3
able to identify the problems within the global context based on universal
knowledge, as well as understand and analyze the problems within the local
context. They must be able to think clearly about cultural and social factors, local
ecological and geographical characteristics, and interactions among the neighboring regions/communities, and to propose environment-friendly solutions and
sustainable systems from a holistic point of view.
Second, respect for cultural and disciplinary diversity is a key concept of APIEL
because these are essential for developing an effi cient partnership among the various
stakeholders. Collaboration among stakeholders is necessary to take on complex
environmental problems, and this collaboration can only be achieved by understanding the views of different cultures and disciplines. In the APIEL curriculum,
interactions among students, instructors, and stakeholders from varied cultural and
disciplinary backgrounds are crucial—both in the classroom and in the fi eld.
Third, hands-on experience and experiential learning should be the key pedagogy in the curriculum. APIEL introduced fi eld exercises that provide students with
opportunities to learn how environmental problems become complex and how different stakeholders are involved. Students learn how to deal with contradictions
around problems through real experience with environmental cases and exposure to
complex situations.
In addition, APIEL aims to create a resonant network of higher education institutions in Asia dealing with environmental research and education. Partners were
identifi ed during the development of the fi eld exercises. As well, exchanges of
information and the transfer of key experiences in teaching are essential for all similar institutions as there are a limited number of models available for environmental
leadership education. The APIEL network should work as the platform for this type
of collaboration.
1.2.2 Environmental Leadership
APIEL is striving to develop human resources who are able to play major roles as
environmental leaders in various organizations in the world. APIEL expects environmental leaders to:
1. Recognize global and regional/local environmental problems and propose solutions to these problems using not only specialized professional knowledge and
skills, but also inter-disciplinary thinking and approaches.
2. Acquire a balanced understanding of the knowledge, skills, and ways of thinking
of the natural sciences as well as the humanities and social sciences.
3. Refi ne the ability in the fi eld to make judgments, take action, and work in partnerships to resolve real-world environmental problems.
4. Develop the communication and leadership skills necessary to raise topics for discussion and to negotiate issues in several international as well as local situations.
These leaders may in the future play a key role in decision-making processes
within different levels of society, including companies and NPOs, regional
1 Asian Program for Incubation of Environmental Leaders
able to identify the problems within the global context based on universal
knowledge, as well as understand and analyze the problems within the local
context. They must be able to think clearly about cultural and social factors, local
ecological and geographical characteristics, and interactions among the neighboring regions/communities, and to propose environment-friendly solutions and
sustainable systems from a holistic point of view.
Second, respect for cultural and disciplinary diversity is a key concept of APIEL
because these are essential for developing an effi cient partnership among the various
stakeholders. Collaboration among stakeholders is necessary to take on complex
environmental problems, and this collaboration can only be achieved by understanding the views of different cultures and disciplines. In the APIEL curriculum,
interactions among students, instructors, and stakeholders from varied cultural and
disciplinary backgrounds are crucial—both in the classroom and in the fi eld.
Third, hands-on experience and experiential learning should be the key pedagogy in the curriculum. APIEL introduced fi eld exercises that provide students with
opportunities to learn how environmental problems become complex and how different stakeholders are involved. Students learn how to deal with contradictions
around problems through real experience with environmental cases and exposure to
complex situations.
In addition, APIEL aims to create a resonant network of higher education institutions in Asia dealing with environmental research and education. Partners were
identifi ed during the development of the fi eld exercises. As well, exchanges of
information and the transfer of key experiences in teaching are essential for all similar institutions as there are a limited number of models available for environmental
leadership education. The APIEL network should work as the platform for this type
of collaboration.
1.2.2 Environmental Leadership
APIEL is striving to develop human resources who are able to play major roles as
environmental leaders in various organizations in the world. APIEL expects environmental leaders to:
1. Recognize global and regional/local environmental problems and propose solutions to these problems using not only specialized professional knowledge and
skills, but also inter-disciplinary thinking and approaches.
2. Acquire a balanced understanding of the knowledge, skills, and ways of thinking
of the natural sciences as well as the humanities and social sciences.
3. Refi ne the ability in the fi eld to make judgments, take action, and work in partnerships to resolve real-world environmental problems.
4. Develop the communication and leadership skills necessary to raise topics for discussion and to negotiate issues in several international as well as local situations.
These leaders may in the future play a key role in decision-making processes
within different levels of society, including companies and NPOs, regional
1 Asian Program for Incubation of Environmental Leaders