2019 年 28 巻 4 号 p. 4_29-35
To clarify the value and challenges of resilience education, we discuss these based on the results of studies in flood-affected areas in Japan and the USA. We conducted qualitative research in Joso City, Japan after the 2015 flood including a review of a disaster prevention education program organized by the City Board of Education. In the USA we focused on the Texas coast and reviewed research literature, governmental and educational institution webpages and National Oceanic and Atmospheric Administration (NOAA) data on public educational events, all having a focus on rain-related disasters.
We conclude that resilience education could be enacted using knowledge and cognition gained through direct disaster experiences to make adaptations in preparation for future disasters. However, people tend to rely on the hope that they will not experience a disaster, and they tend to forget about disaster impacts with time. Therefore, it is necessary to provide opportunities to learn about the tenets of disaster prevention through the development of legal methods that continue to clarify the personal responsibilities of local residents. With legal clarification, resilience education that is specific to the city or region could be developed and implemented more effectively than the current approach to disaster resiliency.
