43
issues associated with a wide range of development and the required leadership
skills. Therefore, this course aims to review environmental issues in Asia from
the history to up to date; to tackle such problems with the key of sustainably and
fi nally to foster future environmental leaders highly required in developing a
sustainable society.
The rest of this chapter consist of three sub chapter as follows: fi rst, Sect. 3.2 describes
featured ECLA’s education methods in the class mainly though creating a vision, interviewing environmental leaders and debate. Second, Sect. 3.3 provides details material
used for three case studies developed for ECLA. Authors carefully selected prominent
case studies from discourses on industrialization in 1960s with a typical example of an
industrial pollution problem that Japan has experienced (Minamata disease case); globalization (China’s air pollution case) with climate change; and recent urbanization in
great needs of public participation with Korea’s Cheonggyecheon Restoration case in
2000s. Third and fi nally, we discuss and summarize main features of the compulsory
course followed by overall discussion and conclusion.
3.2 Education Methods in ECLA
Course syllabus was developed and modifi ed each year over the past 4 years in order
to meet objectives of the course as shown in Fig. 3.2 .
The following section describes the details about featured ECLA’s education
methods in the class mainly though creating a vision, interviewing environmental
leaders and debate.
3.2.1 Creating a Vision Through Group Discussion
During the very first ECLA class, the authors asked students to choose one
environmental project from his or her own country and write an action plan for
a funding proposal to the World Bank. About 40 students met and formed 7
groups: 5 from Department of Urban Engineering (UE) and 2 from Graduate
Program in Sustainability Science (GPSS), The University of Tokyo. They then
negotiated to decide on only one project. In doing this, the students were required
to identify the real-world problems and create a vision through collaboration
with various stakeholders in each locality. Proposals from UE and GPSS students are summarized in Table 3.1 and are categorized into ten emergent environmental issues in Asia taught by the author based on a review of the literature
and authors’ experiences.
As we can see from the table, students address the issue of population growth
associated with poverty and land use, agriculture, forest, water, and energy. However,
biodiversity, air quality, global warming, and environmental activity have not been
tackled. The teachers another concern is that in the midst of competing demands,
3 APIEL Compulsory Course: Environmental Challenges and Leadership in Asia
issues associated with a wide range of development and the required leadership
skills. Therefore, this course aims to review environmental issues in Asia from
the history to up to date; to tackle such problems with the key of sustainably and
fi nally to foster future environmental leaders highly required in developing a
sustainable society.
The rest of this chapter consist of three sub chapter as follows: fi rst, Sect. 3.2 describes
featured ECLA’s education methods in the class mainly though creating a vision, interviewing environmental leaders and debate. Second, Sect. 3.3 provides details material
used for three case studies developed for ECLA. Authors carefully selected prominent
case studies from discourses on industrialization in 1960s with a typical example of an
industrial pollution problem that Japan has experienced (Minamata disease case); globalization (China’s air pollution case) with climate change; and recent urbanization in
great needs of public participation with Korea’s Cheonggyecheon Restoration case in
2000s. Third and fi nally, we discuss and summarize main features of the compulsory
course followed by overall discussion and conclusion.
3.2 Education Methods in ECLA
Course syllabus was developed and modifi ed each year over the past 4 years in order
to meet objectives of the course as shown in Fig. 3.2 .
The following section describes the details about featured ECLA’s education
methods in the class mainly though creating a vision, interviewing environmental
leaders and debate.
3.2.1 Creating a Vision Through Group Discussion
During the very first ECLA class, the authors asked students to choose one
environmental project from his or her own country and write an action plan for
a funding proposal to the World Bank. About 40 students met and formed 7
groups: 5 from Department of Urban Engineering (UE) and 2 from Graduate
Program in Sustainability Science (GPSS), The University of Tokyo. They then
negotiated to decide on only one project. In doing this, the students were required
to identify the real-world problems and create a vision through collaboration
with various stakeholders in each locality. Proposals from UE and GPSS students are summarized in Table 3.1 and are categorized into ten emergent environmental issues in Asia taught by the author based on a review of the literature
and authors’ experiences.
As we can see from the table, students address the issue of population growth
associated with poverty and land use, agriculture, forest, water, and energy. However,
biodiversity, air quality, global warming, and environmental activity have not been
tackled. The teachers another concern is that in the midst of competing demands,
3 APIEL Compulsory Course: Environmental Challenges and Leadership in Asia