抄録
The purpose of this paper is to examine the differences between the concepts of ESD and GCED as perceived by the Japanese National Commission for UNESCO and UNESCO by respectively comparing the conceptual diagrams of ESD and GCED. As a result of the examination, the Japanese National Commission for UNESCO has adopted a learning approach in which the former is included in the latter, without distinguishing GCED and ESD as different. In contrast, UNESCO has adopted different learning approaches for ESD and GCED. In other words, UNESCO
presupposes that learners' self-transformation (transformation of their own behavior and consciousness) created through ESD promotes the transformation of environment, society and economy. Furthermore, the self- transformation of learners by GCED is premised on promoting the improvement of human relationships and the transformation of mutual consciousness. This paper also presents a learning method using Mind Map devised for ESD and GCED inclusive learning at a UNESCO Associated School in Japan. In this way, we can share our own concepts of ESD and GCED, as well as those of others, and promote self-transformation.
