The 3.11 disaster made clear both the weak points and the strength of people. Immediately after the terrible moment, they worked together to help each other. Then, on the way to reconstruction, they collaborated in multi agency cooperative learning in both the private and the public sectors, and (as well as) participated in it as individuals. In this paper, some activities in the field of Social Education are presented. Firstly, collective learning by young people and researchers is examined and then developments by women’s agencies are introduced. The Japan Youth Association and researchers are exploring ways to share the experience of young people in a Tsunami area and others living away from the area. They are creating opportunities for collective learning to overcome the difficulties. Women have nearly always been excluded from the decision making process in Japan. This happened again in many places after the disaster and in the process of reconstruction. Many women’s organizations put pressure on politicians to listen to women’s voices. This movement can be called a collaborative action. This paper looks at the practice of collective, cooperative and collaborative learning, and also makes some critical observations on the political use of them. Finally, the importance of training for community organizers in facilitating and managing collaboration in community settings is highlighted.

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The East Japan great earthquake disaster brought a triple disadvantage called the earthquake & tsunami & radioactivity. I think that it should be elaborated a plan the foundation of the kyosei network that restoration, the revival main constituent is a victim and lets the low birthrate and aging of the stricken area restore even if I do a premeditated breakaway from nuclear power generation in this ground. It is vertical kyosei along the chronological order namely kyosei with the history, and, as well as horizontally-shaped kyosei, I think that the kyosei with the folk culture may be thought about. I think that it is more important to realize a meaning of folk culture exposing a meaning of the culture that invisible culture mainly on the religion culture is seen of restoration, revival of the life culture that is glow lamp Cal again. Local festival and tradition, the revival of the relation with the friend are the core of the reproduction of the community, and I think that it becomes the bonds. Where it may be said that it is overwhelming, and awareness of the lack of funds to absolute nature and a lesson made use of naturally got the kyosei origin as the price thinks. Finally, through a great earthquake disaster, I think that the true character of the person was called into question. Kyosei essence was called into question, and the cosame sex and collaboration characteristics that the person has were asked it and think that the differentiation of the life function was asked the position of the nuclear power generation in the modern times called a district and the city in the energy when I take example. Monism to live as the same human being together is demanded now and, not the dualism called a victim and the person whom it did not suffer from, a radioactive contamination district and the district that it did not pollute, breaks it off, and it thinks with the problem for the next stage that area culturecentered reproduction support of the area culture is created in symbiosis and the solidarity of each area by loneliness death, having no surviving relatives death large country Japan to bring back. Invisible moral culture is the core, bonds of the community reproduction and thinks with need so that revival of the local invisible culture builds the society living together wealthily in a requiem and a memorial service from culture with the history and a folk. I insist on a right to life in one of the new human rights as“the symbiosis right”in“a relation”together to be a social strong man to be the social weak. Earthquake large country Japan does not support it because it is a victim and thinks that you must continue support because it is based on thought of the co-becoming permanently free from danger because of one of the relation as the person.

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By overviewing the results of the survey on ME/CFS (Myalgic Encephalomyelitis/Chronic Fatigue Syndrome) patients, this study shows that the patients living with ME/CFS have fallen into the structurally isolated situation in Japan and need to be integrated to the society. ME/CFS affected more than three hundred thousand people in Japan. ME/CFS is not just being heavily tired but frequently interferes with people’s lives by making them dysfunctional. Furthermore, patients are not just dealing with extreme fatigue but with a wide range of other symptoms including sudden fatigue, sleep without refreshing, muscle and joint aches without swelling, various patterns of headaches, sore throat, and memory problems/inability to concentrate. Researchers have not yet identified the underlying cause of ME/CFS, and so far this condition is incurable. Despite of the severe symptom, only a small percentage of patients can be diagnosed as ME/ CFS; this is often considered as malingering. Therefore, ME/CFS patients have been kept away from medical treatment and social services. Even worse, patients are distrusted by their families and friends and isolated due to the nature of this illness. To overcome this situation the Japan ME/CFS Association was established in February 2010 and has enacted various activities making public awareness on ME/CFS, promoting biological research on ME/CFS, and advocating to the central and local government. These activities of the patient’s organization may correspond to examples of an embodying process of Kyosei ＝ Conviviality; such an activity would become a connector among many stakeholders: government officials, medical professionals, clinical practitioners, and lab researchers. They were initially separated, but, if integrated, they would be able to realize Kyosei Syakai, a society where all people live together without discrimination and/or disparity.

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It is quite important to empower teachers’ quality and capacity to enforce school education. To increase the number of “capable teachers” it is crucial to clarify the necessary quality of teacher. In this dissertation, good teachers’ recognition system of Japan and US would be compared. The difference of needy quality of both countries would be also compared. In Japan, only the principle can nominate a good teacher and write a letter of recommendation. The recommended teachers are screened by the board of education of cities and that of prefectures. As a result hundreds of teachers are recognized as “best teachers”. Teachers’ recognition system is not well known by the people. In the US, anyone can recommend any teacher as National Teacher of the Year (NTOY) and the finalist is only one person. Each year’s NTOY Appear on TV and give many lectures in and out of the country. He or she plays a role of spokesman. Japan needs more flexible system and should make effort the teachers recognition system well known. Japanese NTOY should contribute more to new teachers and incapable teachers.

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Japan’s Action Plan for the “United Nations Decade of Education for Sustainable Development” sets forth the promotion of initiatives that put various issues linked to global sustainable development, including developing countries, into perspective. Environmental problems are cross-cutting problems that have mutual connections with various problems such as financial poverty in developing countries. When this is interpreted as globalization, a social structural problem, it is important for teachers to have an international perspective in the implementation of education for sustainable development (ESD). Notably, teachers experientially learning in developing countries, not just about formal knowledge, contributes to promote “situated learning”, and to develop competency in viewing environmental problems in a broader light, which has possibility of the use of international education experiences to the schooling. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) is collaborating with the Japan International Cooperation Agency (JICA) on initiatives advancing participation in the in-service teachers programs: JICA Japan Overseas Cooperation Volunteers. As one project of the Development Cooperation Support Center in 2009, research was conducted to identify how young people contribute to education in the field when returning to Japan after experiencing international education cooperation through the JICA Japan Overseas Cooperation Volunteers program. Based on analysis of survey results regarding changes in teachers’ recognition of “International Education Cooperation” utilizing a free association methodology, authors learned that dispatching teachers developed their individual competency in viewing educational cooperation through “situated learning”. As it is essential to promote “situated learning” for the implementation of ESD practices in globalization, it is expected that in-service teachers have experiences of international educational cooperation in developing countries and develop their capacities through “situated learning”.

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In this research, experiences, technologies, policies and educational activities for solving environmental problems in Kawasaki City are regarded as “Environmental Resources”. This research aims at discussing potential “Environmental Resources”, and the partnership and collaboration among such implementing body by developing “Overlook Map” based on the analysis of similarities among implementing bodies in terms of: (1) their overall activities and attributions, (2) direct influence of political options of Kawasaki City, (3) functions of focal point and (4) partnership and collaboration approaches with Kawasaki City / the other bodies. Further, SWOT analysis (identification of Strength, Weakness, Opportunities and Threats of their activities) and Force-field analysis (identification of obstacles and promotion factors of their activities) of each implementing body were conducted. 11 bodies were selected as research targets, which had been rich experiences in the field of environmental action and education in Kawasaki City, and implemented questionnaire survey and interview survey in this regard. As result, many cases on partnership and collaboration for the conservation of environment can be seen in Kawasaki City, which are faith based relations in Kawasaki City and has promoted with participation, action and dialogue based approaches. When seeing their cases with the theory of “A Ladder of Citizen Participation” proposed by Sherry R. Arnstein, most of the cases are located as a level of “Partnership” which indicates the degree of matureness of citizen participation in power structures in society. In addition, SWOT analysis and Force-field analysis show that the Partnership and Collaboration activities in Kawasaki City contribute to the development of institutional and civil capacities as well as individual capacities.

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The purpose of the present study was to reveal relationship of Tokyo metropolitan special needs education schools’ coordination with public elementary schools and junior high schools. The Tokyo metropolitan Special Needs Education School in Chofu city promotes special needs education in line with the strategic program of Tokyo for the special education. As an indication of their progress, there have been developments of educational consultation about conducting, training seminars, formulating common understanding regarding with formalities of exchange activities “Fukuseki koryu”, and increasing consultations for school attendance. As the practice task, the number of students with special needs who would like to participate in exchange activity with elementary school and junior high school remain at the same revel. The Area Network has a means to help to cope with this problem. The most important factor for elementary schools and junior high schools to encourage independent-minded exchange activity “Fukuseki koryu” is to let them report activity account records by themselves. And they have to research into the result of exchange activities.

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