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Present a Japanese engineer, scientist, environmentalist
or business person is a problem and they will not be satisfied
with a simple resolution. Key concepts of aesthetics, technology,
environment, creativity, maintenance of balance between present,
past and future, and safety factors will be included in every
solution.
The issue we learned about today was responsible development
of available land. Mr. Yohashi, public relations specialist
from Roppongi Hills, Tokyo, patiently described the need for
an ARTelligent, efficeint, and green vertical city to provide
global human living for the Tokyo populous. The seventeen-year-old
project was started in 1986. Land ownership was exchanged
for shop space or a Roppongi Hills apartment. Design creation
of the model city was achieved with consultation of worldwide
renowned architects. Medical, police, library, amptheatre,
cinema, art center, handicapped accessibility and a sky top
city overlook deck are combined with shops, restaurants and
housing. Rooftop gardens are included for beauty and for earthquake
damage control. The method of construction tells a historical
and cultural story to the astute observer and reveals the
values of the new Tokyo.
Thank you, Mr. Mori, for implementing your vision for Japan
and the world!
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| Dialogue: 'Zest for Life' and
Education |
| (Comments by Julie Dyer, 2004 Fellow,
on July 15, 2004) |
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The last day of the study tour afforded us the opportunity
to wrestle with common issues facing educators across
Canada, Japan, USA, Australia and the UK. Presentations
by representatives from each of these countries highlighted
many commonalities and some similarities in our struggle
to make education meaningful, engaging, fair, and rewarding
in the promotion of global citizens.
This forum titled 'Zest for Life' is a movement in
Japan to free up some of the constraints felt in the
delivery of Japan's education system. Many views were
shared and perspectives given. There were similarities
the presentations from the visitor countries in terms
of curriculum assessment and ways to improve both teaching
and learning across these countries.
The discussion centred on representations of Japan
outside of Japan curriculum materials developed ad the
way in which cram schools and entrance exam provide
such a strong focus for Japanese students. The cram
school is unique to Japan so this was of particular
interest to the KKC fellows. A lively and engaging discussion
ensued among the audience with a common bond felt between
invited guests, KKC and this year's fellows.
We all realised what a wonderful experience the two
weeks had been and one of those unique and special times
in all of our lives.
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