研究ノート Disaster education is usually understood as transmitting knowledge from experts on disaster risk reduction (DRR) to the uninitiated or developing skills of the uninitiated by the experts. However, this fixed relationship between the experts and the uninitiated does not seem to solve the problem related to disaster management. After the 2011 Great East Japan earthquake and subsequent the Fukushima Daiichi nuclear power plant accident have been described as 'unimaginable events' in Japan. However, the above-mentioned disaster education cannot tackle the unimaginable events. This is because these unimaginable events might have been unimaginable just for the experts on DRR. In other words, there was a possibility that some of the uninitiated had recognised the risk of these unimaginable events. In addition, this fixed relationship makes the uninitiated passive. The experts emphasise the importance of the uninitiated people's involvement in disaster management. However, this fixed relationship inhibits the participation of the uninitiated in DRR. Thus, in most cases chances of participation given to the uninitiated are pseudo, i.e. the experts on DRR do not appreciate the practice of the uninitiated. The uninitiated people lose their interests in either learning about disasters or participating in DRR activities. Thus, the experts usually do not learn any ideas related to their area of expertise from the uninitiated. In order to unfix the relationship between experts and the uninitiated, new approach to disaster education is proposed. This new approach is based on the progression of medicine that faces the same issue and is trying to tackle the issue by expanding the discipline to regain the patients' independence.