The purpose of this paper is to reconsider the relationship between the global and local dimensions of environmental ethics. Pluralists criticize global totalitarianism as a typical example of universalism that makes little of the diversity of communities. However, an important question is how the local dimensions of decision-making in each community can be connected to the global dimensions to address common global issues. One view to consider is that of the reflexive modernization theory of Ulrich Beck. This theory shows reflexivity is a common element of modernization, while characters and results of community modernization are various. This clarifies the nature of the relationships between global and local issues. It then becomes possible to define the relationship between global and local dimensions of environmental ethics more clearly by referring to such a viewpoint.

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This paper considers the social contributions by Bard College, a liberal arts college in the United States, from the perspective of college management. The focal point of this paper is “Microcollege,” one of the outreach activities by Bard College, which offers an Associate in Arts degree course outside the Bard College’s main campus since 2016. The first part of this paper explains the primary purpose and its structure. The second part depicts the forming process, outline and practice of Microcollege. The third part, focusing on benefits not only for Microcollege participants, but also for Bard College itself, discusses the importance of Microcollege and tasks which have to be tackled. Taking into account the multiple elements referred to above, the fourth part outlines future research directions.

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There is little doubt concerning the necessity of establishing a social foundation which accepts and supports each other over individual, organizations, communities in all areas to construct Kyousei Society, that is, Co-living Society. As a result of the evaluation over a five year period (2013-2017) of various volunteer activities, it is clear that both individual and organizations in volunteer participants and recipients reflect each other in a mirror, then the learning in volunteer activities have reflexiveness and circulate. Reflexive circulation of learning brings reflexiveness on individual and organizations. The evaluation makes it clear that various volunteer activities expand reflexive transformation on individual, organizations and communities. Volunteer activities are learning opportunities. Learning reflexiveness circulates among participants and recipients in volunteer activities, brings reflexive transformation and expands. It is possible to see that reflexive circulation of learning, reflexive transformation and its expansion are learning factors to establish social foundation for constructing Kyousei Society.

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In this article, I discuss several issues such as the relationship between Kyosei and SDGs/ESD, the relationship between new educational guideline that is open to society and education in cooperation with community that in based on active learning and ESD. I also describe good practices and their evaluation approaches of Project Based Learning & Problem Based Learning in the university, in the high school, and in cooperative education between university and high school as concrete cases of ESD and education in cooperation with community. In addition, I introduce new initiative of education in cooperation with community designed to SDGs and sustainable Kyosei, in which I consider how learners & practitioners can achieve “consciousness of diversity and social inclusion for others,” and how such learning & practices can “create shared values including Kyosei between learners and community.” In fact, I present how good practices, ESD and education in cooperation with community substantialize “consciousness of diversity and social inclusion for others,” and “creating shared values including Kyosei between learners and community.”

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This short research note describes the history and the major characters of the 2030 agenda / SDGs and reflects on the relation between SDGs and the concept of inclusion / Kyosei. This note also states 2 important issues to be tackled in SDGs, namely fair development of individuals, and environment / human relation. In this context, the concept of “right” is important. Right in English implies the rightness, other than legal capacity. We can see various rightness in our society and the environment to be secured. In the Meiji era, the word of Suji or Kotowari was used to express this rightness. This rightness can be protected as “ right”. That might be the core of SDGs, and the aims of upgrading our society’s governance.

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In this paper, I will discuss how PBL (Project Based Learning, Problem Based Learning) cultivate the sensitivity to inclusiveness and sustainability of the students and the teachers by a case study of the"fallow land innovation project". Also, I will point out the importance of concepts concerning"others" for discussing about inclusiveness and sustainability. As a result of this case study, I will show that the PBL including temporal continuity and spatial continuity is important for cultivating inclusiveness and sustainability.

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In this article, I discuss our practice of Problem Based Learning (PBL) and Education for Sustainable Development (ESD) in the Aone, Sagamihara City. This PBL and ESD is a kind of Learning for Coexistence in the real world. First, I describe the characteristics of our PBL and ESD accompanied by teacher in the real world. As the practice of this type of PBL and ESD, students could acquire social ties with people in the real world. In addition, this type of PBL and ESD is situated learning in which students can influence situations. Moreover, through this type of PBL and ESD, students and teachers can share and create common values with stakeholders in the community. Second, I go into detail governance of commons in Aone. In Aone, commons such as woodland, grassland, river and conduit are governed by community member excluding alians just like us. On the other hand, member of Aone community can access the commons to obtain common pool resource. However, governance of commons in Aone face a crisis because of declining population. Although, Aone needs social ties with people in the outside region for Aone’s sustainable development, it is very difficult to create such social ties because commons is exclusive. Through PBL and ESD, students and teacher learn the social inclusion within Aone community. They also experience that people in Aone accept them. In contrast, they have to accept whatever happens in Aone community to continue their practice. Thus, their PBL and ESD is nothing but Learning for Coexistence and social inclusion. Unlike traditional commons, modern commons are open to diverse stakeholders. However, modern commons are in danger of lapsing into new type of social exclusion against vulnerable groups. For practice of PBL and ESD, we must deepen discussions 2018 年4 月5 日受付、2018 年5 月7 日受理 * 麻布大学, Azabu University 64 村山史世 on human rights and social justice.

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This article aims at clarifying and enriching the philosophy for inclusive society, opposing eugenic thought, which discriminates human beings by the inequality of ability. For that purpose, I emphasize first the value of fundamental human rights for all people, which Utilitarianism tends to neglect, and second other public values such as cohappiness, compassion and WA that includes the idea of restorative justice.

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Kyosei Education in one of the features of Inclusive Education. It is not Integrate education or separate special education. It is the third type education which means “Education for All”. All students have several educational needs. Educational system must accept all students regardless of gender, disability, age, economic status and so on.

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"Cross-boarder students", whoever Japanese or foreign-rooted children, have come to Japanese schools and faced several difficulties in their class. School Social Work system has been installed in Japanese education since 2008. How do social workers work with them efficiently? This paper reveals the importance of the international perspective to social work education.

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