60
3.4.2 Interactive Dialogues Between Teachers and Students
Considering the speed of Asia’s economic and population growth and the diversity
of students, education methods in ECLA was modifi ed from traditional type of
information delivery to transmit needed information throughout the process of fi nding and understanding. Developing effective skills and style for environmental
leaders drew the image of environmental leaders through an interview and survey to
metaphor the image of leaders, and exercised the creating a vision through consensus building and setting the priorities among vision, in the class. Inclusion, or listening using all available skills and ideas were emphasized in the classroom as well.
For example, debate over China’s air pollution and climate change; stakeholder
analysis of Minamata disease; comparison between Minamata disease and another
Japanese experience of Fukushima Daiichi (Nuclear Power plant) aids students to
develop the leadership capacity.
Education methods in ECLA showed how we explored the possibilities and
requirements for addressing trends in environmental leadership in market-oriented,
industrialized, and industrializing economies in Asia during the past several decades,
and practiced essential leadership skills prior to APIEL’s fi eld exercise.
3.4.3 Case Studies
The author communicated with students to discuss the evidence for improvement
(or deterioration) in environmental quality by case studies, and the lessons learned
from them. Materials used for three case studies were chosen : (1) Minamata disease, a typical example of an industrial pollution problem that Japan has experienced, deal with industrialization in 1960s in Japan and many of Asia country in
recent years; (2) China’s air pollution case over last three decades, due to an overwhelming reliance on coal for energy production and its effect to climate change
associated with current globalization; and (3) Korea’s Cheonggyecheon Restoration
case to understand recent urbanization in 1990s, and address the importance of public participation. Overall, communication between the authors (teachers) and students “about,” “in,” and “for” the environment based on case studies enables us to
see how students can increase their capacity to play the role of future leaders.
3.5 Discussion and Conclusion
This series of ECLA lectures provides environmental issues and leadership lessons
learned from history, as well as discourses on industrialization, recent urbanization,
and globalization. As such, the Minamata disease issue can be viewed from many
perspectives. Stakeholders, including professionals (scientists, policymakers, as
well as government and company offi cials) and citizens each have their roles and
M. Onuki and K.J. An
3.4.2 Interactive Dialogues Between Teachers and Students
Considering the speed of Asia’s economic and population growth and the diversity
of students, education methods in ECLA was modifi ed from traditional type of
information delivery to transmit needed information throughout the process of fi nding and understanding. Developing effective skills and style for environmental
leaders drew the image of environmental leaders through an interview and survey to
metaphor the image of leaders, and exercised the creating a vision through consensus building and setting the priorities among vision, in the class. Inclusion, or listening using all available skills and ideas were emphasized in the classroom as well.
For example, debate over China’s air pollution and climate change; stakeholder
analysis of Minamata disease; comparison between Minamata disease and another
Japanese experience of Fukushima Daiichi (Nuclear Power plant) aids students to
develop the leadership capacity.
Education methods in ECLA showed how we explored the possibilities and
requirements for addressing trends in environmental leadership in market-oriented,
industrialized, and industrializing economies in Asia during the past several decades,
and practiced essential leadership skills prior to APIEL’s fi eld exercise.
3.4.3 Case Studies
The author communicated with students to discuss the evidence for improvement
(or deterioration) in environmental quality by case studies, and the lessons learned
from them. Materials used for three case studies were chosen : (1) Minamata disease, a typical example of an industrial pollution problem that Japan has experienced, deal with industrialization in 1960s in Japan and many of Asia country in
recent years; (2) China’s air pollution case over last three decades, due to an overwhelming reliance on coal for energy production and its effect to climate change
associated with current globalization; and (3) Korea’s Cheonggyecheon Restoration
case to understand recent urbanization in 1990s, and address the importance of public participation. Overall, communication between the authors (teachers) and students “about,” “in,” and “for” the environment based on case studies enables us to
see how students can increase their capacity to play the role of future leaders.
3.5 Discussion and Conclusion
This series of ECLA lectures provides environmental issues and leadership lessons
learned from history, as well as discourses on industrialization, recent urbanization,
and globalization. As such, the Minamata disease issue can be viewed from many
perspectives. Stakeholders, including professionals (scientists, policymakers, as
well as government and company offi cials) and citizens each have their roles and
M. Onuki and K.J. An