Abstract:

In environmental education, when there is shared opinion concerning the desirability of a certain idea, or when desirability of a certain idea is accepted as a premise, then we can determine the scientific and logical correctness of specific measures based on the shared opinion or premise. We aim to design such a logical environmental ethics education. Also, based on practical experience, we aim to design an educational approach that corrects misconceptions and is sufficiently accepted by students. Specifically, the goal of this research is to design an appropriate educational approach to address reputational harm stemming from the consumption of slightly radiation-contaminated food. The first step is to design the educational content and foundational elements of a approach. The second step is to verify its educational effectiveness. The third step is to examine the best educational approach through comparison among several assumed educational approaches.

The specific assignment is to prompt students to make three judgments regarding vegetables contaminated with slightly less than 2000 Bq/kg of iodine-131: whether students judge the vegetables to be safe, whether students have confidence in the safety of the vegetables, and whether students will consume the vegetables. Here, “safety” is generally described as “a condition devoid of risks based on scientific evidence,” and “confidence” generally denotes a subjective concept, implying a state of being free from worries, or having confidence. Various topics related to the subject were covered in previous sessions. As the effects of low-dose radiation exposure are not scientifically established, we taught that individuals should freely set their own standards for evaluating safety regarding radiation exposure. The validity of the eight combinations of safety, “confidence”, and consumption judgments is explained.

In order to ensure that the educational message of "Not consuming food perceived as safe can lead to reputational harm. Therefore, such behavior should be avoided" is effectively understood, and to minimize discomfort among students, the following four educational approaches were designed:
I. Teaching only desirable judgments as knowledge from the beginning
II. Allowing students to make judgments on the assignment, then presenting only the desirable judgments.
III. After students make judgments on the assignment, facilitating discussions among students to deepen their understanding of the validity of their judgments, followed by supplementary explanations from the instructor.
IV. After students make judgments on the assignment, facilitating discussions between students and the instructor to deepen their understanding of the validity of their judgments, followed by supplementary explanations from the instructor.

Based on the analysis of survey results and reports submitted by students, we examined which of these approaches would be most effective.

In conclusion, first, we were able to design such educational content and the foundations of an approach. Second, we demonstrated that the designed education is logically understood and emotionally accepted, making it evident that the educational message is embraced. Third, we proved that approach III is the best. We developed an effective educational approach of logical and ethical education that is sufficiently accepted by students and that corrects misconceptions at least on the topic of reputational harm.

Keywords:

Logical and ethical education, environmental education, reputational harm, radiation contamination.