• Journal of the Korean Institute of Educational Facilities
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• v.16 no.4
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• pp.61-70
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• 2009

From the mid-1990s, the discussion on alternative schools began in earnest, and with the increasing interests in them, Korean parents' association of alternative education, KPAAE was launched formally in November, 2008. Among the alternative schools in the nation, thirteen urban alternative schools were studied and analyzed. The result indicated that they are being run by individuals and civic organizations with no approval and the facilities and spatial organization of the schools are poor, which is thought to be mainly due to financial reasons as well as the schools' educational goal that puts emphasis on experiences leading to utilize outside local facilities. With this background, the results from the analysis of the facility status and the spatial organization of urban alternative schools led us to understand the followings: First, it showed that per capita average of area of the urban alternative school is approximately 11.995m$^2$, less than 14N, the standard area of institutional schools. Second, depending on the form of facilities, the space of other facilities is shared to make up for insufficient space, and is utilized to a small degree and for multi-purposes. Third, the space reflects the disposition of subject students, and is located in the area with convenient traffic for students' attending the schools conveniently. Fourth, specialized space is run on the basis of educational goals, and the exploring of career and the improving of sociality are pursued through internship programs associated with local facilities. Thus, it is desirable for the minimum per capita area of the urban alternative school to meet 14N, the standard area of the institutional schools in order that the urban alternative school may overcome the spatial limitation and the financial hardship stemming from the practically difficult constructing of new buildings and the small scale operation, and it may make flexible use of the space, and the students may live their lives smoothly. Also, it is thought that for the activating of the urban alternative schools, the plans for utilizing various facilities associated with local facilities should be considered.

• Journal of The Korea Institute of Healthcare Architecture
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• v.15 no.4
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• pp.3-11
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• 2009

As de-schooling students (students who leave schools) have been produced and increased in middle and high schools every year since 1990s, urban alternative schools have founded with Seoul as the center. The objects of such urban alternative schools are de-schooling teenagers, and their educational goal is to make the students to discover their own values and grow as members of the community by accomplishing their healing and growth. Most of students in alternative schools have excessive self-centered feeling than ordinary people, and since they don't have exchanges with others, they have to receive holistic healing along with education. Here, 'healing' is a method of approaching to health through environmental, psychological, social and cultural supports unlike 'treatment' used for medical means. Therefore, holistic healing for alternative schools' students has to accomplish self-knowledge, self-control, and self-healing without repulsion through spaces of healing environments instead of heavy-handed exchanges. This study has integrated a theory of Max $L{\ddot{u}}scher$ who suggested a psychological healing theory in terms of internal character and a theory of Rudolf Steiner who suggested it in terms of practical and holistic sense and analyzed Sungmisan School, one of urban alternative schools in Seoul through the integrated theory. The analysis of the integrated theory are intended to emphasize the importance of healing environments and suggest methods in creating healing environments for urban alternative schools in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.415-423
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• 2021

Citizen participation and Living Lab are attracting interest as one of the major strategies for the success of smart cities. In a Living Lab, citizens, who are the end-users of technology, participate in the search for alternatives to define and solve problems and repeat experiments to verify alternatives in a circular process. The purpose of this research was to present an operating model of a citizen-participating online community platform to improve urban problems, implement and test it, and show its applicability. To this end, an operation model of a citizen-participating online community platform was proposed to improve urban problems. An online platform was designed and implemented to reflect the functions pursued by the operation model. Finally, a pilot test for the function was performed using the Oma Elementary School case located in Ilsan, Goyang-si, Gyeonggi-do. The operating model was designed with the city's pedestrian environment and children. As a result, the sharing and communicating process of urban issues among community members worked appropriately according to the designed intention. The Living Lab coordinator could visualize and view urban issues posted by users on a map based on location information. Visualizing the urban problem as a heat map confirmed that urban problems were concentrated in a specific area.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.200-207
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• 2020

The purpose of the establishment of Fab Lab is to promote the sustainable development of local communities around the world. To this end, The Fab foundation are preparing a resource-circulating society that maintains a city's self-sufficiency rate of 50% or more by 2054. In developed countries, Fab Lab is not only a manufacturing space for startup support, but an open innovation space for learning and creation. In addition, in emerging countries, Fab Lab is playing a role as a digital production center to create and share appropriate new technologies by reflecting the needs of local communities. India has 70 Fab Labs, the largest emerging country, ahead of Russia's 48. India's Fab Lab is conducting a collaboration project through regular meetings held every six months. The subject of this study, Fab Lab Vigyan Ashram, is defined as a place to transfer the concept of digital lab to alternative schools in rural India. In this study, we looked at a case in which an alternative school for an agricultural community called Vigyan Ashram, the modern version of the Gurukula system, successfully combined with the digital fabrication called Fab Lab to become a new citizen-led making community of the 4th Industrial Revolution. Based on this, we explored the development model of the Indian Fab Lab that fits the local situation.