ABSTRACT
The value of education for saving lives in disasters and efforts to do so have long been established (e.g., Carson 1973; Petal 2007; Shaw et al. 2011; https://www.riskred.org" xmlns:xlink="https://www.w3.org/1999/xlink">www.riskred.org). The topic continually comes to the forefront when lives are demonstrably saved because of specific educational approaches. Tsunamis appear to be particularly poignant in this regard, where both formal education and traditional knowledge are continually highlighted as having identified tsunami warning signs and evacuating people to safety before the tsunami strikes (e.g., Gaillard et al. 2008).
