The purpose of this study is to develop a place learning program based on John Dewey’s theory of Aesthetic experience as a way to provide a holistic experience in which body, emotion, and reason are integrated in social studies. Since “Place” serve as a medium for us to use our senses and express emotions, place learning can be an opportunity to have a holistic experience in which the body, emotion, and reason are integrated. However, the current curriculum and place learning guided by textbooks tend to lack sensory and participatory experience and emphasize the cognitive aspect. This makes it difficult for learners to understand their place in depth and empathy. In addition, the lack of direct interaction with the place also has limitations in leading learners to have an organic relationship with the place and to act and participate in their community. In this study, the content elements and achievement standards of the 2015 revised national curriculum were based, and it was intended to prepare a place learning plan that could supplement the limitations of existing place related unit. The drawn results of this study were as follows in terms of students, teachers, and social studies education. First, this program involves sensory and emotional experience of place promoted students' qualitative thought, and in the process, learners' awareness and interest in the village expanded. Second, this program has become a place learning model that can be easily accessed by teachers who have difficulty designing and applying geographical fieldwork in the school. Third, this program reminds us of the importance of the aesthetic field in social studies education, which has been emphasizing the cognitive aspect, and suggests an approach to aesthetic education.