A Comparative Study on Environmental Education in Southeast Asia : With Emphasis on the Cultivation of Global Citizen Consciousness and Ethno-Cultural Perspective towards Environment

本研究旨在厘清东南亚国家环境教育的现状与挑战；泰国，马来西亚，新加坡和菲律宾，从以下三个角度来看：1 .正规或非正规环境教育的框架；2 .价值观反映的情况，如佛教、基督教、伊斯兰教等；环境教育课程、教材、教材的特点及教育方法；(1)国际共同特征，如全球环境意识；(2)从文化环境观、价值教育，如传统文化、宗教等观点上发现的差异；(3)教育方法上的差异。在各国的学校教育中，环境教育的跨界课程主要由社会学科和科学学科组成。NGO的活动是对有经验的环境教育的补充，是对正规教育的补充。在教科书和教材中，也强调了处理宗教道德价值高于环境的内容。它们是各个地区的自然信仰，或者是泰国的佛教活动；马来西亚的伊斯兰价值观，如“环境是上帝创造的”和“人类对“环境”的责任”等；以及菲律宾的天主教原则。在新加坡，教科书中很少有与环境相关的宗教描述。强调经验和批判性思维的教育方法在每个国家都有许多共同的部分，可以被认为是全球标准的方法。然而，每个国家的文化-宗教价值观并不一定是扩大全球环境意识的有效因素。此外，也有政府组织与非政府组织（NPO）之间联系的例子，政府控制极其强大，因此存在只部分强调方便国家的环境教育的危险。少

This study is aimed to clarify present situation and challenges of environmental education in Southeast Asia countries ;Thailand, Malaysia, Singapore, and the Philippines, from three viewpoints as the following :1.The framework of formal or non-formal environmental education,2.The situation of reflection of value, such as Buddhism, Christianity, and Islam, etc., and3.Features in the environmental education curricula, textbooks and teaching materials, and the educational method which are ;(1)International common feature such as global environmental consciousness,(2)Difference found from the viewpoint such as cultural environmental view, of value education, such as traditional culture, religion, etc., and(3)Difference in the educational methodIn the school education of each country, the curricula of the environmental education across boundaries consisting mainly in social studies and science are performed. NGO's activities are used for the experienced environmental education as supplemen … More tation of formal education.In the textbooks and teaching materials, the contents treated the religion moral value over environment are also emphasized. They are natural faith of each region, or Buddhist events in Thailand ; the Islamic or values, such as environment as a creature of God", and "human beings' responsibility for "environment", etc. in Malaysia ; and the Catholic principle of Philippines. In Singapore, there are little religious descriptions in connection with the environment in the textbooks.The educational method emphasizing on experience and critical thinking has many portions common in each country, and can be considered as global standard approach.However, cultural-religious sense of values of each country is not necessarily functioning as an effective factor for expanding global environmental consciousness.Moreover, there are also examples of connection between government organization and NGO (NPO) s, and extremely strong Government control, so there is a danger that only convenient environmental education for the State will be partially emphasized. Less