2024 Volume 33 Issue 4 Pages 4_37-48
Through longstanding bilateral collaboration between the Japanese Society of Environmental Education (JSFEE) 1) and the Society for Environmental Education in Taiwan 2), both sides have had the privilege of engaging in research concerning various contemporary issues in environmental education and sustainability, including nuclear energy and associated matters.
I am deeply honored to have the opportunity to delve into Dr. Yuki Ishiyama’s thought-provoking paper 3), which explores the memories and experiences stemming from the 3.11 Fukushima nuclear accident. This scholarly work not only provides valuable insights but also prompts profound reflections on the landscape of environmental education in Japan.
Therefore, in structuring my response article, the initial section will offer a brief overview of Dr. Ishiyama’s paper, outlining three key insights for further exploration. These include an examination of (1) the intersection of nuclear energy issues with environmental education, (2) the interconnection between human rights, the ‘principle of resistance’ (Kito 2007), and environmental justice, and (3) the imperative transition towards Education for Sustainable Development (ESD) (Hitsumoto and Asaoka 2014, Boeve-de Pauw et al. 2015, O’Flaherty and Liddy 2018) while redefining the role of the environmental education (Rooney and Blaise 2022). Subsequent sections will then elaborate on Taiwanese experiences aligned with these thematic pillars.
Concluding the discourse, the paper will provide guidance and recommendations for potential future collaboration between Japan and Taiwan concerning education on nuclear energy and sustainable development.
