“A school that stops giving answers and starts asking questions!”
The story of Mypol School, which shook up the Korean education landscape.

In a classroom where questions are not even allowed due to being caught up in tests and grades, where children are obsessed with who can guess the answer faster, children are gradually losing the joy and curiosity of learning.
However, Mypol School in Goesan, North Chungcheong Province, went against this trend head-on, declaring in 2014 that it would be a “school without lectures, a school without exams, and a school without competition.”
Here, learning begins with questions and projects, not textbooks.
Students analyze global data on the climate crisis, interview local farmers directly, and research sustainable agriculture.
It is true that they explore life-related issues on their own, from coding and writing to philosophy and video production, and sometimes achieve results that go beyond the university curriculum.

《A School That Doesn't Exist: The Story of My Pole School》 vividly shows how children design their own learning paths through depth rather than speed, and questions rather than answers, covering a 10-year journey including the days at Pole Math School.
You can witness firsthand how the simple philosophy of “a school that treats children special, not makes them special” is reviving the essence of education.
If you feel that education today has lost its way, this book will offer new answers to parents, teachers, and anyone concerned about future generations.

It is clear that this is the critical problem in Korean education today.
We focus only on the 'skill of quickly deriving the right answer', and do not teach why that skill is necessary or what it means.
They chose speed over meaning and prioritized results over process.
Since some point in time, children who asked, "Why are we learning this?" were considered difficult students, and children who followed the established rules well were recognized as "excellent students."

--- p.35

In Goesan, North Chungcheong Province, South Korea, in this quiet rural village surrounded by mountains and fields, there is a special school.
It is called My Paul School.
This experimental school, which first set foot on the world stage under the name of 'Paul Math School' in 2014, has caused quite a stir in the Korean education world since its opening.
The declaration that children would be immersed in real learning without entrance exam competition, grade rankings, or textbook-centered classes sounded like reckless idealism.
But now, Mypol School is proving new possibilities that are not just ideals but real.

--- p.75

Eventually, he organized his research results and submitted a paper to an international academic society, and achieved the result of having it accepted.
This is a prime example of how students who were previously excluded from traditional education can achieve profound immersion and growth when given an environment where they can take charge.
It was a surprising change brought about by Mypol School's educational method, which prioritizes the "power to ask questions" and "persistence in inquiry" over grades or rankings.

--- p.110

According to a survey conducted by the Korea Information Society Agency and the Ministry of Science and ICT in 2024, the percentage of adolescents (aged 10-19) at risk of smartphone over-reliance is 42.6%.
This is the highest figure among all age groups.
In particular, adolescence is a period in which not only the frequency of digital device use but also emotional dependence is high, with male students tending to be more immersed in online games, while female students tend to be more immersed in SNS and web novel content.

--- p.149

This is the essence of the ‘graduate school-style output education’ that Mypol School aims for.
The experience of not passively receiving knowledge, but rather formulating hypotheses, exploring data, developing one's own logic, and completing it into a single result.
In this process, children go beyond simply acquiring knowledge, and develop an attitude toward handling knowledge and their own learning method, that is, the power to study.
Even if the outcome is failure, the experience of failure is, in fact, the greatest asset in fostering "academic resilience," rather than frustration.
Because in Mypol's classroom, failure is not the end, but the beginning of another question.

--- p.174