Abstract
This research attempts to clarify the structure and conditions for guaranteed learning to support children’s way of living, through awareness of the reality of truancy in South Korea (gakugyō-chudan) and Japan (futōkō). Through interviews we listened to the voices of children - the principal actors in learning - and we then reconsidered educational practices. We chose two schools whose educational practices, within and outside the institutional system, can address our awareness of the situation. They are Hokusei Yoichi High School in Japan and Alum Down School in Korea. We interviewed children from both schools about schoolmates, everyday life, school subjects, future plans, and their relationships with teachers. Analysis of the interview results indicated that, through group learning about various struggles, they were learning to grasp values that could serve as guides for living their own lives. Characteristics of guaranteed learning that supports children’s way of living can be organized into five points: 1. There is much room for discretion with regard to teachers’ educational content. 2. Supporting everyday life and heart and mind is also part of learning. 3. There was no fixed image of an“ expected stage of development”. 4. The experience of facing difficulties was valued as indispensable for the growth of children. 5. Coming into contact with“ third adults” in society with various ways of living was valued. Three conditions comprise the foundation of this type of learning: １） relationships among parents, ２） relationships of mutual trust among teachers, parents and local residents, and ３） a willingness by these three groups to accept and be moved by the growth of children. Learning that supports children’s way of living is comprised not only of school learning, but also founded in a community providing overall support of their everyday life. Key words: Alternative school, guarantee of learning, Japan-South Korea comparison, school refusal, way of living
