91
departure. As a result, they often have to spend lots of time on discussions and the
fi nal survey appears to lack the depth and scope due to time constraints.
5.5 Concluding Remarks
The complexity of current environmental problems is triggering mounting concerns
about the integration of academic fi elds to fi nd solutions for sustainability of human
future. There arises the need to equip students with a wide range of knowledge base
and practical skills in terms of social, economic, cultural and physical dimensions
of environmental issues. Undoubtedly, in the absence of established models, it is a
challenge to move toward a holistic view for educational programs. In this chapter,
we introduced a framework developed from Ken Wilber’s four quadrant approach.
This framework was built upon the core concept of problem-based learning. It has
been adopted by one fi eld-oriented course for environmental leadership development: the Oasis Unit, initiated by APIEL, The University of Tokyo. After four years
of implementation, we have found that program participants were enthusiastic about
and satisfi ed with the course. Therefore, we conclude that the use of the Integral
Approach is effective for not only understanding complex environmental issues, but
also the development and management of environmental leadership education programs. However, at the practical level, we also see diffi culties with maintaining the
depth/effectiveness of course content as well as a guarantee for students to use their
initiative and to develop leadership skills within a limited time.
Acknowledgments A number of people have been part of the discussions for developing the fi eld
exercise unit conducted in the Heihe River basin. Especially highly acknowledged are the initiatives by Prof. Xin Li and Prof. Mingguo Ma (Cold and Arid Regions Environmental and
Engineering Research Institute, Chinese Academy of Sciences), Prof. Guangwei Huang (Sophia
University), Prof. Takashi Mino, Prof. Eiji Yamaji, and Prof. Tomochika Tokunaga (The University
of Tokyo) for the start-up of the fi eld exercise unit. However, the authors take sole responsibility
for any errors and the interpretation provided in this chapter.
Open Access This article is distributed under the terms of the Creative Commons
Attribution Noncommercial License which permits any noncommercial use, distribution,
and reproduction in any medium, provided the original author(s) and source are credited.
References
1. Akiyama T, Li J, Onuki M (2012) Integral leadership education for sustainable development.
J Integr Theory Pract 7:72–86
2. Wilber K (2000) A theory of everything: an integral vision for business, politics. Science and
spirituality. Shambhala Publications Inc., Boston
3. Wilber K (2007) Integral spirituality: a startling new role for religion in the modern and postmodern world. Shambhala Publications Inc., Boston
5 Environmental Leadership Education for Tackling Water Environmental Issues…
departure. As a result, they often have to spend lots of time on discussions and the
fi nal survey appears to lack the depth and scope due to time constraints.
5.5 Concluding Remarks
The complexity of current environmental problems is triggering mounting concerns
about the integration of academic fi elds to fi nd solutions for sustainability of human
future. There arises the need to equip students with a wide range of knowledge base
and practical skills in terms of social, economic, cultural and physical dimensions
of environmental issues. Undoubtedly, in the absence of established models, it is a
challenge to move toward a holistic view for educational programs. In this chapter,
we introduced a framework developed from Ken Wilber’s four quadrant approach.
This framework was built upon the core concept of problem-based learning. It has
been adopted by one fi eld-oriented course for environmental leadership development: the Oasis Unit, initiated by APIEL, The University of Tokyo. After four years
of implementation, we have found that program participants were enthusiastic about
and satisfi ed with the course. Therefore, we conclude that the use of the Integral
Approach is effective for not only understanding complex environmental issues, but
also the development and management of environmental leadership education programs. However, at the practical level, we also see diffi culties with maintaining the
depth/effectiveness of course content as well as a guarantee for students to use their
initiative and to develop leadership skills within a limited time.
Acknowledgments A number of people have been part of the discussions for developing the fi eld
exercise unit conducted in the Heihe River basin. Especially highly acknowledged are the initiatives by Prof. Xin Li and Prof. Mingguo Ma (Cold and Arid Regions Environmental and
Engineering Research Institute, Chinese Academy of Sciences), Prof. Guangwei Huang (Sophia
University), Prof. Takashi Mino, Prof. Eiji Yamaji, and Prof. Tomochika Tokunaga (The University
of Tokyo) for the start-up of the fi eld exercise unit. However, the authors take sole responsibility
for any errors and the interpretation provided in this chapter.
Open Access This article is distributed under the terms of the Creative Commons
Attribution Noncommercial License which permits any noncommercial use, distribution,
and reproduction in any medium, provided the original author(s) and source are credited.
References
1. Akiyama T, Li J, Onuki M (2012) Integral leadership education for sustainable development.
J Integr Theory Pract 7:72–86
2. Wilber K (2000) A theory of everything: an integral vision for business, politics. Science and
spirituality. Shambhala Publications Inc., Boston
3. Wilber K (2007) Integral spirituality: a startling new role for religion in the modern and postmodern world. Shambhala Publications Inc., Boston
5 Environmental Leadership Education for Tackling Water Environmental Issues…