Analysis of Dialog Processes at a Development Meeting for an Environmental Education Program to Emphasize the Forest–River–Ocean Relationship in Tsunami Disaster Areas

Because Japan is an island country, it presents possibilities for the establishment of an energy-saving, cyclical society by fostering intrinsically motivated communities based on the forest‒river‒ocean relationship. To establish such a society, learning and educational theory must emphasize forest‒river‒ocean-based learning communities and uniting cities and villages in watershed areas. This study was conducted to clarify the dialog processes at program development meetings that particularly discuss the forest‒river‒ocean and human relationship in tsunami disaster areas. Results show that the development process of dialog consists of problem presentation, followed by sharing of understanding, critical opinions, self-reflection, creative ideas, support, approving opinions of creative ideas, and finally, a summarization of opinions. Participants’ creativity developed along the dialogue stages, advancing relatedness, competence, and autonomy analyzed by self-determination theory and learning cycle theory. Furthermore, the leading group served an important role as a facilitator in fostering autonomy and creativity.