Media Articles

MEDIA ARTICLES

1. Komatsu H. (2025) Does one's worldview truly change? On-the-Slope, August 28 (in Japanese,  世界観は本当に変わるのか？). 

2. Komatsu H. (2025) Our worldview and actions. On-the-Slope, July 28 (in Japanese,  世界観と私たちの行動). 

3. Komatsu H. (2025) Origin of the interdependent worldview. On-the-Slope, June 27 (in Japanese,  相互依存的世界観の由来). 

4. Komatsu H. (2025) Organic Lifestyle Expo: Contextual gaps in "organic farming". Note, June 18 (in Japanese,  オーガニックライフスタイルエキスポ：「有機農業」をめぐる文脈のズレ) 

5. Komatsu H. (2025) The worldview behind school lunch. On-the-Slope, May 29 (in Japanese,  学校給食の背後にある世界観). 

6. Komatsu H. (2025) School lunch and unconsciousness. On-the-Slope, April 16 (in Japanese,  学校給食と無意識) 

7. Komatsu H. (2025) On-the-Slope book shelf: What "The Limits to Growth" has changed. On-the-Slope, April 4 (in Japanese,  坂ノ途中の本棚：「成長の限界」が変えたもの). 

8. Komatsu H. (2025) Is feeding damage by brown-eared bulbuls increasing? Note, March 20 (in Japanese,  ヒヨドリによる食害が増えている？) 

9. Komatsu H. (2025) From consciousness to unconsciousness. On-the-Slope, March 19 (in Japanese,  意識から無意識へ) 

10. Komatsu H. (2025) Does organic farming yield less unit of land compared to conventional farming? Note, March 10 (in Japanese,  有機農業の土地生産性は低いのか？) 

11. Komatsu H. (2025) Thinking about plastic packaging. On-the-Slope, February 18 (in Japanese,  プラスチック包装を考える) 

12. Komatsu H. (2025) Is the environmental impact of organic farming low? Note, February 4 (in Japanese,  有機農業の環境負荷は低いのか？) 

13. Komatsu H. (2025) Eating organic or local food? On-the-Slope, January 17 (in Japanese,  有機か、地産地消か？) 

14. Komatsu H, Rappleye J. (2025) Summary of articles from the past two years. Kyoiku Kenkyu 1477, 42-43 (in Japanese,  連載２年間のまとめ). [PDF]

15. Komatsu H, Rappleye J. (2025) Society is already changing. Kyoiku Kenkyu 1476, 42-43 (in Japanese,  もう社会の変化は起きている). [PDF]

16. Komatsu H, Rappleye J. (2025) Expanding school education into society. Kyoiku Kenkyu 1475, 42-43 (in Japanese,  学校教育を社会に広げる). [PDF]

17. Komatsu H. (2024) Is symbiosis beneficial or enjoyable for humans? On-the-Slope, December 5 (in Japanese,  共生は得なのか、それとも楽しいのか？). 

18. Komatsu H. (2024) Our view of nature has changed again. On-the-Slope, November 5 (in Japanese,  ふたたび変化する私たちの自然観). 

19. Komatsu H. (2024) Sustainable Farmers' Lab Vol. 8: Rethinking sustainable agriculture with a soil scientist. On-the-Slope, October 16 (in Japanese,  サステイナブルファーマーズラボ vol.8 「土壌学者と環境負荷の小さい農業について考える」イベントレポート). 

20. Komatsu H. (2024) People's minds changed along with agriculture. On-the-Slope, October 14 (in Japanese,  農業とともに人の心も変わった). 

21. Komatsu H, Rappleye J. (2024) Japan's amazing language education. Kyoiku Kenkyu 1474, 42-43 (in Japanese,  日本の国語はすごい！). [PDF]

22. Komatsu H. (2024) Why were chemical fertilizers and chemical pesticides necessary? On-the-Slope, September 18 (in Japanese,  化学肥料や化学農薬が必要だった理由). 

23. Komatsu H, Rappleye J. (2024) Japan's amazing school lunch program. Kyoiku Kenkyu 1473, 42-43 (in Japanese,  日本の給食はすごい！). [PDF]

24. Komatsu H. (2024) Humans left organic farming behind. On-the-Slope, August 21 (in Japanese,  有機農業をやめた人類の歴史). 

25. Komatsu H. (2024) Environmental Studies Through Food. On-the-Slope Journal, August (in Japanese,  食事から考えるやさしい環境学). [PDF]

26. Komatsu H, Rappleye J. (2024) Global significance of Japanese education. Kyoiku Kenkyu 1472, 42-43 (in Japanese,  日本の教育の世界的意義). [PDF]

27. Komatsu H. (2024) Is organic farming good for the environment? On-the-Slope, July 17 (in Japanese,  有機農業は環境にいいのですか？). 

28. Komatsu H, Rappleye J. (2024) Self-development in Elementary Schools. Kyoiku Kenkyu 1471, 42-43 (in Japanese,  小学校における自己形成). [PDF]

29. Komatsu H. (2024) Let's eat seasonal vegetables. On-the-Slope, June 19 (in Japanese,  旬の野菜を食べましょう). 

30. Komatsu H, Rappleye J. (2024) Self-development in Preschools. Kyoiku Kenkyu 1470, 42-43 (in Japanese,  幼稚園における自己形成). [PDF]

31. Komatsu H. (2024) Do not eat too much meat. On-the-Slope, May 15 (in Japanese,  お肉は控えめに). 

32. Komatsu H, Rappleye J. (2024) Environmental crisis, worldview, and culture. Kyoiku Kenkyu 1469, 42-43 (in Japanese,  環境危機と世界観・文化). [PDF]

33. Komatsu H. (2024) What is an environmentally friendly diet? On-the-Slope, April 17 (in Japanese,  環境に配慮した食事とは？). 

34. Komatsu H, Rappleye J. (2024) The root of environmental crisis, science, and technology. Kyoiku Kenkyu 1468, 42-43 (in Japanese,  環境危機の根源と科学・技術). [PDF]

35. Komatsu H, Rappleye J. (2024) Environmental crisis and education so far. Kyoiku Kenkyu 1467, 42-43 (in Japanese,  環境危機とこれまでの教育, 教育研究). [PDF]

36. Komatsu H, Rappleye J. (2024) Looking at education today from the future. Kyoiku Kenkyu 1466, 42-43 (in Japanese,  教育を未来から遠望する, 教育研究). [PDF]

37. Rappleye J, Komatsu H. (2024) Summary and prospects. Kyoiku Kenkyu 1465, 12-13 (in Japanese, １年間のまとめ・今後の展望, 教育研究). [PDF]

38. Rappleye J, Komatsu H. (2024) Overcoming the stereotypical thinking. Kyoiku Kenkyu 1464, 12-13 (in Japanese, 定型的思考を乗り越える, 教育研究). [PDF]

39. Rappleye J, Komatsu H. (2024) The origin of the stereotypical thinking. Kyoiku Kenkyu 1463, 12-13 (in Japanese, 定型的思考の源, 教育研究). [PDF]

40. Komatsu H, Rappleye J. (2023) The feasibility of degrowth: Long-term perspectives on subjective well-being. TZM Forum, December 20.

41. Komatsu H, Rappleye J. (2023) The feasibility of degrowth: Long-term perspectives on subjective well-being. Research and Degrowth, December 19.

42. Rappleye J, Komatsu H. (2023) Income doubling plan and education policy. Kyoiku Kenkyu 1462, 12-13 (in Japanese, 所得倍増計画と教育政策, 教育研究). [PDF]

43. Rappleye J, Komatsu H. (2023) The Japanese Ad Hoc Council of Education perpetuated stereotypical thinking. Kyoiku Kenkyu 1461, 12-13 (in Japanese, 定型的思考を強化した臨教審, 教育研究). [PDF]

44. Rappleye J, Komatsu H. (2023) Stereotypical thinking dominates Japanese education. Kyoiku Kenkyu 1460, 12-13 (in Japanese, 教育を支配する定型的思考, 教育研究). [PDF]

45. Rappleye J, Komatsu H. (2023) Education in Japan from a global perspective. Kyoiku Kenkyu 1459, 12-13 (in Japanese, 世界から見た日本の教育, 教育研究). [PDF]

46. Rappleye J, Komatsu H. (2023) Bullying and long learning time. Kyoiku Kenkyu 1458, 12-13 (in Japanese, いじめ、長い勉強時間, 教育研究). [PDF]

47. Rappleye J, Komatsu H. (2023) Second worst in mental well-being. Kyoiku Kenkyu 1457, 12-13 (in Japanese, 精神的幸福度ワースト２位, 教育研究). [PDF]

48. Rappleye J, Komatsu H. (2023) Lacking the sense of independence? Kyoiku Kenkyu 1456, 12-13 (in Japanese, 主体性が足りない？ 教育研究). [PDF]

49. Rappleye J, Komatsu H. (2023) Creativity rather than knowledge? Kyoiku Kenkyu 1455, 12-13 (in Japanese, 知識より創造性を？ 教育研究). [PDF]

50. Rappleye J, Komatsu H. (2023) Japanese lack creativity? Kyoiku Kenkyu 1454, 12-13 (in Japanese, 創造性のない日本人？ 教育研究). [PDF]

51. Komatsu H, (2023) Commentary on "can degrowth communism be a political vision?" Ronza, February 9 (in Japanese).

52. Komatsu H. (2022) Japan as a lab for sustainability studies? College of Science Newsletter 53.

53. Komatsu H. (2022) International Exchange: Reinforcing or Shifting the Mainstream Culture? College of Science Newsletter 51.

54. Komatsu H. (2022) Psychology saves our Earth! College of Science Newsletter 50.

55. Komatsu H, (2022) Commentary on "what should be the selection process for university faculty?" Ronza, February 10 (in Japanese).

56. Rappleye J, Komatsu H. (2021) Everyday life after Hakubi. The Hakubi Center Newsletter 19, 24. [PDF]

57. Silova I, Komatsu H, Rappleye J. (2021) How Does Culture Shape Education? Great Transition Initiative, May.

58. Silova I, Komatsu H, Rappleye J. (2021) Covid-19, Climate, and Culture: Facing the Crisis of (Neo)Liberal Individualism. NORRAG, January 14.

59. Komatsu H, Rappleye J. (2020) TINA comes to European Education? The European Commission, PISA, PIAAC, and American-Style Knowledge Capital Theory. NORRAG, July 22..

60. Connell R, Fischer D, Fischman G, Hopkins CA, Kohl K, Komatsu H, Metcalfe M, Orr D, Rappleye J, Silova I, Taylor A, Wulff A. (2019) Taking Action on Climate Crisis: An Urgent Call to Educators.  September 19.

61. Komatsu H, Rappleye J, Silova I. (2019) Facing the Climate Change Catastrophe: Continuing an Urgent Conversation. ASU Mary Lou Fulton Teachers College Blog, January 16.

62. Silova I, Komatsu H, Rappleye J. (2018) Facing the climate change catastrophe: Education as solution or cause? NORRAG, October 12.

63. Rappleye J, Komatsu H. (2018) What if east Asia's high achievement is not the result of longer hours of study, cram schools, and exam pressure? The BERA Blog, August 10.

64. Rappleye J, Komatsu H. (2018) WDR2018 Reality Check #14: Where is the world in the WDR 2018? An appeal to rename it the 'American Development Report'. Education International, February 13.

65. Komatsu H, Rappleye J. (2018) Critical reflections on the 2018 World Development Report: If learning is so important then why can’t the World Bank learn? NORRAG, February 6.

66. Rappleye J, Komatsu H. (2017) Teachers, "smart people" and flawed statistics: What I want to tell my dad about PISA scores and economic growth. Education International, July 6.

67. Komatsu H, Rappleye J. (2017) America's economic future does not hinge on PISA scores. Education Week, May 16.

68. Komatsu H, Rappleye J. (2017) Challenging the commonplace relationship between test scores and GDP (hosted by Will Brehm). FreshEd, May 1.

69. Rappleye J, Komatsu H. (2017) Is there really a link between test scores and America’s economic future? (with a foreword by Valerie Strauss) Washington Post, April 27.

70. Komatsu H, Rappleye J. (2017) The cost of ignorance revisited: imitating the OECD or learning to be critical? NORRAG, April 12.

71. Komatsu H. (2014) Post-modern forestry. Research Activities 4(3), 25.

72. Komatsu H. (2009) Do coniferous plantations reduce stream water? Iwanami Kagaku 79(10), 1069-1070 (in Japanese, 小松光 (2009) 針葉樹人工林は川の水を減らすのか？ 科学 79(10), 1069-1070). 

73. Kumagai T, Komatsu H. (2001) Modeling forest-atmosphere heat, water, and CO2 exchange processes. Forestry Techniques 710, 9-10 (in Japanese, 熊谷朝臣，小松光 (2001) 森林-大気間における熱・水・二酸化炭素交換過程のモデリング手法．林業技術 710, 9-10).