This study started with the awareness of the phenomenon that polarization and individualization of lifelong education gets worse. Polarization of lifelong education is a social issue related to educational marginalization that comes from the lack of l... This study started with the awareness of the phenomenon that polarization and individualization of lifelong education gets worse. Polarization of lifelong education is a social issue related to educational marginalization that comes from the lack of learning opportunities and individualization of lifelong learning occurs due to the limitation that the result of learning does not lead to regional participation or changes in daily life. This study started with the goal to systematize a 10-year-long practice that aims to resolve the issue of polarization and individualization of lifelong education and to form village communities by building villages centered on lifelong education. Building Lifelong Learning Village refers to activities and practices that the residents reform environments and conditions with lifelong learning for sustainable growth and development of villages, rediscover the value of village communities, form the caring relationship with neighbors, and establish the learning culture through which people get the power to create their life in a meaningful way. This study showed the process of creating lifelong learning villages, found out the changes of residents and villages that grew in the process, and reviewed the practical principles and strategies to create lifelong learning villages. Research questions are as follows. First, how has the process of participatory practices of building lifelong learning villages proceeded? Second, how have the residents who took the leading role in building lifelong learning villages been growing? Third, what changes did lifelong learning villages bring to the regions? Fourth, what principle of implementation was created in the process of participatory practices of building lifelong learning villages? The researcher conducted the research through participatory action research. The first and second implementation was conducted as participatory action research and the third was approached as participatory research. The research sites was the six lifelong learning villages that Siheung City and Pyungshilhyup together implemented, and temporal scope of the research was about 10 years from May 2007 to September 2016. First, the result of the research question was analyzed in chapter IV of the research . For the first implementation, the project of building lifelong learning villages was carried forward for 3 years from 2007. By establishing a village school in the administration building, residents’ right to learn was guaranteed, learning groups were formed and core leaders such as village instructors were found, and community culture was created such as the culture of apartment elevators, children’s flea market, and village festivals. The second implementation proceeded in 5 villages in Siheung City for 3 years from 2012 with the goal of spreading the model of lifelong learning villages. Village schools were established in each village, paid village coordinators were assigned and core leaders were discovered in 5 villages, and the network of 5 lifelong learning villages started, spreading the value of lifelong learning villages. It verified the possibility of social economy that learning groups evolve into cooperative associations. The third implementation was carried out with the goal of resolving issues of villages through lifelong learning in multi-cultural studio complex in Siheung City for 3 years from 2013. By composing village activists, the lifelong education practicing conference, teams of participatory research on city administration, it took the participatory research method that combine practice and research that includes planning-implementation–evaluation -introspection-replanning of the lifelong learning village project. By using a village park as a village school, village culture was formed surrounding a village plaza, a concert hall, and a shelter for sharing child-rearing information, and residents’ clubs were created such as the group of village activists(Jeong-ilpum), the group of Chinese village activists, and the group of seniors who care about the village(Nepdoyu). To resolve the chronic waste issue in the multi-cultural studio complex, it was decided to regularly hold public-private governance learning group meetings with city administration and cooperative governance was formed. Second, third, and fourth research questions were analyzed in chapter V of the research . Building lifelong learning villages require sub-factors in the dimension of space, relationship, and culture. The ground for the virtuous cycle of the three factors is lifelong education. With the medium of residents’ lifelong learning, this study discussed the growth of residents, villages, and medium supporting organizations and suggested the principle of implementation and strategies that were created in the field. Lifelong learning villages grow through the process of residents becoming the main agents, creation of the ecosystem for lifelong learning villages, and the mediational expertise of medium supporting organizations. The growth of residents show the phased progression: residents who are indifferent in lifelong learning→passive participants→active participants→ people in the village. Strongpoint gaps which are village schools are created and residents’ group learning that grows the literacy of the village people is promoted. While such experiences accumulate, learning culture and educational sharing culture is created and the improved competency of the residents serves as the autonomous power of the village that leads sustainable lifelong learning villages. Second, the implementation principle of building lifelong learning villages go through a virtuous cycle through the isomorphic practice of creating space, solving life issue, creating relationship, and creating culture. Third, creating space was discussed in the aspect of creating public space of village schools and the strategy of operating village schools; solving life issue was discussed in the aspect of the strategy to practice lifelong learning with life relation, creating relationship was discussed in the aspect of the strategy to raise citizenship of village people; and creating culture was discussed in the aspect of the strategy to created learning culture and caring culture. This study is significant in that it found out the changes and growth of residents and villages, and sought a comprehensive understanding of lifelong learning villages, using the PAR method that the researcher and research participants together plan, implement, share, introspect, and re-plan. In researches on lifelong education, there should be interests in approaches of participatory action research and in the aspect of lifelong learning village projects, there should be strategic designing about promoting village-centered lifelong learning ，韩语论文，韩语论文题目 |
