한국, 일본, 중국 사회환경교육 현황 비교 및 분석

Abstract

As the global environmental crisis is deepening, the systematic and effective social environmental education becomes more and more important. The social environmental education that a government, cooperations, and NGOs execute as the central figures is very meaningful because it is performed to all the people in the society throughout their life. As exchanges and cooperations among Korea, Japan and China about environmental issues become active, exchange programs about social environmental education are increasing. Exchange of social environmental education among these three countries is important in the aspect of development of social environmental education in each country and contribution to social environmental education in the north-eastern asian area. Therefore, in this study, the present state of the social environmental educations in Korea, Japan and China are analyzed and compared. In addition, the direct ion of exchange of the social environmental education in these countries are presented. The conclusions are as following. First, the social environmental education in Korea has been active since the 1990's in accord with the growth of the environmental NGOs, and is mainly executed by NGOs about environment, religion and gender. In the social environmental education in Korea, education for environmental sensibility in which all the people can participate such as field investigation, camping and travel holds the majority. However, education about social-political knowledge which deals with environmental policy and economy is not sufficient. Second, the social environmental education in Japan has been active since the late 1980's through activities such as supporting funds, researching and providing information. Organizations for the social environmental education exist in various sizes, and are supported by membership fees, donations, grants, etc. In the social environmental education in Japan, education of environmental education methods and knowledge about environmental issues, in which citizens participate such as workshop and forum holds the majority. Third, the social environmental education in China is mainly executed by Center for Environmental Education & Communication(CEEC) under State Environmental Protect ion Administration of China(SEPA). Education toward teenagers for fostering environment-friendly attitude is mostly active, and lectures are in general. However, education for the specific knowledge of environmental issues is not enough. The Social environmental education is very significant as lifelong education for environment friendly welfare society since civil decision-making leads directly to social behavior. Therefore, efforts must be made to develop the social environmental education of each countries by means of active exchange and energetic support of the social environmental education program and autonomous exchange of NGOs for the social environmental education.;환경위기가 심화됨에 따라 체계적이고 효과적인 사회환경교육의 중요성이 커져가고 있다. 정부, 기업, 사회단체 등이 중심이 되어 진행하는 사회환경교육은 사회의 전체 구성원을 대상으로 전 생애에 걸쳐 지속적으로 이루어진다는 점에서 그 의미가 매우 크다. 최근 한국, 일본, 중국의 환경교류와 협력이 활성화와 함께 삼국의 사회환경교육에 대한 교류도 활발해지고 있다. 삼국의 사회환경교육의 교류는 각 국의 사회환경교육의 발전을 도모하고 삼국 공동의 사회환경교육에의 기여라는 측면에서 큰 의의가 가진다. 그러므로 본 연구에서는 한국, 일본, 중국의 사회환경교육의 현황을 파악하고 이를 비교함으로서 각 국의 사회환경교육의 교류 방향을 모색하고자 하였다. 본 연구는 삼국에서 각각 조사된 '환경교육 데이터베이스'(2000~2002년) 자료를 바탕으로 비교연구를 수행하였으며, 분석결과는 백분율(%)로 제시하였다. 본 연구의 결과는 다음과 같다. 첫째, 한국의 사회환경교육은 90년대 이후 민간환경단체의 성장과 함께 활발해졌으며 환경, 종교, 여성 등의 이슈를 다루는 시민단체들에 의해 중심적으로 진행되고 있다. 한국의 사회환경교육은 모든 이가 참여할 수 있는 야외답사 또는 캠프 및 기행의 형태로 생태적 감수성을 증진시키는 감성 교육이 가장 많은 (이후원문누락)