideas. This is the reason why we need to gather various materials. Students
will need to write a feedback after the discussion. Some classes will ask you
to rebuild your suggestions you had made before. Students reported that their
mindset has changed by reviewing and rebuilding. ESD class is required to make
a good question to the students by the theme relating to the international
issues and immediate issues which students want to discuss about.
俆丏Our efforts of 2015
丒We have the class of ESD乮Education
for Sustainable Development乯 for 2 years. It is done in
the Social Studies class in 3rd grade. Teachers from the other
subjects supports for the ESD class. We locate this subject as the preparation
for studies of SGH. This subject is to be the basis of the 乬Theme-based research乭
and to cultivate the students who can be the global leaders in the future.
丒November丂Showed ESD class
丒December丂UNESCO School ESD
National Meeting
丒February丂 Showed ESD class at
SGH annual debrief meeting
俇丏Achievement and challenges for ESD
丂I would like to review the achievement and challenges
of ESD class this year. For the achievement, I would like to explain from the
artwork students made before summer holiday
to explain what is ESD for them and how they think about this class and
also from the results of the questionnaire done in December. I used the
ethnography (Narita, 2015) to see how ESD class is effecting to students. This
is a way to focus and review about the study they have done in the ESD class.
When looking into the student乫s artworks, you can see the wide variety of their
values and how they are respecting each other. You can see on the artwork
student A drew about the discussion, and on student B乫s drawing, you can find
how he encouraged a sense of ownership.
We can see that students had improved how to respect different set of
values and how to absorb the study. They are trying now to make a new ideas
from the new values and ideas they have learned.
丂Next, I would like to introduce about the questionnaire
and how ESD class effected to the students. As you can see, most students like
ESD class. As you can see in Q6, more than 90% students are thinking positively
about ESD. On the other hand, in Q4, there should be challenges we should make,
but I do believe that this result is from the reason 乬ESD has no correct
answers乭, so students wrote whatever they can.
丂As a challenges, I should say firstly that students
should have more sense of ownership. Global issues has a wide variety of
difficulty and is complicating. Students should imagine and think that the
issues are happening in front of them. ESD class are there for the students to
learn how to deal with the issues in the future. From now on, there should be
enough time for the students to think how they can connect their experience and
studies so that they can find a way to solve the problem. As a second issue,
they should think about the topic and find questions about it. Since the
teachers has been making questions to the topic, they were just following it. We
should make more opportunity to communicate and discuss about the topic to find
the questions. We should improve to make this study sustainable.
I
would like to explain about the future prospects of ESD. ESD contains various
areas of studies such as environment, international understanding and disaster
prevention. It is clear that all teachers from each subjects should cooperate
to cover up the topic. We should unite to make a community to learn and share
about the ideas of ESD. We are willing to cultivate a person who can cooperate
with others to make a more better world through ESD class.
Picture 2丗Student A偁偁偁偁Picture 3丗Student B
侾丏Measures of ESD
丂Since 2015, our school is certified as a 乬Super Global
High School(SGH)乭.We aim 乬Development of 乬Global Career Person-Kobe Model乭,
aiming to propose solutions for Global Security乭. ESD乮Education
for Sustainable Development乯is a preparation for the
students to learn the basics of our SGH goal. This means that we are trying to
cultivate human resources who has basics how to deal with the global issues.
When students are in 3rd grade, they do ESD class. Other is the ESD
practices we do as a school. ESD class is loaded in the 3rd grade
Social Studies class. (1 time a week, in the autumn 2 times a week) ESD
practices are UNESCO school activities and being the MEXT Certified Research and Development School, Unesco
School, ESDJapan-U.S. interaction program, and Artmile.
俀丏Overview and targets of ESD
丂This year, we
aimed 2 target to operate the ESD class.
嘆 Think the global issue as the
issue of your own. Think logically and critically, and find solution on your
own.
嘇 Learn from others mind and opinions, try to structure a discussion.
Think logically and critically.
The reason why we loaded such target is
because we found that the most important thing for us is to cultivate a person
who can deal with the complicating issues that comes out from this
globalization. Students will need to communicate and discuss to solve the issue
with people around the world in the future. In order to achieve this target, we
made a curriculum beforehand to operate the ESD class. The topics we cover in
the ESD class has a strong relation with Social Studies. Teachers checked if
the topic will be used in the Social Studies class or not before we use the
topic in ESD class. In the class, students will study firstly about the local
issues. Then we spread gradually into global issues. Taking this way, students
will be able to recognize that the global issues are relating to our daily
life.
The ESD class enables us to share the philosophy
of ESD. This year we had close communications with other associations and also
cooperate with the Art and Nutrition teachers, so we were able to improve the
quality of our ESD class.
俁丏How we did our ESD class
In the ESD class, we make our students
to think on their own about the topic and discuss in a small group.乮Picture 1乯丅Students share their opinions by
writing and presenting it on the white board.乮Picture 2乯丅This does not mean that we ignore the discussion. We respect to
input the basic learnings and overview so that they can deepen their
discussion. We do this before the students do the discussion. After the
students share their opinion, we go back and make each student to reconsider
their opinion. By repeating this process, we made the students to circulate
their mind. In addition, we made the students do the mind-map and doughnut
chart.
Picture侾丗Discussion in a small groupaPicture 2丗Share it by
drawing