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The purpose of this paper is to explore possibility of Christian Curriculum in Home Schooling. In order to achieve this purpose, this paper deals with the selection and organization of contents, the teaching-learning process and the method, evaluation and administration of Christian Curriculum in Home Schooling.
This paper starts with the principle of the selection and organization of contents of Christian Curriculum in Home Schooling. The principle is based on the theories of deschooling society of John Holt, Ivan Illich, Jonathan Kozol, E. Reimer, P. Freire. Especially John Holt says that deschooling society is learning related to living rather than separation with living and has the possibility of learning anywhere and anytime and with whoever. This means emphasis on integrity as a principle of selection and organization.
Selected contents in this study express six scopes which are curriculum by child's interests, curriculum by an association of Home Schooling, revised curriculum by a regular school's text, interdisciplinary curriculum to religion, curriculum by Internet, curriculum by foreign Home Schooling curriculum. These curricular of Home Schooling mean scope of Home Schooling curriculum. Among these contents, revised curriculum, interdisciplinary curriculum, curriculum by Internet and foreign Home Schooling are useful for missionary kids and Koreans remaining abroad as well as Home Schoolers within the country.
For the teaching-learning process and the method of curriculum in Home Schooling, this paper suggests seven scopes which are learning by child's interests, self-directed learning, experience-centered learning, wisdom-centered learning, learning by an educational institute, learning by educational arts, and learning by Internet. And teaching-learning emphasizes a process of conscientization of P. Freire which is intransitive consciousness, semi-intransitivity or magical consciousness, naive or semitransitive consciousness, critical consciousness.
Evaluation of Home Schooling and Curriculum emphasizes self-evaluation of child and does not require comparison with another child. And Home Schoolers need to try for revision of compulsory education law in Korea. In spite of allowing Home Schooling in Europe and America, Korea does not have law for allowing Home Schooling. For legalistic Home Schooling, Home Schoolers in Korea need to try to begin revision and development.
This paper starts with the principle of the selection and organization of contents of Christian Curriculum in Home Schooling. The principle is based on the theories of deschooling society of John Holt, Ivan Illich, Jonathan Kozol, E. Reimer, P. Freire. Especially John Holt says that deschooling society is learning related to living rather than separation with living and has the possibility of learning anywhere and anytime and with whoever. This means emphasis on integrity as a principle of selection and organization.
Selected contents in this study express six scopes which are curriculum by child's interests, curriculum by an association of Home Schooling, revised curriculum by a regular school's text, interdisciplinary curriculum to religion, curriculum by Internet, curriculum by foreign Home Schooling curriculum. These curricular of Home Schooling mean scope of Home Schooling curriculum. Among these contents, revised curriculum, interdisciplinary curriculum, curriculum by Internet and foreign Home Schooling are useful for missionary kids and Koreans remaining abroad as well as Home Schoolers within the country.
For the teaching-learning process and the method of curriculum in Home Schooling, this paper suggests seven scopes which are learning by child's interests, self-directed learning, experience-centered learning, wisdom-centered learning, learning by an educational institute, learning by educational arts, and learning by Internet. And teaching-learning emphasizes a process of conscientization of P. Freire which is intransitive consciousness, semi-intransitivity or magical consciousness, naive or semitransitive consciousness, critical consciousness.
Evaluation of Home Schooling and Curriculum emphasizes self-evaluation of child and does not require comparison with another child. And Home Schoolers need to try for revision of compulsory education law in Korea. In spite of allowing Home Schooling in Europe and America, Korea does not have law for allowing Home Schooling. For legalistic Home Schooling, Home Schoolers in Korea need to try to begin revision and development.
목차
Ⅰ. 서론
Ⅱ. 홈 스쿨링의 내용선정과 조직
Ⅲ. 홈 스쿨링에서의 교육과정과 교수-학습과정
Ⅳ. 홈 스쿨링에서의 교육과정과 평가, 행정
Ⅴ. 결론
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