This study is one part of collaborative research investigating “authentic practice” conducted by specialists in relevant fields. Within the collaborative research, this paper is located in the social sphere of knowledge. Targeting research of geographers, analysis of the process of learning in geography was conducted, and the questions of what geography teachers can use from reading academic papers and how they can use them for educational practice were considered.
Within the social sphere of knowledge, this paper focuses particularly on the theme of “ESD: Education for Sustainable Development”, examining the improvement of educational practice from the perspective of authenticity. The author’s school has been designated as a Super Science High (SSH) School, engaged in the development of curriculums aimed at “the development of scientists to lead sustainable societies”, and the author is developing the “ESD” area. Within this context, the aim was to read papers on the key ESD concept of “sustainable development”, using this to develop programs and units closer to “authentic practice”.
The paper used was “Rethinking 'Sustainable Development' from the Environmental Controversies and thereafter on Shiwha and Saemangeum Tideland Reclamation in South Korea” (Asano et al, 2011). This paper forms part of a collaborative research project on the development of coastal zones in South Korea, in which the concept of “sustainable development” is critically examined. As the first stage, the structure of the paper was analyzed. This was followed by the second stage of showing an example of educational practice using this paper, and discussion of the use of the paper.
As a result of the analysis, it was possible to read from the paper the learning that the concept of “sustainable development” is socially constructed. It was also possible to use the learning of geographers as constitutive principles in programs and units.