This paper discusses in detail how Korea introduced environment-related subjects into the 6th national curriculum of secondary education, and the difference in social backgrounds between Korea and Japan, where environmental content has dispersed to all subjects. The study was based on interviews with Korean officials who deeply involved in the formalizing of environmental education as subject at that time, and their reports. Furthermore, we considered the teachers-training system related to the introduction of environment-related subjects and the establishment of environment education department at colleges, and examined the changes of the content of environment-related subjects and those of curriculum in environment education department at colleges.　
  Finally, we appreciated the contribution of introducing environment-related subjects from the viewpoints of the spread and progress of environmental education in Korea. We also discussed the suggestions of Korean experiences related to the introduction of environment-related subjects for us to consider the formalization of environmental education as subject.

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  The present study attempted to evaluate the establishment and implementation of 'Environment-related' subjects in middle and high schools in Korea by seeking the opinions of those involved. In a group interview with an informal discussion format, teachers from elementary, middle and high schools, an environmental education practitioner and researchers maintained the need for 'Environment' as subject, the contribution to students' environmental learning, and the development of many aspects of this discipline. 'Environment-related' subjects including 'Environment' in middle schools and 'Environment and Green Growth' in high schools systematically foster values and attitudes related to the environment and converge on issues based on the complexity of the real world. They provide opportunities for acquisition of environmental literacy and connect them with the future careers of students. Also 'Environment-related' subjects facilitate quality education in schools through innovative teaching-learning strategies, including a project approach, and link schools and communities. However, the participants stressed two factors necessary in order for 'Environment-related' subjects to be meaningful and effective: high-quality teachers with environmental literacy and competences, and system support.

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  The outcome of the recent COP19 in Warsaw was unfortunately a good example of weak political leadership. It conveyed a clear message that the way the world is governed has to be changed. Non-governmental sectors are required to take proactive and collective action to address global challenge in order to avoid catastrophe due to rapid climate change and/or ecosystem degradation. Among the various sectors, an emerging trend is the need for businesses to take a leading role as instigators of change and providers of solutions involving all stakeholders across the value-chain. In this context, a new type of environmental education is needed, and this will work well if it takes into account the following two considerations, which are based on the new global trend mentioned above. Firstly, as collective action and partnership between all stakeholders are critical, all citizens should become capable of being proactive as a matter of responsibility. For this purpose, formal education at school is the best approach, and should be enhanced by expansion as a core element in the curriculum. Secondly, business people should become sufficiently strategic and capable to bring about innovative solutions for sustainability, and therefore they need to be well trained. In this connection, new initiatives for sustainability education in the creation of business leaders have started at universities and business schools both at home and abroad, and are still at the formative stage. Although focus should be placed on these two types of education, they should not be considered different entities. Improved cooperation and network-building among all the concerned parties are critical. In conclusion, sustainability should be mainstreamed and embedded firmly into the decision-making of all stakeholders. Special emphasis should be placed on education for business, and the business sector should also engage in environmental education.

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  Discussing the establishment of environmental studies as a new subject is intrinsically related to our image or vision of the subject - that is, what we want to include in the discipline. Although it is difficult to grasp this topic while it is still under discussion, this paper first considers the desirable characteristics of the subject, and then discusses requirements to achieve them. Four requirements are raised in Chapter 2. The first requirement is that the subject should be interdisciplinary, i.e. a so-called school subject in the wider sense. The other three requirements are narrower, and derived from an understanding of MEXT. These are: 1) the need for teachers qualified in the specific field, 2) the need for an authorized textbook, and 3) the need for a numerical grading system. Chapter 3 discusses the desirable vision for environmental education, i.e. its educational purpose and contents. Among various educational purposes, this paper places emphasis on helping students to develop thinking ability, especially logical thinking and consciousness about ethical concerns. Chapter 4 discusses the necessities of requirements based on our vision for the subject. This paper concludes that establishment of environmental studies as a new subject is necessary, at least in the wider sense. Moreover, requirement 1) should be met. Concerning the other two requirements, however, there is a wide range of possible judgments. Independently from the author's proposal, a totally different conception of the subject could also be proposed. However, the framework of this paper makes it possible to judge whether or not the establishment of environmental studies as a new subject is necessary.

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  If we aim to introduce environmental education as a new school subject, it is necessary to establish the assessment guideline for examination. However, combining the existing environmental education and the examination are like mixing oil and water. This paperaddresses the issues related to “environmental education in ESD” and the examination for assigning grades. Dialectic derivation was attempted by appointing the existing environmental education as “thesis”, and the examination as “antithesis”; therefore, “environmental education in ESD” could be derived as “synthesis”. Thus the existing environmental education is sublated to “environmental education in ESD”. It is reasonable to suppose that “environmental education in ESD” makes use of the examination to secure the sustainability of the environmental legacy. This examination is the strategic means to maintain the succession of the wisdom, skills, and “a body of knowledge” from modern generation to the next and future generations, and to facilitate the emergence of new ideas. The examination is based on being able to explain why wisdom and skills are necessary, and how one uses the wisdom and skills. The emphasis is that being able to explain in the examination addresses the accountability for future generations. Therefore, the examination of “environmental education in ESD” is able to secure the succession of the wisdom and skills for the sustainability of environmental legacy.

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  Since 2004, we have established “Environment” as an individual subject at SAPIX, a cram school in the Tokyo metropolitan area, and have conducted a comprehensive and integrated study of it. The methods employed involve showing pictures (photographs, figures or tables) projected onto a screen and active dialogue between the teacher and students. The themes covered have been: 1. Urbanization, 2. Water, 3. Food and agriculture, 4. Forest, 5. Biodiversity, and 6. Resources and energy. Around one thousand 5th grade elementary students take this subject every year. Our education program is designed to enhance knowledge and concern about the environment and environmental issues, and to promote changes in behavior centered on the environment. However, the effects of such education in terms of environmental cognition and attitude have been relatively small, and certain differences in the comprehension of themes pertaining to living things or nature have become evident. We think it is important to acquire knowledge about the environment and environmental issues, while it may also be needed first-hand experience of Nature in infancy and autonomous learning or discussion by students in the advanced stage of study.

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  In order to introduce the viewpoint of sustainability into the science curriculum of a senior high school, the author designed and applied a program that mainly included opportunities to participate in the conservation of the local natural environment. Through practice, the purposes of the program, which were ‘appreciation of biodiversity preservation’, ‘development of intentions and abilities to conserve the natural environment’, ‘cultivation of awareness about nature in the locality’ and ‘changes in environmental ethics’ were all attained to some degree. Furthermore, a survey of students’ consciousness revealed the following: 1. Experience of conservation activities motivated the participants to take part in subsequent activity. 2. Tree planting activities fostered a sense of intergenerational ethics. 3．Learning about biodiversity in the field influenced existing values of nature. 4. Cooperation with local environmental resources functioned effectively to change the students’ consciousness about nature.

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