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작성자 ksceit 댓글 0건 조회 373회 작성일 15-09-21 00:00

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The Study on the Church Curriculum which Reflects and 

Responds to the Need Analysis of Korean Twenties in the Emerging Adulthood

성인 발현기 청년들(20-29세)의 요구분석에 기초한 교회교육과정개발을 위한 제안



소 태 영 (서울기독대학교 강사) styki@hanmail.net


     This study introduces the change of traditional value of Korean twenties who are living in the post-modern society. According to Arnett’s theory that the developmental task of today's twenties is gradually delayed, today's twenties are not in the early adulthood but in "the emerging adulthood" which prepares for independence, interdependence(relationship), role-transition, norm compliance, and family capacity. Most of Korean twenties do not yet marry and not get the full time job and financially still depend on their parents. It means that they have needs for marriage, employment, and interdependence. On the basis of social and religious indicators, this study analyzes needs of family formation, employment, relationship, and voluntary service of Korean twenties in the emerging adulthood. This study finally suggests the necessity of church curriculum development which reflect and responds to  the need-analysis of Korean twenties.   


Key words: emerging adulthood, twenties, need analysis, church curriculum.



A Study of the Effect of the Principal's Instructional Leadership on Teachers' Instructional Behavior and 

Teaching Effectiveness

학교장의 수업지도성이 교사들의 수업행동과 교수효과성에 미치는 영향



옥 장 흠 (한신대학교 부교수) okch1@hanmail.net


     The purpose of this study is to explore how a principal's instructional leadership influences on teachers' instructional behavior and teaching effectiveness in the context of school education. The result of this study is as follows: First, the result(which was related to the impact of the principal's instructional leadership on teachers' instructional behavior) informed that both the management of teaching process and the evaluation of schoolwork achievement had affected the establishment of teaching objectives; vision, the presentation of goal, and the development of the teacher's specialty had affected instructional improvement; both the management of teaching process and the evaluation of schoolwork achievement had affected instructional evaluation and application. Second, the result(which was related to the impact of the principal's instructional leadership on teachers' instructional improvement) showed that the management of teaching process, instruction-learning improvement, the evaluation of schoolwork achievement, and the development of the teacher's specialty had influenced on teaching design, both the management of teaching process and the evaluation of schoolwork achievement had influenced on the grant of learning opportunity; both the management of teaching process and the evaluation of schoolwork achievement had influenced on the induction of learning motif; the evaluation of schoolwork achievement had just influenced on the operation of learning behavior. Third, the result(which was related to the impact of the teacher's instructional behavior on teaching effectiveness) notified that both the establishment of teaching objectives and instructional evaluation/application had affected teaching design, teaching deployment, the grant of learning opportunity, the induction of learning motif; and the operation of learning behavior. 


Key words: instructional leadership, instructional behavior, teaching effectiveness, instructional improvement, instructional evaluation.



Wisdom in the Wisdom Literature of the Old Testament and Christian Education

구약의 지혜서 이해와 지혜교육에 대한 기독교교육적 고찰



유 은 희 (총신대학교 조교수) ehyoo@chongshin.ac.kr


     Gaining wisdom has been a universal concern for Christians but scholarly exploration of possibility of educating wisdom and ways of teaching wisdom has been lacking in the field of Christian education. Yet, there has been a revitalized interest in wisdom in psychology, education and biblical studies since the late 20th century, and this has much to offer to Christian education. The purpose of this article is to draw Christian educators’ attention to wisdom and to facilitate deliberate Christian educational efforts to develop wisdom in the lives of Christians. To lay a foundation for educating wisdom in the context of Christian education, this article first reviewed some of precedent literature and explored common themes, shared worldviews and the same notion of covenant God between wisdom literature and the rest of the Old Testament. Then it offered a few implications for Christian education: 1) the characteristic of the reformed Christian education of which the center of curriculum is not an impersonal creation order but the Person, the triune God who is the maker of the universe; 2) the metaphor of the way of wisdom and the way of folly, and 3) formation of the wisdom atmosphere. Finally, existing models of educating wisdom including Sternberg’s were introduced and critically reflected. 


Key words: Biblical Theology, wisdom literature in the Old Testament, wisdom, educating wisdom, theology of Christian education.



The Creative Educational Model (CEM) of Convergence Research Linking Scientific Facts with the Imagination in Christian Education: The Preliminary Approach 

과학적 사실과 기독교교육의 상상력을 연계하는 창조적 - 융합 교육 모형의 예비적 고찰



손 문 (연세대학교 전문연구원) sm0925@yonsei.ac.kr


     The purpose of this study is to construct the educational environment to create the creativity in the process linking scientific facts with the imagination in Christian education. Therefore, the study focuses on the creative education model (CEM) of convergence research. In order to realize the purpose of the study, the researcher tries to dialogue with various academic research areas such as the doctrine of creation of Judeo-Christian tradition, the big bang theory, the genetic structures of DNA or RNA, and the technological construction of nano-patterning of active polymers through the intersubjective relationship between religion and science. These academic dialogue is the basic resource to constitute of the creative educational model on the basis of the interaction between the scientific imagination and the scientific fact, that is, the interactive conversation between religion and science. The researcher recognizes the transcendence as the characteristics of religion, which moves beyond the immanent order of human and the world. Especially, the researcher uses the analogical method in order to bridge the gap between religion and science. The analogical method is helpful to search for the difference and similarity among various academic disciplines. In conclusion, the creative educational model has its meaningful validity in the aspect that learners have the educational environment where they are able to facilitate that every part of the world constitutes one part of God’s creation and Jesus Christ is the center to transform that world in the Holy Spirit.     


Key words: scientific fact, Christian education, imagination, creative educational model (CEM), convergence research.



Reformed Critical Consideration on Montessori Educational Religious Thought

몬테소리 종교교육 사상에 대한 개혁주의의 비판적 고찰



이 정 규 (총신대학교 강사) ljk6247@hanmail.net

정 희 영 (총신대학교 교수) hyjeoung56@hanmail.net


     This thesis aims to clarify confusion from Montessori religious thought by examining background of Montessori religious thought, view of the god, human and salvation from the viewpoint of reformed of Presbyterian Church tradition and to provide basic data for examining Montessori Religious Thought from the viewpoint of reformed. Montessori religious thought was affected by religious background of Catholic, and pantheistic mysticism religion of India in terms of thought. View of the god of Montessori was the understanding on creator who grants his nature to human and reveals his attribute and ability through development of infants and all things in nature. Montessori view of human was the trust on nature of infants that was found on the educational concept of mental embryo, spirit of absorption, and normalization. Montessori view of salvation was the viewpoint through completion of Catholic and normalization revealing human nature with its own power of infants. Montessori view of the god, human and salvation was different from reformed of Presbyterian Church tradition due to effects of Catholic theology. While the view of god has the same recognition on the Lord, the Creator as reformed, mystical approach and creation of human through human nature of the God was different from reformed. View of human emphasizes the ability of human nature, different from the view of full corruption on human nature of reformed view. In the view of salvation, opinion of reformed mentions about recovery of the god shape through confinement of Jesus Christ, while Montessori mentions about salvation through sacred ceremony and normalization through ability of human nature. Since Montessori religious thought is different from viewpoint of reformed of Presbyterian Church due to effects of Catholic religious thought in the view of the god, human and salvation, research and application of Montessori religious thoughts through biblical discrimination is required.     


Key words: Montessori, religious thought, Reformed, Catholic.



Research on TONG-IL Character Education through Esthetic Experience Based on 

J. A. Comenius' Understanding of the Human Being

심미적 체험을 통한 통일인성교육 기초 연구: 코메니우스의 인간본성을 중심으로



김 기 숙 (서울여자대학교 교수) ksk9@swu.ac.kr


     The purpose of this thesis is to show that Tong-il education(means unification education)  needs to include character education. The understanding of the nature of human being in this thesis is constructed using a three-part concept (identity, commonality and practice) which has roots in the understanding of Comenius’ nature of human being: intellect, virtue, and piety. In the course of the thesis this concept is developed into specific categories from which the core value and main subject are derived. This thesis is composed of finding and educational implication in TONG-IL Character education. Especially in this thesis, a new interpretation, the aesthetic approach, is proposed in the context of Character education. This kind of approach is suitable for the method of education considering Unification with symbol, imagination, and a new perspective of looking into the future and attempting to overcome the shortcomings of the modern education that is overshadowed by intellectual education. 


Key words: TONG-IL character education, unification education, esthetic experience, character education, art education, Pansophia, J. A. Comenius.



Study on the Meaning of Comenius’ Educational Conception ‘Pampaedia’

코메니우스의 교육개념 팜패디아(Pampaedia) 의미 고찰



최 진 경 (웨스트민스터신학대학원대학교 조교수) cjk@wgst.ac.kr


     ‘Paideia’ has been understood as a central notion in the field of education for a long time. However, Comenius, the forerunner of modern education, created a new educational notion, ‘Pan-paideia’(πᾶν-παιδεία), namely ‘Pampaedia’, by attaching a prefix of ‘Pan’ to the existing conception 'Paideia’. And based on the notion of Pampaedia, Comenius expanded and systematized his theory of education. The current study examined Comenius’ educational conception, Pampaedia’s uniqueness and the distinction from Paideia, and then revealed the educational meaning contained in Pampaedia. In the current study of concept of Pampaedia, Comenius shows human nature includes reason-virtues-piety(faith), and pursues the perfection of the human nature. Pampaedia, differing from Paideia, focuses on education for not only growing-generation, but also all human being and on building of religious piety, therefore Pampaedia encompasses more modern and more universal educational conception than Paideia does. Therefore Pampadia can be understood as a conception of ‘Christian lifelong education for whole man’ having harmony and completeness.


Key words: Comenius, Paideia, Pampaedia, educational conception, Christian education, religion, lifelong education.



Virtuality in the Christian Curriculum

기독교교육과정에서의 가상성



이 원 일 (영남신학대학교 조교수) leewil@hanmail.net

  

     The types of christian curriculum are systemicity, efficiency, legitimacy,  integration in curriculum. In digital era the digital generation such as children, youth, and adults lives in and with digital media. Further more in these days all kinds of people around world are influenced by the digital media. According to digital cultural christian curriculum needs to virtuality as a new type. Virtuality of christian curriculum have some characteristics as follows. First of all, virtuality are based on digital media which emphasis on interconnection, complexity, acceleration, intangibility, convergence, immediacy, unpredictability, telepresence. Virtuality of christian curriculum is also based on virtual church such as second life and virtual ministry focused on community of God's people not focused on institutional administration. The aims of virtuality's christian curriculum is virtual identity which means patchwork identities and represents by multiple avatars. Virtuality identity is a transformative identity requiring critical reflection continually. The content's selection of virtuality's christian curriculum are virtues including friendship, relationship, cooperation, interdependence, and authenticity. Another contents include understanding to Bible as drama and little texts, hypertext, symbol, using avatar, and media literacy. The organization's type of virtual christian curriculum is convergence type compared to stair type, spiral type, and spider type. Convergence type is similar to cubistic and network type based on interactivity and participation. The virtuality's teaching-learning processes are convergence as praxis which are integrated with both theory and practice, and worship and Bible class, church and social community. The leadership of virtual christian curriculum includes an understanding of media, a relational leadership, and an impartational leadership by authenticity.


Key words: virtuality, media, curriculum, digital generation, little texts, virtual identity, avatar, media literacy, covergence type, interactivity, impartational leadership.  



Alternatives from Christian Education for Christian Adolescents’ Excessive Smart Phone Use

기독 청소년의 스마트폰 과다사용문제에 대한 기독교교육적 대안



신 승 범 (서울신학대학교 조교수) sbshin@stu.ac.kr


     The appearance of Smart Phone called 'PC in the hand' innovatively changed relationship with users, acquisition of knowledge, and behavior patterns. A generation of teenager called 'Digital Native' actively accepts these changes and utilizes them. However, the Smart Phone having merits such as portability, convenience, amusement, and cultural character causes problems like 'Smart Phone addiction' in the youth adolescent. The main purpose of this research is suggesting alternatives from Christian education viewpoint regarding seriously growing the Smart Phone abuse in the teenagers. This research focuses on current status of Smart Phone use in the teenagers, teenagers in a digital environment, and positive and negative influences on the teenagers using Smart Phone. This study proposes alternatives that consist of Bible study for enhancing self-control, digital media education in Christian perspective, and solitude training in order to prevent the teenagers from causing problems when they use the Smart Phone. The problems include Smart Phone addiction, Cyber-bullying, arresting social development, and being exposed to pornography. Through this research, Youth ministries, teachers and parents will get opportunities to raise understanding of features of the Smart Phone, its influence on the teenagers and how to use the Smart Phone appropriately. 


Key words: excessive smart phone use, digital natives, N generation, smart phone addiction, digital environment.

 


Anger, Dispute and Crime in Korean Society: A Christian and Liberal Art Perspective

한국사회에서 증가하고 있는 분노 문제에 대한 기독교 인문학적 성찰



이 철 (숭실대학교 부교수) chriso@ssu.ac.kr


     Anger and anger-related feud and crime rapidly increase in number in Korean society. Concern for anger management issues is on demand, and churches need to meet the need. This study is designed to analyze the nature and cause of anger in Korean minds first from the sociological and later psychological and finally Christian perspective. First, Korean society was transformed from so-called 'hungry society' into 'angry society'. Today anger spreads all over the classes and ages in the nation like a capillary vessel and bursts out when evoked.  Second, anger and its intensity do not occur or determined only by the incidents that cause the angers. The extent of anger is deeply connected with the infant experiences with its first object, commonly its mother. Third, Anger is also connected with one's concepts on things, which is normally called ‘worldwiew’ or ‘theodicy’. One gets angry against what he or she think is bad or wrong on the basis of worldwiew. However, if the worldwiew turns out wrong and things the person thought become no bad thing, the person then could stop his or her rage. Thus churches have to develop methods and skills that can handle the anger problems. For example, churches have to ideas and plans to resolve the social inequality issues, set up an educational and consulting treatment for individuals or community(e.g., family) in dispute and offer a legitimate and powerful theodicy. 


Key words: anger, inequality, crime, theodicy, psychoanalysis.



A Psychoanlalytic Review of the Essence of Complex Energy and Its Utilization for Adolescent Christian Education

기독교교육을 위한 콤플렉스 에너지의 이해와 그 활용에 관한 정신분석학적 연구



김 병 훈 (호서대학교 부교수) byhkim@hoseo.edu


     Many young people tend to suffer from delinquent behaviors including sex and crime. Many governmental organizations take actions for the improvement of their behaviors but it seems to be of little use. Church also pays special attention to them, but the result is not hopeful. The statistic tells us that adolescents are not coming to church but more motivated to other events where more stimuli and dramatic experiences are available. Hence this paper examine the essential meaning and relevant information to the issue of complex energy in order to better understand the pathologicla behaviors of people like juvenile delinquents in our country. Such a perspective can help Christians educators and patoral counselors to assist them better in both church and alternative school settings. Psychanalysis, philosophy and neurology are the hot disciplines today at least in western countries like America and Europe where complex is regarded as ‘a kind of energy’ which, although look pathological, can be utilized for creative and passionate activities if well motivated. In other words, complex is energy that is related to one’s inner pictures of ‘being repressed’ and trauma. The energy itself is neutral and it can be used for pleasure and destruction. But well guided can it be utilized for creative works and beautiful interpersonal relationship activities. Object relational thinkers like Fairbarn and Bion named the inner pictures as ghosts and Beta elements that are expereienced by us as very catastrophic with terror and shocks. But they are just a kind of energy imprisoned and about to explode. The first and easy wayouts are sex and crime, which DSM-IV call “conduct disorder.” However, such a frame of reference contribute to the formation of blackhole for yound adelescents rather than to the support of their creative transformation. I call it “the black hole of real life.” My proposal for Christian educators and counselors is that the most important thing for juvenile delinquents is the transformational process of complex energy from pathological explosion to creative and productive utilization. People need to go back to the time of their trauma and pains. The rememberance and disgestion of such painful pictures deep inside of their unconsciousness would help them to help themselves. They needs to be brought into the world of language and consciousness, Then the pathological power of the picture within will be disappeared and young people can live their life fully alive for their own dreams and ideals. 


Key words: complex, quantum physics, black hole, energy, Christian Education.

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