• 한국노년학
• /
• v.38 no.4
• /
• pp.871-889
• /
• 2018

This study aims to explore social participation needs among the elderly in Korea from the perspective of the elderly participant's. 40 Q-samples are drawn from the Q-population including attitudes and needs toward social participation in later life based on news articles, essays, research, documentary, and television shows. 35 subjects are analysed by the QUANL program and the types of social participation needs are divided into four patterns which accounted for 60.16% of the total variance. The elderly's portrayal of an ideal social participation is about making independent decisions and being able to actively participate in the activities they chose to do. However, their most undesirable scenario would be being confused and uncertain of what they should do the remainder of their lives. The needs of social participation among the elderly varies on four indicators such as ego, social capital, life satisfaction, life vitality and these four indicators have two sub-categories with a total of 8 types of classification. These 8 types differ by priorities, adaptation to life changes, motivation to social participation, and desired activity. Findings suggest that researchers and policy makers need to consider service user perspective on social participation in later life, not service provider perspective.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.4
• /
• pp.139-154
• /
• 2010

The purpose of this study was to put forth of a future vision from examining of social contribution, future direction, and theoretical framework of home economics education and its cases of practice in educational setting. This study was carried with literature review, and results of study were as follows: First, home economics education should contribute to society through (1) educating individuals suffering from family tiredness to maintain autonomous lives free from distorted family ideology by being critically conscious of them in individual dimension, (2) educating individuals to develop a competence as a citizen to be critical of family ego-centric ideas and to participate and support communal life in family-social dimension, and (3) educating female and male students gender sensitivity and management of family life to be critical of gender discrimination ideology in gender dimension. Second, future home economics education should reinforce all round character education which let students develop their creativity and problem solving ability and foster students' wisdom of life with honesty and morality rather than merely acquiring knowledge in individual dimension. Third, this study employed Brown and Paolucci's conceptual scheme as a theoretical framework which focuses on the role of home economics education leading individuals and families as a changing agent. This framework let individuals and families to critically examine the social character and ideas provided by existing social, economical, and political systems, and to transform social character and ideas to build an ideal societal condition when there are any problems in them. Fourth, this study examined sample classroom instruction of Japan and FCCLA of United States of America to see how they educate students to become a changing agent. In conclusion, future vision of home economics education is to accomplish family revolution to sustain happy family relation and their family lives in which they feel pampered from achievement and free from distorted family ideology. For home economics to accomplish family revolution, it should strengthen education for empowerment, enlightenment, and autonomy. This study calls for immediate paradigm shift not as an occupational but as a practical-critical praxis subject matter for family revolution through home economics education.