消費者教育

I have been involved with the relation between Consumer and Environmental Education these days. My three former theses about this topic are in the journals of Japan Academy of Consumer Education. As I have pointed out in my former theses, the connection between of the two is of great importance because the existence of global environmental problems is getting more and more serious every day. Although I think that there are many who agree my theory, there are still those who claim that it might lean toward depression and eco-fascism. Therefore, I will re-examine the theoretical aspects of my proposal while taking into account the criticism given to my theses. The following paper deals only with the theoretical concerns of my theses. My theses state that environmental-consumption education can change our way we consume today to a more environmentally friendly lifestyles.

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In China, it has gradually moved from the planned economy to the marketing economy since 1978 when the reform and opening up policy had adopted at the third national conference of the eleventh term China is now in a period of rapid economic growth, and there also have been taking place many consumer problems such as deceptive way of business or defective commodity according to the growing of the commodity economy. These problems bear resemblance to those in Japan through the period of high growth of Japanese economy; from the recovery of economic conditions after World War II to the first oil crisis in 1973 By taking into account consumers' policies in Japan, the researchers clarified some suggestions for the solutions to those consumer problems in China.

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In 1995, deregulation policy began to be implemented covering various categories which can influence consumer's lives. However, deregulation in itself would not immediately lead to enriched lives of the consumers. In this paper, we focused on the relationship between consumer's information-related activities, and their attitudes towards deregulation. As the life style of a consumer is closely related to the way the consumer deals with available information, one can say that the key to successful deregulation lies in consumer's information-related activities. The paper shows that the consumer can be classified into four group, based on the analysis of their response pattern against available information. Hayashi-3 method was used. The group with a higher level of information-related activity shows greater recognition and understanding of deregulation. Furthermore, they evaluate existing deregulation policy, as they are aware of present shortcomings, and demand greater deregulation. One can conclude that consumer education will play an important role if all the consumer were to obtain the same amount of information on deregulation and to utilise the information.

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The purpose of this study is to propose a new effective method of disaster management education from a viewpoint of consumer education. In order to make our society safer one, consumers themselves need to be aware of the danger of disasters. We gave lessons on prevention of disasters using the consumer-education-based methods we had described in the previous studies, and examined the results. The methodology based on consumer education seems effective in giving disaster management education. We find it necessary to solve some problems existing in consumer education and disaster management education in common, but the two kinds of education are complementary each other: taking advantage of accumulated knowledge and methods of consumer education, disaster management education will be more effective, while consumer education can take crisis management into view.

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