[in Japanese]

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Realizing “ Kanagawa for vibrant lives” is the basic principle of “ Kanagawa Grand Design”, or the comprehensive plan of Kanagawa Prefectural Government, and we are promoting various measures to this end in an integrated way by linking them together. We believe this basic principle is based on the same philosophy as that of the Sustainable Development Goals (SDGs). In June 2018, Kanagawa was selected for “ SDGs Future City” and “ Local Government SDGs Model Project” by the national government, and became the only prefecture in Japan selected for both. Here, I would like to introduce our unique measures to improve ME-BYO, or the state between good and poor health, Kanagawa Zero Plastic Waste Declaration, SDGs Social Impact Assessment and Demonstration Project, etc. Furthermore, in addition to the Declaration on SDGs Japan Model announced at SDGs All Japan Meeting 2019, I would like to give examples of our global approaches, such as Governor’s presentation made at Local 2030, a main event of the High Level Political Forum of the United Nations, and the conclusion of the Statement of Intent with the United Nations Development Programme.

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Human society has caused the paradigm shift by employing SDGs & Paris Agreements in 2015. In that background, there are so many phenomenon such as poverty & inequality, resources depletion, climate crisis and so on. Namely, human activities have transcended the planetary boundaries. Financial institutions have been moving as the driving forces for progressing the paradigm shift. ESG investment, ESG loans and ESC insurance are those. Many initiatives such as UNPRI, TCFD & PRB have been established. For the success of the paradigm shift, the innovations are needed. And for the innovations, it is needed to establish the mid-long term visions of corporations & local governments. And also, the cooperation and partnership by all sectors are very important.

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This article introduces a new learning style that arises in significant shift from “Mountain climbing-style Learning” to “Voyage-style Learning”. Today’s postmodern society in the SDGs era has higher expectations of students to acquire toughness for innovative human resources. The traditional learning style was just searching for the correct routs with aim for the mountain-peak everyone could see. Being directed under a specific objective, is not substantial anymore in a new era, as students’ prospective challenges would be not always flat but fluctuated. The new style, as I call “Voyage-style Learning” in this paper, is an epic voyage of exploration for students to seek an untraversed island with overcoming small and big waves of obstacles. Voyage-style Learning is the idea stemming from the success of Nordic Problem/Project-based learning(PBL), especially Denmark’s that had brought the green innovation, and from unique education beyond PBL at ESBZ in Berlin. These cases of advanced education can be tailored to develop the quality of learning further for students who strive to be innovators in the era of SDGs.

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The aim of this article is to formulate the significance and limits of the System Theory for Kyosei Science. For that purpose, I first show the concept and methodology of Kyosei science and second characterize System Theory represented by L. von Bertalanffy, T. Parsons and N. Luhmann as well as Normative Social Theory as its counterview advanced by J. Habermas. And then, I estimate and criticize both System Theory and Normative Social Theory in the light of Kyosei Science as a practical science. Lastly, I try to reinforce the methodology of Kyosei Science by the idea of Glocal Public Philosophy in which I have been engaged for last twenty years.

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This paper analyses precedent studies to define “ Earth” as one of the scientific concepts. As a result, three viewpoints of earth systems are suggested. 1) The system is consisted from a variety of elements (the first viewpoint “ Element” ). 2) These elements make interactions each other (the second viewpoint“ Relation”). 3) The system changes to a certain direction (the third viewpoint “Change”). On the other hand, the National Institute for Educational Policy Research(2012) suggested the framework of ESD. This framework contains six concepts (Ⅰ Diversity, Ⅱ Interdependence, Ⅲ Limitation, Ⅳ Fairness, Ⅴ Cooperation, Ⅵ Responsibility) for building a sustainable society. These concepts become viewpoints to catch learning problems and teaching materials of ESD. And these six concepts are congruent with three viewpoints (“Element”,“ Relation”, and “Change”) mentioned above. Thus, the system concept is an important concept in understanding the sustainable society as well as the global environment.

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This paper introduces the phase theory as a framework for establishing relevance between person or organizations and “Sustainable Development Goals (SDGs)”. It is pointed out that the system perspective is imperative for “sustainable development”. In addition, it is also pointed out that the transformation to a sustainable world required by the 2030 Agenda is to reconsider the relationship between the multilayered systems that make up the world from the perspective of sustainability and promote their transformation.

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As Haruki Murakami argued in his “Wall and Egg” speech, awareness of the problem demands answers to how to engage with the “system” today. In order to think about it, this paper will consider it from the perspective of the human activity of “community development”. Specifically, we will briefly trace the process of community/city development in postwar Japan, and organize the trends of community development today. Then, using the discussion between D. Graver and J. Scott as a springboard, we will attempt to build an idea for “anarchic community development” which is currently under consideration.

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To realize an inclusive society, a child with disabilities should not be excluded from a school in the local community, if he or she and the guardians wish to attend the school. There is a child at the center of a case, which the child and the parents sued the boards of education in 2018 because they took measures that the child should attended to a special school: even though, the child and the parents refused the action. According to the order of enforcement of the school education act, a board of education designate a special school if a child has disabilities. However, the child and the parents wish to attend a local school, the board of education should respect to rights of their self-determination. Based on the general comment of the Convention of Rights of Persons with Disabilities, segregated models of education, which exclude students with disabilities from mainstream and inclusive education on the basis of disability, contravene the Convention. The Convention requires States parties to take all appropriate steps to ensure that reasonable accommodation is provided.

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The new course of study for junior high school was annunciated in 2017 and new one for high school was annunciated in 2018. The point of view and way of thinking for physical education was indicated by these guidelines. Students can solve problem actively by Deep Interactive Independent Learning, and it'll be a target to achieve a sports life abundant in a life. These guidelines mention that the guidance contents and educational method according to the difficulty which forms may be devised deliberately systematically when doing a learning activity about a student with an obstacle for realization of Kyosei society of living together. We can think it's important to understand and to learn about an obstacle as it was above-mentioned for all school children to enjoy the class of the physical education together in spite of a presence of an obstacle. We are aiming at education of a health and physical education teacher and are introducing inclusive sport aggressively in the class. Introduction of a goal ball and contrivance of a work needed by modern society are introduced as a practice report by this thesis.

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We conducted a questionnaire survey for teachers to clarify what is important in class development based on the viewpoint of “active learning”. As a result of the factor analysis, the scale of what was considered important in the lesson creation based on the viewpoint of “active learning” was divided into five factors. This suggests that teachers are conscious of five more detailed viewpoints when creating lessons, and are creating lessons. In addition, multiple regression analysis was performed to examine the effects on the five factors. As a result, it was confirmed that the faculty to which this scale belongs had an effect. From the above, it can be pointed out that it is necessary to have a common understanding of “active learning” and to provide evidence-based instruction in response to the educational needs of children..

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Edo period painter Ito Jakuchu has created a work called “Chihenguntyu-zu” depicting plants and insects. There, looks of insects that are invisible to the naked eye are depicted, and there is a reality as if a moment had been cut out. In addition to Jakuchu, many Japanese artists have created works based on insects. Japanese farmers have also built tombs for insects killed for agriculture. But, after the Meiji Restoration, when we began to interact with Western countries, Japanese people began to divide insects into vermin and beneficial insects and artificially manage them. As a result, despite the resistance at the time, the insects gradually turned into abominable beings. Today, people around the world are absorbed in sustainability. However, we need to rethink our traditional culture and think about what sustainability is. Thoughts derived from traditions different from those of Western countries must bring diversity to the world.

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It is well-known that a growing number of foreigners have arrived to reside in Japan in the past decade, and one of the fastest growing populations is the Vietnamese. While many of them have come as technical trainees, they are not the only Vietnamese people in Japan. In fact, there are refugees who arrived in the last century during and after the Vietnam War, family members of the refugees who came recently, and also people who entered Japan as students and have stayed to work in the country. This paper introduces different cases of Vietnamese residents in Japan and shows their diversity. Each of the Vietnamese presented in this paper has his/her own backgrounds, lives under different situations, has his/her own problems peculiar to the situations, and has own values. The paper argues that not acknowledging this type of diversity is one of the major problems in Japanese discourse on foreign residents. Foreigners are often regarded as if they are all same, constituting one social group, rather than a group of diverse people. People often comment that growing number of foreigners might result in less secure society, or less jobs for the Japanese, but the diversity of the Vietnamese people presented in this paper shows that it is too simplistic to frame all Vietnamese people as “Vietnamese in Japan” or all foreign workers as “foreigners”, and that various social problems cannot be simply seen as “Japanese vs. foreigners.” Rather, the paper suggests, in the age when foreign residents are increasing rapidly and Japan is faced with the challenge of building a kyosei society in the real sense, that it is important to look at each different situation and act and solve problems according to the case.

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