いきなり(2)から(4)まで思いっきりパリ旅行ブログになってしまったのを反省し、路線変更。KidsISOをどう活用して環境教育を展開したのか、今日は当時の発表で使ったパワポファイルを使って紹介していこう。
2004年5月25日にArtecの本部のある国連大学で行われたKids ISO ワークショップで講演したときの資料をアップします。海外の方をお招きするので英語で講演せよという指令があり、英語が苦手でヒーコラ言って作ったのがこちらです。いつもの日本語だったら、スライドさえ作ればその場でテキトーに話せるのですが、英語ということで原稿を用意していました。その原稿も添えときます。日本語版はないので、DeepLでも使ってくださいな。
Kids ISO を紹介するワークショップ。で、以下のようなスライドを作ったけど、もう一人の日本人の発表者は、日本語でしゃべって、通訳してもらってた。それ、ありか…。
Kids’ ISO Program for Environmental Education in School and Home
Good afternoon.
I’m *********
I am a science teacher in the junior high school.
Not English.
Today, I can speak English or read English? because of computer software of Japanese-English transration.
I teach envionment, too.
Today, I want to talk about the KidsISO program for the environmental education from the school position.
Both home education and social education are important.
But many people associate school first when it listens to the word of “the education”.
Specially, all children go to the elementary school and the junior high school as a compulsory education in Japan.
Necessary knowledge and skill are acquired at school so that they may be members of society.
This is that it is necessary and desirable even if it is taken to the children themselves or it is taken in the society again.
So it is important to study environmental and energy at school.
Well, what kind of thing must they learn so that children may grow up and they may go out to the world?
That varies according to the age.
A social change changes contents of education.
Ten years have passed after I became a teacher.
Education about the computer is greatly varying even according to those ten years.
Before, the name of the part of hardware was learned, and a mouse and a keyboard were only used, and it was sufficient as a computer education.
But, as a computer came into wide use, then it became insufficient as an education.
So, I guided it around the use of software such as a word processor and spreadsheet software.
Recently, children can find the information which it wants to know easily by using the Internet.
And, they can give a good presentation by using the power point more than present me.
Because of that, I am doing much guidance about the morals like a personal information and the copyright.
As for the environment as well, it came to pay attention at these ten years.
Because of that, it came to spare much time by the environmental education at school.
An environmental education is often done in “the time of synthetic learning” as well when it is introduced newly.
The existence of an eager group like Artec makes it easy for the teachers to teach about the environment.
There is a word of Think globally and Act locally as an ideology of the environmental education.
It is a very important thoughtway.
But, actual learning activities often tend to lean to one by all means.
Therefore, it is important that we keep a balance Think globally and Act locally.
KidsISO is the subject which is the most suitable for giving Act locally learning.
In the initiation edition, they look up the amount of use of the electricity, gas, water service and the amount of discharge of the trash for first one week.
Next, they make a plan that it was conscious of saving energy.
Then, they live with examining the amount of electricity, gas, water service based on that plan.
They check how much there was a change, and evaluate it.
A lowest class edition is the fundamentally same pattern, too.
Plan-Do-See repeats this cycle.
Children do saving energy in the family how, or a hint is given due to these activities.
Much advice is given at school so that children may be easily active in the family.
A teacher tells where has the meter of the electricity and the water service to the children.
If it does what, it thinks whether saving energy succeeds with friends.
Many children practice a good idea, and it gets much effect.
It does like this, and they learn the method of saving energy to each other.
On the other hand, how do they do the practice of Think globally?
This becomes the point of the environmental education at school which specially carries out KidsISO.
The topics of the global environment is on the workbook of KidsISO some pages, too.
But, I think they should learn about the environment and the energy in detail.
I tell children that petroleum is used up at about forty more years.
Probably they are living after forty years.
They imagine life with no petroleum after forty years.
And, I show them data on temperature of future Tokyo.
It exceeds 40 in many areas in the midsummer.
When there is no air-conditioning, they can’t live.
I explain that cause is a thing by our energy consumption.
So, they notice a countermeasure such as saving energy is necessary.
At this time, when KidsISO is introduced, children show interest.
Not only they show interest but also they grapple actively.
“Think globally” is connected with “Act locally” well.
But, I am often asked here.
Can we solve a problem completely by these activities?
Sorry to say, the problem of all the energy, environments doesn’t always solve it with saving energy.
We can’t live without using electricity, and we can’t come back in the primitive age as well.
Even the cellular phone and the Internet which was not here twenty years ago, are the tools which are indispensable to present us.
We are spending energy in this moment as well now.
Then, they may be depressed in the future of the hopeless earth.
Therefore, the thing which it has children know about the global environment properly may be difficult.
One difficulty of the environmental education is the fact that it doesn’t reach the solution of the problem by an activity of only one person as to the children.
But, I don’t think that an environmental education is unnecessary.
It is a very big point that the children who shoulder future Japan and the society of the world have interest in the environment and the energy.
I believe it is a far great result more than the fact the amounts of discharge of carbon dioxide decreased to have interest in the energy and the environment and to act by the saving energy activities.
The technology that one person in them solves an energy problem may be developed.
And, one person may enforce the policy of the environmental protection as a statesman.
In the future, if such children come out, that will be very great effect.
We should make children have hope by the environmental education.
Children extend the range of the activities in the intermediate class edition and the advanced edition of KidsISO from the family to the area and to the whole of the earth.
Then, children get many people’s cooperation as an environment leader.
Children will give more people cheerful hope about the future of the earth.
I want to do my best from this as well to bring up such many children.
Thank you.
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