4
communities, specialist/professional groups, local and national governments and
various international organizations. They will be expected to lead society in an
environment-friendly and sustainable direction.
1.2.3 Resonance
Interactions among disciplines, stakeholders, and regions are essential for solutions
of environmental issues. These interactions should bring benefi ts to all sides. These
mutual positive infl uences can be called “resonance.” And this “resonance” is one
of the core concepts of APIEL.
Experiencing and learning from the various types of interaction are at the core of
the program. Forming heterogeneous student groups for classes and conducting
fi eld studies with other universities helps to create resonance. Students from different backgrounds, such as engineering and the social sciences, are intentionally
mixed together. Through this education program, the students learn to interact.
In addition, faculty members or institutions form a resonance among themselves.
An interaction resonance is also formed through alumni activities. The environmental
leaders from several countries incubated by this program go back to their home
countries, and then host the fi eld study of younger students.
Forming an academic network among universities is an effective way to implement education for environmental leadership developments. Universities can
exchange students and faculty members as well as information on academic programs. Such a network in Asia can form a strong base for collaborative education and
research on Asian environmental issues. Interdisciplinary resonance, interregional
resonance and alumni resonance are enhanced through these exchanges (Fig. 1.1 ).
The detail information of each resonance will be explained in the later part.
1.2.3.1 Interdisciplinary Resonance
APIEL targets interdisciplinary resonance by providing an integrated, multidisciplinary curriculum as well as educational and research opportunities that promote
mutual understanding among individuals in environmental fi elds. Scientifi c disciplines have been developed, widened, and deepened especially since the Industrial
Revolution. Today, we need interaction among different disciplines. Environmental
leaders are supposed to understand each discipline and make “bridges” across them
to solve problems in the real world.
Figure 1.2 shows an example of disciplines involved in the occurrence and solution of environmental issues. Environmental deterioration appears as changes in
water, air, soil, and the global environment. The natural sciences observe, analyze,
and manage these changes. The impact of environmental change on health is a critical issue, and this is covered by the medical sciences. Many fi elds of engineering
contribute to solving pollution problems or climate change through technologies
such as wastewater treatment, energy-saving devices, or photovoltaic cells.
Agriculture is infl uenced by, and, on the other hand, causes environmental
T. Akiyama et al.
communities, specialist/professional groups, local and national governments and
various international organizations. They will be expected to lead society in an
environment-friendly and sustainable direction.
1.2.3 Resonance
Interactions among disciplines, stakeholders, and regions are essential for solutions
of environmental issues. These interactions should bring benefi ts to all sides. These
mutual positive infl uences can be called “resonance.” And this “resonance” is one
of the core concepts of APIEL.
Experiencing and learning from the various types of interaction are at the core of
the program. Forming heterogeneous student groups for classes and conducting
fi eld studies with other universities helps to create resonance. Students from different backgrounds, such as engineering and the social sciences, are intentionally
mixed together. Through this education program, the students learn to interact.
In addition, faculty members or institutions form a resonance among themselves.
An interaction resonance is also formed through alumni activities. The environmental
leaders from several countries incubated by this program go back to their home
countries, and then host the fi eld study of younger students.
Forming an academic network among universities is an effective way to implement education for environmental leadership developments. Universities can
exchange students and faculty members as well as information on academic programs. Such a network in Asia can form a strong base for collaborative education and
research on Asian environmental issues. Interdisciplinary resonance, interregional
resonance and alumni resonance are enhanced through these exchanges (Fig. 1.1 ).
The detail information of each resonance will be explained in the later part.
1.2.3.1 Interdisciplinary Resonance
APIEL targets interdisciplinary resonance by providing an integrated, multidisciplinary curriculum as well as educational and research opportunities that promote
mutual understanding among individuals in environmental fi elds. Scientifi c disciplines have been developed, widened, and deepened especially since the Industrial
Revolution. Today, we need interaction among different disciplines. Environmental
leaders are supposed to understand each discipline and make “bridges” across them
to solve problems in the real world.
Figure 1.2 shows an example of disciplines involved in the occurrence and solution of environmental issues. Environmental deterioration appears as changes in
water, air, soil, and the global environment. The natural sciences observe, analyze,
and manage these changes. The impact of environmental change on health is a critical issue, and this is covered by the medical sciences. Many fi elds of engineering
contribute to solving pollution problems or climate change through technologies
such as wastewater treatment, energy-saving devices, or photovoltaic cells.
Agriculture is infl uenced by, and, on the other hand, causes environmental
T. Akiyama et al.