ĦĦThe fundamental spirit of environmental education is an appreciation for the structures of nature and care of nature. Respect for nature cannot be developed through class activities alone. It is important to experience nature itself directly as an original source and to understand that nature has the power to change our life.
It is often said that we should peacefully coexist with other living organisms. There has been concern for a long time that students tend to dislike science because science is often likely to be considered as an existence of deconstructive or invasive technologies.
Is it impossible for us to rely upon the school education system alone to learn the mystery and discoveries that nature holds.

ĦĦIn 1992, the Ministry of Education implemented a new teaching plan for environmental education of young students. Kindergarten students were offered an "Environment" class and elementary students a class called "Science in Daily Life". Moreover, the Ministry of Education published the teaching materials for environmental education. This meant that environmental education was now officially introduced into the school system. However in order to utilize this program of study, many problems were revealed concerning the state of the education system itself and time needed to successfully teach the material. We also had to deal with the safety of students in the outdoors.
The most significant revelation was the need to ensure the teachers interest and qualifications. By incorporating our activities, environmental education will change from an indoor textbook-oriented approach to a more balanced program of learning. In other words, the change of focus from achievement of knowledge to experiences and impressions of our surroundings exemplifies the spirit of environmental education.
It also brings students awareness as members of society and stimulates sensitivities, which contribute to the cultivation of aesthetic sensitivity, dealing with many relentless problems that we face.