This research deals with Tochigi Prefecture Reclamation Agricultural Cooperative area, and to clarify how the production area has been reorganized while shifting from a Fordism agricultural period to a post-Fordism agricultural period.
 As a result of the research, the following points have been clarified. Various actors, which tie the production area and the consumption area, and the role of the network which connects those two areas, are important. At first, “Expansion of the market at the shipment destination“ and “Securing of farm products“ led to the organization of the network. “Concern for the safety of farm products and environmental problems“ and “Approach on the environment-friendly agriculture“ functioned as a consent matter of both networks in this case. For instance, Tochigi Prefecture Reclamation Agricultural Cooperative guaranteed a stable shipment, encouraging not only the Production Department association on the Post-World War II reclaimed Land, but also the farmers of JA (Japan agricultural cooperative association), to join the network and understand “Approach on the environment-friendly agriculture“. On the other hand, another network was formed by Seikatsu-Club Co-op Union that was the consumption area, where consumers caring about food safety and ecology became members. Those members spend a fairly large amount of money to obtain safe ingredients. In addition, the network was further strengthened by common understanding between producers and consumers through the independent management audit system.
 However, various problems exist inside the network in this case. That is, how can the profitability be improved? Farmers cannot fully depend on present Coop shipment for their livelihood. The price of production is to be reduced according to the trend of other market prices and the limited availability of shipment. Moreover, it is necessary to expand markets and contract cultivation, which, however, is difficult because the brand has not been established in the market, and the environment-friendly agriculture is not highly valued. In order to decrease the use of agricultural chemicals, the adjustments with other actors are indispensable, concerning the measures against an aging society and the maintenance of drainage for the surrounding farmland.
 It is important to form a consumption area and an friendly network so that the production area may continue to develop in the future. In order to maintain stable network, it is vital to improve regulating ability with various actors who do not belong to the network. In addition, such positive cooperation is essential for development of the productive center and promotion of the environment-friendly agriculture.

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 The aim of this paper is to analyze the landscape change of primary and junior high schools in Don Daeng village, Northeast Thailand, for the period of four decades. The author investigated the development process of school facilities from the point of geography of education, based on schools' historical documents and interviews of the villagers. This process clarified how the relationship between school and rural society had changed during this era. The villagers' donation has played a large part of school budget to improve the school facilities. These contributions had been made as one of the social responsibilities of rural community based on Buddhism. Thus, public facilities like school buildings were able to raise villager's donations easily. The author considers that studying this process can reveal the epitome of social / economic development process of rural society.
 The author would like to emphasize the following three stages in the development process of school facilities.

1. First stage (1918-1940)
 This is the stage that temples provided literacy education based on Buddhist doctrines. Temples in surrounding villages of Don Daeng educated male children only, and the school districts were much larger than school districts of today.
2. Second stage (1940-mid-1980s)
 This stage covers the period from the formal established of Don Daeng village school to mid 1980s. The function of school and temples were separated. However, their relationship was closer than today. For example, the villagers had made their donation to their school via temples. The income level of villagers was still low, and school facilities were not good enough, but the basic educational environment bad been already achieved in our mind.
3. Third stage (the latter half of 1980s-present)
 School facilities has been improved by the government budget, and educational environment was rapidly and greatly improved by direct donation from villagers. Their donation characteristic changed from basic need to more additional facilities for teaching materials. However, as the villagers' contribution to school has increased yearly and the school facilities has been improved, more and more. On the other hand, villagers preferred to send their children to schools in Khon Kaen city than Don Daeng school. This shows figuratively speaking the urbanization of educational awareness in Don Daeng village which has been accelerated.

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 I think that we can easily understand the latest global trends by observing the nearby landscape and our surroundings. When we study an environmental problem, I think we can easily understand the essence of the problem by considering the influence of globalization. So, I produced a program in my geography class to study the relationship between globalization and environmental problems, which occur close to us, through fieldwork in Satoyama, near the school.
 In Satoyama the students found lots of abandoned farmland, a result of cheap imported agricultural products. They also found various kinds of waste in the area. From their observations the students made the connection that the decline in Satoyama is related to globalization. They realized how the decline of farming in our region has diminished our regional culture. From this they could also understand the reason for the Japanese government's insistence at the WTO; the government realizes that protecting Japanese farming means saving the culture in farming villages in Japan.
 Through this environmental educational program，the students could learn the effects of the spread of globalization on both the landscape and lifestyle in our region. As a result，they understand that globalization is connected to the environmental problems near us.

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