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Eco-village experiences in Japan
Miki YoshizumiResearch AssociateGraduate School of
Global Environmental Studies
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ContentsContents
Concept of Eco-villageBackgroundDefinitionTypes
Case Studies in JapanEarth Design School (Tango)Nishinomiya Environmental Learning City
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(Non-Market, Agriculture, Natural Area)
Purpose
History
of
Theories
and
Activities
Eco-villages
Urban-Industrial Society
Environmental Improvement
Education Agriculture Boost Villages Economy
Community
Symbiosis with Nature Society
WelfareEnvironmental Technology
Economic Regeneration
Hippie movement (late 1960s), USA
Steiner Education(1919)
Ecological Education Park: CAT(1974), UK
Increasing concern over environmental issues
① ② ③ ④
Camp Hill: Welfare for the handicapped (1939)
Eco-City(1987), USA
Green Tourism (1970s ~)
E.Howard’s Garden City(1903), UK
Auroville(1968), India
Ecomusée(late 1960s), France
Ökopolis (1985), Germany
Permaculture(1987), Australia
⑤
(Market, Industry, Urban Area)
Eco-Industrial Park(1970~), Denmark
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Concepts of EcovillagesConcepts of Ecovillages
“Ecovillages are urban or rural communities of people, who strive to integrate a supportive social environment with a low-impact way of life. ”
(Global Ecovillage Network)
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Types of EcovillagesTypes of Ecovillages1. Self-sustaining Working-Living System:
ecological lifestyle, self-sustaining way within the ecovillage: Yamagishi(Mie)
2. Eco-residences:Ecological architecture and living environment: Eco-Mura(Shiga)
3. Education / Tourist Facilities:Environmental education, ecovillage tourism: Earth Design School (Tanba)
4. Industrial:zero-emission: Eco-town project (Kitakyusyu etc)
5. Eco-communityenvironmental community action: Nishinomiya
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Ecovillages classified by the typesEcovillages classified by the typesN am e P lace Y ear S elf-
susta in ingE co-
residences Industria l Tourism /E ducation
E co-com m unity
1 Atarash ik i-m ura K ijyo ,M iyazak i 1931 1
2 Yuaisya K ijyo ,M iyazak i 1945 1
3 Yam agish i M ie 1
4 Shalom H utte H odaka,N agano 1978 1
5 M youga-m ura A itou, S h iga 1983 16 A itow a K yoto , K yoto 1986 17 Earth D esign School Tango, K yoto 1989 1 1
8 NPO Fus ion N agaike H ath iou ji,Tokyo 1995 1
9 B ihoku-kyuryu-park Syohara ,H irosh im a 1995 1
10E co-v illage Y atsusug isennen no m ori
Im adate ,H uku i 1996 1
11Agricu ltu ra l park :A tarash ii-m ura
M iyash iro ,Sa itam a 1997 1
12H ida-takayam a Teddybear ecovillage Iss ik i, G ifu 1998 1
13 E co-town pro ject Japan 1998 114 Setagaya E co-v illage Setagaya-ku ,
Tokyo 2000 1
15 Ecovillage M atsu to M atudo, T iba 2000 1
16 Kobunaki-eko-m ura O um ihath im an, S h iga 2000 1 1
17 Ecovillage H ino H ino , Tokyo 2000 118 Takeo ecovillage Takeo, Fuku i 2001 119 Fush im i ecovillage Fush im i,
S apporo 2003 1
20 Tsurugaw ada i ecovillage M ath ida ,Tokyo 2003
21 Koyam a-da iri-park M ath ida ,Tokyo 2004 1
22N ish inom iya Eco-com m unity
N ish inom iya ,H yogo 2005 1
1 5 1 10 6Tota l
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Case Studies of Eco-villages in Japan
Earth Design School (Tango)←Rural AreaEnvironmental Learning City(Nishinomiya)←Urban Area
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Earth Design Earth Design SchoolSchool↑↑
Ecologically Sound Ecologically Sound VillagesVillages
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Area of the park locates on the slightly elevated hill, which is fairly close to the Wakasa Bay.
Location of the park and EDS
Ama no hashi date, one of the three best senery of Japan
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Original plan in 1991
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Organic Farming and Landscape Design
Experimental cultivation to study the characteristics of the land in kyosei no mori
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We began to propose “Earth Designing School” and “hand-maid eco-topia” at the sametime
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We restored an old schoolhouse as the base of “EDS”
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A house made from soil and trees which was in the forest.
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16They have been tried making a windmill to generate electricity, but not made a success yet.
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They studied how to make an electrically-powered machine to make farmwok easy.
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18Bamboo Charcoal
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The Hami River region has been blessed with natural resources but people living there suffer from depopulation now .
The mixture of senior citizens and young staff is ideal in the villages.
Wisdom is passed by word of mouth over generations .
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Developing a Biomass System
Once we considered drying up the logged trees by distillation to turn an engine. But it was complicated for us. We highlight a cogeneration system with the thermo-element attached on the boiler.
To make wood pellets is easier than to manage the cogeneration system.
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The know-how we needs is adapted to diversity of woods , them of nature.
Use of Ecological Materials.
We measured every logs and wrote design-plans in which we directed how to sow them.
Logs sawed into wood pillars, beams and boards at an near old sawmill.
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Seminar house.A seminar house built with technologies that were locally available. The roof has buildings that can collect heat even in snowing weather.
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Making Plans with Story-telling Methods.
We want to create stories which could hand down from people to people , generation to generation.
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Environmental Learning ActivitiesEnvironmental Learning Activities in in NishinomiyaNishinomiya City, JapanCity, Japan
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Background of NishinomiyaBackground of NishinomiyaPopulation: 463,770Number of households: 194,398Area: 100.18k㎡Location:between Osaka and Kobe
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Activities on Activities on Environmental LearningEnvironmental Learning1989: Citizens’ Nature Survey1990: Citizens’ Nature Survey1992: Earth Watching Club Nishinomiya
←Model of the Eco-club1998: Established a NPO, “LEAF”2002: Established the Environmental Learning City
Steering Committee of Nishinomiya City2003: Environmental Learning City Declaration2005: Published the New Environmental Plan2005: Enacted city ordinances about environment2005: Eco-community project launched
Eco-community Workshops were held in 8 areas
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Point of ActivitiesPoint of ActivitiesLearning and Ecological Activities Foundation for Children (LEAF)
Nishinomiya city started environmental learning programs ←initiative of Mr. Masayoshi Ogawa
1992: Earth Watching Club (voluntary association )
1998: NPO “LEAF” was established
(Nishinomiya municipal worker)
The Great Hanshin-AwajiEarthquake
↓Shrinkage in the budget of the environmental learning programs
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Goal and Activities of LEAFGoal and Activities of LEAFGoal
The goal is to contribute to the development of a sustainable society by building partnerships among citizens, businesses, and the local government
Activates1. Community-based education2. Nature experience activities3. Mutual learning programs4. Policy relevance activities5. Global partnership
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29Learning to plant rice in partnership with local communities
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30Learning to crop rice with JA (farmer association) and local farmers
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31Learning water pollution in rivers
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32Experiencing and Learning natural environment in cities
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shop
sake manufacturer
Cleaning bottles
Making bottles
CollectingCarrets
Broken bottles consumer
Making metal mold
Bus Tour Exploring Lifetime of Bottles
Program example
Bottles
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BottlesProgram Example
Teacher’ Training Sessions
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Eco-Community Information Bulletin Form
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Map of Environmental Learning Facilities and fields
(Nature , Life, Culture and History)
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Collect 20,get EWC batch
When we do eco-action, we can get eco-stamps. When we collect 10 stamps….
Eco-Actions
「学校で」 +「地域で」 +「お店で」
10eco-stamps
Eco-cards system
Eco-card
Eco-card gather ten Eco-stampsEco-card send a secretariat
At school
At shop
Authorize Earth Ranger
At community
Eco-card gather twenty Eco-stamps
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Eco-cards connect family・community・school
EWC Eco-cards system
ShopCommunities
School
Child/Family
Children be conscious of an environment. →Adults connect consciousness→Adults talk to children.
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Legacy Tellers ClubLearn culture, history, and natural environment in Nishinomiya city
Participants become advisers of eco-community
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Eco-community WorkshopOrganized eco-community workshops in 8 areas
Participants became aware of good & bad points
They initiated each eco-community activities ←government supports
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CommunityAssociation
SchoolsNishinomiya
City Government
Environment and sanitary society
Youth protection society
Business Sectors
LEAF
The role of LEAF as coordinator The role of LEAF as coordinator Community
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AchievementsAchievementsEstablished mutual environmental learning system←Eco-card systemImpact on policy ←Environmental Learning City DeclarationBuilt the partnership with industry sectors, community groups, shops and schools ←Environmental Learning programsRaise awareness of concern about the city ←Eco-community workshopsEncourage community initiatives←Eco-community activity subsidy
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Lesson Learned from Lesson Learned from experiences in Japanexperiences in Japan
Policy integration of three factors for eco-villagesThe most important factors for eco-village is community-led eco-action.Process of developing ideas and acting for eco-villages is important ←sustainabilityNeutral organization to connect various groups is necessary.
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Thank you very much !Thank you very much !
Miki Yoshizumi: [email protected]
Kabuto Mt.
Symbol of Nishinomiya