Abstract
This study collects and analyzes data on educational philosophy and method for domestic and overseas alternative schools. This information is then applied to educational purpose and curriculum for a home economics curriculum that develops unique characteristics for Korean alternative education.This study collected and analyzed the characteristics of educational content and educational elements from two renowned alternative schools: Waldorf School in Germany and Summer Hill in the United Kingdom. The research results were as follows. First, it is necessary to create new word instead of using the term âalternative educationâ. Second, among characteristics of Korean home economics curriculum, âpractical problem-solving abilityâ, âindependent living abilityâ, and ârelation forming abilityâshould be utilized to create a school with an independent curriculum and to establish a unique brand value. Third, time investment on instructor education should be made to cultivate competent and charming instructors as the center of a school. Lastly, school education should manage studentâs life at school and after graduation. The school and instructor should provide alternative education while thinking they are responsible for 50 years of a studentâs future life. This study helps show that alternative education is not perceived as a superficial and generalized education and thatKorean alternative education can find similar characteristic to those of overseas cases. Keywords: alternative education, home economics, curriculum, alternative school, Korean alternative education
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have