The Japanese Council for Academic Affairs in 1996 proposed, ”opportunity to communicate with people of various ages in a local community; and to have layers of experiences in real life, society in general, and nature is imperative to nurture ”Zest for living” of future generations”. The lack of communication among general populous in local communities, schools, and homes is apparent nowadays. In addition, Konrad Lorenz's ”Civilized Man's Eight Deadly Sins,” discusses diminishing sensitivity and creativity of human beings in civilized society. This diminishing sensitivity as well as creativity is especially true among children in the world where people less develop a sense of community: under such circumstances, the role and way of school education is in question.
Concerning this problematic educational situation where children are limited to develop their sensitivities and creativity and lack in ”Zest for living”, the Japanese government implemented the ”Period for integrated study” educational program in 2002. The primary concern of this paper is to advocate the imperative role of ”sensitivity development education” which supports the ”Period for integrated study” policy.
As The National Council on Education Reform discussed, developing inner sensitivity through varieties of exciting educational experience is difficult, therefore, identifying and appreciating the educational meaning of Kanko activities among children who are able to ”face the light” or to sense and appreciate the environment around them are important. In addition, this paper argues the importance of training inner sensitivity, which develops sustainable tourism, by developing travelers with true sensitivity to nature as well as environment, which supports future tourism culture.
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