The Japan Society for the Study of Adult and Community Education promoted project study of “Education for Sustainable Development as Adult and Community Education” from the year 2010 to 2012. In this project, researchers in the filed of adult and community education, environmental education, and development education discussed various issues about education for sustainable development（ESD）. First, the project study showed the differences in approaches to ESD between adult and community education, environmental education, and development education. Second, this study clarified the roles of multi-stakeholders such as non-profit organization, commercial company, and institution of higher education. Third, the project members discussed professional skills and training methods of coordinator and facilitator promoting ESD.

  In future research, it is important to regard sustainability not only as environmental and social one but also human sustainability. It is necessary to question human knowledge, skill, and competency based on accumulations in the filed of adult and community education. As a preliminary, it is necessary to capture society as dynamic process consisting of residents’ learning.

  This paper reviews discussions on environmental education (EE) and education for sustainable development (ESD) in Japan between 2002, the year the United Nations Decade of Education for Sustainable Development (DESD) was proposed, and 2014, the final year of the DESD, with a particular focus on papers published in Environmental Education, the journal of the Japanese Society of Environmental Education. The influence of ESD on EE is examined, and seven major impacts are identified: an increased focus on the process of education and learning within local community development practices, and the need to learn from studies and discussions in the field of adult and community education; expansion of EE in schools as part of community development practice; the development of collaboration between EE and development education/ international education to gain a global perspective; an increased awareness of the importance of the whole-institution/activity approach to realize sustainability; an increased focus on value development in EE/ESD; the development of forums for discussion of EE as ESD following the Great East Japan Earthquake; and a greater focus on the necessity of a “reflective” review of EE and ESD. The paper also provides an overview of international and domestic reports, declarations, and proposals announced at the end of the DESD. Finally, the paper presents three important challenges for EE research and practice in Japan: the further development of viewpoints on local and global social rejection issues through mutual learning in cooperation with other fields of education concerning human rights, social welfare, gender, and multicultural co-living; the critical and reflective review of whole-institution/activity sustainability, based on an understanding of education as a process that explores and experiments with approaches to achieve sustainability; and further pursuit of the distinctive perspectives and values of EE.

  We developed an experience-based learning program about atmospheric environment focusing on suspended particulate matter (SPM) utilizing the investigation techniques of a Local Government Environmental Research Institute. This program was tested on children and students, and we conducted a questionnaire survey on them before and after this program for evaluating its educational effect.

  First, we devised a method for simplified measurement of the concentration of SPM using standard filters (based on known SPM concentrations). The accuracy of this method was considered sufficient for measuring the concentration of SPM for the learning program. Second, we developed an instruction manual and teaching materials, which aimed to allow participants (1) to judge the actual condition of air pollution objectively from measured scientific data, (2) to realize the differences in SPM according to location, and (3) to discuss the reasons for any differences, and spontaneously grasp the relationship between air pollution and human activities.

  The participants seemed to judge the state of air pollution objectively by comparing their measurement data with environmental standard and the data measured in different areas. This was reflected in the questionnaire results. Additionally, participants demonstrated a deep understanding by discussing how various factors, such as traffic, wind direction and velocity, might influence SPM. They also seemed to understand the relationship between living activities and air pollution. This understanding probably improved the sense of individual environmental impact, and the improvement was reflected in the questionnaire results. Our learning program will contribute to the development of a scientific view, logical thinking skills and the awareness of environmental conservation.

  A questionnaire aimed at improving the environmental education work of Japan Overseas Cooperation Volunteers (JOCV) was distributed to 99 staff working in Meru National Park, Kenya. The results indicated the need for conservation education support in the park. Conservation education for people living in the area of the park has seen a number of challenges in terms of both quality and quantity due to staff irresponsibility, problem in the maintenance of fuel and vehicles, and poor collaboration between different departments. The Japan International Cooperation Agency (JICA) and the JOCV will need to work to improve the knowledge and awareness of locals about conservation and the relationship between the Kenya Wildlife Service (KWS) and locals by coordinating the supply of materials and revenues that are urgently needed by the KWS with the grassroots activity of the JOCV while winning the understanding of KWS staff.

  Telephone counseling as a means of communicating with the public about the risks to health posed by radiation exposure was implemented following the accident at the Fukushima Daiichi Nuclear Power Plant. This counseling, in which Japan Atomic Energy Agency staff played a supporting role, involved responding to numerous questions on the health effects of radiation raised by residents of Fukushima prefecture after the accident occurred. This paper analyses changes in the questions over time during the six months after the accident, based on our experience of risk communication. The results show that most of the questions soon after the accident focused on identifying what was being done in response to measured data and information on site status, but later the questions shifted to a more personal level, i.e. what individuals should do in order to reduce their risk, such as leaving their hometown, decontamination activities, and future health management. This shift may have occurred due to better understanding of the health risks, followed by identification of the risk, formation of risk images, risk assessment and risk control. The function and method required for risk communication at the earlier stage evolved in accordance with improvement in risk perception by the public. The results also show that the respondents need the ability to communicate, think together and collaborate with the public, shifting risk perception with time, for leading to more effective risk communication. Based on these results, we propose an illustration of a risk communication game taking into account effects of radiation on health as an environmental education material.

  We analyzed the reports presented at the “Education about Pollution” section meetings of the Japan Teachers’ Union national conference on educational research from 1971 to 1989. The reports were analyzed from the following three standpoints:

1. How has the proportion of reports about each pollution problem changed relative to the reports as a whole ？

  We assessed the changes in teachers’ interests about particular pollution problems by clarifying the changes in the proportions of relevant reports among total reports.

  This revealed the following points:

・The percentage of reports about air pollution was reduced. On the other hand, the percentage of reports about nuclear power generation increased and came out on top in 1989.

・With regard to water pollution, the percentage of reports about sewage contamination had increased.

2. Who are the agents cooperating with teachers about Education on Pollution? These can be classified into nine categories: local resident groups, researchers, labor unions, parties, doctors, agricultural workers, forestry and fishery workers, parents, lawyers, and patients suffering from pollution-related diseases.

  Some teachers took advantage of their organizational power and occupation characteristics to proceed with pollution research with the help of researchers. We think that these types of research are good examples of civic sciences.

  Some teachers and parents took joint political action to protect the health of children and the school environment from pollution.

3. How have teachers dealt with the problems of nuclear power generation at their union conferences on educational research activities ?

  The teachers pointed out almost all problems related to nuclear power generation reported in the media after the Fukushima Daiichi nuclear disaster. Their argument about nuclear power generation covered a wide range of issues, including　 discrimination and social equality. It is suggested that we use the problems of nuclear power generation as a “window to social issues” in social science education.