61
responsibilities. It is important for environmental leaders in many stakeholder
groups to understand these other points of view. In addition, the lessons learned are
not only the ones from the past, but also from some of the ongoing problems that are
directly linked with modern life.
The authors reviewed the issues to be addressed to educate students to understand and to build leadership skills, as well as the attributes and ethics associated
with the complex challenges that we are facing as we prepare for a sustainable
future. The lectures include interactive dialogues between teachers and students,
and students among themselves, to criticize, understand, persuade, and learn
throughout the journey. The authors put emphasize such practices prior to APIEL’s
fi eld exercise. Because arriving at consensuses vision is always time consuming and
a fi rst barrier students have to go through and division of role at fi eld work is of
importance.
Therefore, these classes are the “seed” for the fi eld exercises where students can
practice what they learn in the class. Refl ection of this education method in ECLA
on each fi eld excises will be introduced in the part two. The vivid stories of the fi eld
exercises will be outlined in Chaps. 4 – 7 in the second part of this book.
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. Hillstrom K, Hillstrom LC (2003) Asia: a continental overview of environmental issues.
The World’s Environments Series. ABC/CLIO, Santa Barbara
2. Gordon JC, Berry JK (2006) Environmental leadership equals essential leadership. Yale
University, New Haven & London
3. Sonnenfeld DA, Mol APJ (2006) Environmental reform in Asia: comparisons, challenges, next
steps. J Environ Dev Volume 15(2):112–137
4. Minamata City (2007) Minamata disease. Its history and lessons. Minamata City Planning
Division, Kumamoto
5. Ishimure M (1990) Paradise in the sea of sorrow: our Minamata disease. Livial Monnet, trans.
Yamaguchi Publishing House, Kyoto (First published in Japanese as Kugai Jodo: Waga
Minamata-byo by Kodansha, Tokyo 1972)
6. Harada M (2004) Minamata disease Tshushima S and George ST. trans. Kumamoto Nichinichi
Shimbun Culture and Information Center, Kumamoto (First published in Japanese as
Minamata- byo by Iwanami Shoten Publishers, Tokyo 1972)
7. Ui J (1992) Minamata disease. In: Ui J (ed) Industrial pollution in Japan. United Nations
University Press, Tokyo
8. Sugiyama S (2005) Minamatabyou jirei ni okeru gyousei to kagakusya to media no sougo
sayou. In: Fujigaki Y (ed) Case analysis and theoretical concepts for science and technology
studies. University of Tokyo Press, Tokyo (in Japanese)
9. Nishimura H, Okamoto T (2001) Science of Minamata disease (Minamatabyo no kagaku).
Nihon Hyoron Sha, Tokyo (in Japanese)
10. Pollution in Japan—Our Tragic Experiences, Study Group for Global Environment and
Economics, Ministry of Environment (2006) Annual report on the environment in Japan 2006
3 APIEL Compulsory Course: Environmental Challenges and Leadership in Asia
responsibilities. It is important for environmental leaders in many stakeholder
groups to understand these other points of view. In addition, the lessons learned are
not only the ones from the past, but also from some of the ongoing problems that are
directly linked with modern life.
The authors reviewed the issues to be addressed to educate students to understand and to build leadership skills, as well as the attributes and ethics associated
with the complex challenges that we are facing as we prepare for a sustainable
future. The lectures include interactive dialogues between teachers and students,
and students among themselves, to criticize, understand, persuade, and learn
throughout the journey. The authors put emphasize such practices prior to APIEL’s
fi eld exercise. Because arriving at consensuses vision is always time consuming and
a fi rst barrier students have to go through and division of role at fi eld work is of
importance.
Therefore, these classes are the “seed” for the fi eld exercises where students can
practice what they learn in the class. Refl ection of this education method in ECLA
on each fi eld excises will be introduced in the part two. The vivid stories of the fi eld
exercises will be outlined in Chaps. 4 – 7 in the second part of this book.
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. Hillstrom K, Hillstrom LC (2003) Asia: a continental overview of environmental issues.
The World’s Environments Series. ABC/CLIO, Santa Barbara
2. Gordon JC, Berry JK (2006) Environmental leadership equals essential leadership. Yale
University, New Haven & London
3. Sonnenfeld DA, Mol APJ (2006) Environmental reform in Asia: comparisons, challenges, next
steps. J Environ Dev Volume 15(2):112–137
4. Minamata City (2007) Minamata disease. Its history and lessons. Minamata City Planning
Division, Kumamoto
5. Ishimure M (1990) Paradise in the sea of sorrow: our Minamata disease. Livial Monnet, trans.
Yamaguchi Publishing House, Kyoto (First published in Japanese as Kugai Jodo: Waga
Minamata-byo by Kodansha, Tokyo 1972)
6. Harada M (2004) Minamata disease Tshushima S and George ST. trans. Kumamoto Nichinichi
Shimbun Culture and Information Center, Kumamoto (First published in Japanese as
Minamata- byo by Iwanami Shoten Publishers, Tokyo 1972)
7. Ui J (1992) Minamata disease. In: Ui J (ed) Industrial pollution in Japan. United Nations
University Press, Tokyo
8. Sugiyama S (2005) Minamatabyou jirei ni okeru gyousei to kagakusya to media no sougo
sayou. In: Fujigaki Y (ed) Case analysis and theoretical concepts for science and technology
studies. University of Tokyo Press, Tokyo (in Japanese)
9. Nishimura H, Okamoto T (2001) Science of Minamata disease (Minamatabyo no kagaku).
Nihon Hyoron Sha, Tokyo (in Japanese)
10. Pollution in Japan—Our Tragic Experiences, Study Group for Global Environment and
Economics, Ministry of Environment (2006) Annual report on the environment in Japan 2006
3 APIEL Compulsory Course: Environmental Challenges and Leadership in Asia