Abstract
Tremendous efforts have been made in order to establish the realities of "Scientific Literacy" for the coming decades in Japan. Especially, those efforts were crystallized by Kitahara et al. (2008). In this paper, targeting the discussion of what will be the next actions to come after the clear definition provided by "Scientific Literacy for all Japanese", are appropriate and well organized implementations in science education. For that purpose, more information on Earth System Education, Global Science Literacy, STL in UNESCO, and Definitions of Scientific Literacy in PISA are studied in this paper. Finally, the author analyzed the philosophy of the Illinois Mathematics Science Academy as one of the role models which see science education as 'doing' science. Also, the author discussed that teacher training with scientific literacy is the key issue for a Japanese sustainable society.
