Disaster risk reduction education for risk society and danger society

リスク　シャカイ　ト　キケン　シャカイ　ノ　ボウサイ　キョウイク

ナカノ, ゲンタ

Nakano, Genta

矢守, 克也

ヤモリ, カツヤ

Yamori, Katsuya

サイガイ　ト　キョウセイ　ケンキュウカイ

危険社会

国際支援

防災教育

仕掛学

risk society

danger society

international cooperation

disaster risk reduction education

Shikakeology

Previous studies have suggested that international support of disaster education should be implemented by taking the social, economic, and cultural differences into consideration, between the supporting and supported countries. This discussion stands on the assumption that the practice of disaster education itself can be applied to any kind of society. However, applying the Luhmann’s concept of “risk” and “danger” to disaster education, because a standard procedure of conventional disaster educational practice has developed mainly in the modern “risk society,” it might cause miscommunication in traditional society or “danger society” in the paper, when it is applied without any careful modifications. The first author of this paper and international NGOs, with the background of “risk society,” implemented disaster education in Nepal, a “danger society,” but, we faced some major difficulties. In order to bridge the gap of two types of societies and to make the disaster education applicable in a “danger society”, we introduced the idea of Shikakeology, which makes better use of an external, environmental trigger for behavioral change, rather than people’s internal state of mind. The study found that disaster education based on the concept of Shikakeology works better in a “danger society,” rather than conventional methods of disaster education, developed in a “risk society.” The potential ethical issues of disaster education with Shikakeology is also discussed.

矢守, 克也