Maeul Learning Community based on linkages and cooperation between schools and local communities are emerging every day. However, in the related academia, research on educational history and educational philosophy to establish the theoretical foundation of the Maeul Learning Community is insufficient. This study focused on Social Pedagogy, which was conceptualized around Germany in the mid-19th century and is now spreading around the world. And we explored the possibility of applying as a theoretical basis for the Maeul Learning Community, looking at the history of social pedagogy, national and international trends, concepts and implications. The implications of the social pedagogy derived as a result of the study are the relationship between pedagogy and society, social problem solving and social transformation through pedagogy, realignment of the dynamics between individuals and society, pedagogy for the whole person based on humanism, and democracy and critical citizenship. The implications of this social pedagogy are in line with them of the Maeul Learning Community. These two emerged about 170 years apart. However, considering the fact that these two show the same context in terms of background, object, purpose, and method, it is believed that the viewpoint of philosophical anthropology and critical sociology on social pedagogy accumulated in the pedagogical history and pedagogical philosophy can contribute to the theorization of the Maeul Learning Community

Maeul learning community, social pedagogy, social education, pedagogy history, pedagogy philosophy