@article{oai:naruto.repo.nii.ac.jp:00028124,
 author = {近森, 憲助 and 谷村, 千絵 and 上野, 正恵 and CHIKAMORI, Kensuke and TANIMURA, Chie and UENO, Masae},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {In this study, the critical realist approach was made to explore the ontological definition of Education for Sustainable Development (ESD)．One defined ESD as that it is aiming at fostering the people who could make contribution to build the sustainable future and society. But as this definition would be the attempt to interpret ESD from its purpose or outcome, they are not the ontological responses to "What is ESD?" but epistemic ones to "How can we recognize ESD?" We think the current interest in ESD in Japan may tend to be largely in the epistemic discussion on "How should we implement or promote ESD?" based on the epistemic understanding of ESD. But to explore and refine the ways of promotion and implementation of ESD based on the realities of teachers, students and their learning environment such as school and local community, we need to seek well-balanced responses to both the ontological and epistemic inquiries. Firstly, we overlook the situation around ESD in its promotion and implementation in Japan with laminated ontology originated from basic critical realism as a clue. It is revealed that the situation could be explained as the relationship among three levels : global level of international educational regime, the education policies and its implementation at a domestic level, and school- and community-based ESD implementations at a local level. These three levels and the relationship among them may be providing the ESD promotion and implementation specific to Japan with an intricate situation as an open system. As the teachers at a local level could be considered as the ones who are 'thrown into' such an intricate situation as an open system, they need to develop their own view of ESD through their involvement in ESD practice in their school not only based on currently predominant epistemic but also on ontological definitions of ESD. Secondly, based on such a situation around teachers as an ESD practitioner, we explore the ontological definition through the reinterpretation of the concept of 'Sustainable Development' as the primary concept of ESD using "Transformational Model of Social Activity (TMSA)" originated from dialectical critical realism, then taking into account the idea of "Socialization" as one of primary functions of education, we defined the ESD as the process of socialization to raise and promote students/people to be aware of that their current activities are not only for the maintenance or change of their own society and the way of living, but also for setting the precedent conditions that enable or constraint the activities of future generation. We would like to expect our ontological definition will largely contribute to develop the view of ESD of teacher's own as one of point of reference. Finally, we made some proposals on the outline of learning process as well as activities based on our ontological definition for the reality-based implementation of ESD by teachers in school.},
 pages = {252--262},
 title = {持続可能な開発のための教育（ESD）とは何か : クリティカル・リアリズム（CR）からのアプローチ},
 volume = {34},
 year = {2019},
 yomi = {チカモリ, ケンスケ and タニムラ, チエ and ウエノ, マサエ}
}