28집 (2011.11.30.)

A Study on the Schema for Rebuilding the Theology
of Christian Education in Korea

Choon Ki Han (Chongshin Univ.)

To propose and to rebuild the theology of Christian education in Korea, first of all, the
theology of Korean church has been discussed. The discussion is consisted of two parts; the theology of early Korean church and the theology of post 1945 Korean church. Based on the theology of Korean church, the theology of Christian education in Korea is explained in two sections; the concept of the theology of Christian education and the theology of Christian education in Korea. In this part, three major viewpoints of the theology of Christian education in Korea are introduced. The main body of this paper is to suggest a schema for rebuilding the theology of Christian education. In this final chapter, why and how to build a schema for the theology of Christian education in Korea are discussed.

Key words: Theology, Schema, Christian Education, Theology of Christian, Korean Church

The Tasks of Korean Christian Education in the Global Period

Kook Hwan Kim (Sungkyul University)

The term ‘lobal’was generalized in North American society since 1960’. It is commonlyused to describe with the whole world, and it is also used in words like globalization,globalize, globalizing etc. and they all mean the same globalization. Therefore it can be said that global means ‘he world’and the global period ‘lobalization’ One of the characteristics of global period is usually a phenomenon of the society. This is related with aspects of life such as culture, religion, and ideology. This is distinguished between a homogenization of smiliarity and a heterogenization of difference. This phenomenon gradually changes into characteristics of a new culture and generation by passing through readjustment of confusion, conflict, opposition and struggle. One of the question that arises in this context is the role of Korean Christian Education in the global period. There is an increase of interests in academic duties and charactereistcs in Christian Education; considerting it as a religious education in the global times. In this aspect, Christian Education is seen as an education of the global period because there is a vision of spiritual globalization embed in the Christian Education. I intend to search the inclinations and question of Korean Christian Education in the global period.

Key words: Global Period, Globalization, Korean Christian Education, Faith Community, Worldview, Multi-culture, Christian Economy

Toward E Pluribus Unum: Educating for Cultural Awareness

Jaime M. Kang (Baekseok University)

Globalization is a process of interaction and integration among the people, companies, and governments of different nations, driven by international trade and investment and aided by information technology. This process has effects on the environment, culture, political systems, economic development, and human physical wellbeing in societies around the world. Living in a global community and confronting people of diverse backgrounds, Christian educators are no longer allowed to deal with a distinct race and/or culture. In and out of churches, we often find ourselves communicating with many cultures. Therefore, an effort to promote cultural awareness among congregation deserves proper attention in the field of Christian education in order to prepare the present and future generations for life in this global community. For this very reason, the writer has attempted to deliver the importance of cultural awareness from a Christian education perspective by doing a research on three things: first, the rationale of the topic in educational ministry; second, the findings from previous studies on this topic and third, the direction of the future studies and practices in Christian educational field. The underlying intention of this paper is to show how urgent the task of promoting cultural awareness is within the faith community around the global world.

ey words: Globalization, Cultural Awareness, Faith Community, Church Education, Multicultural Education, Contextualization

Verständnis für Senioren-Abteilung in der koreanisch-methodistischen Gemeinde

Jung Hee Kim (Mok Won Universität)

Man kann unsere Gesellschaft als Vergreisungsgesellschaft bezeichnen. Die Wahrscheinlichkeit älter zu werden ist immer größer geworden. Durch dieses beginnt auch das Interesse an alten Menschen und seinen Lebensumständen zu wachsen. Aber was soll die Gemeinde darauf reagieren? Die Gemeinde und Gesellschaft arbeiten in Bezug auf die alten Menschen, z. B. “niversität für Senioren” “flegenheim für Senioren” Aber man muss überlegen, dass die Gemeinde aber zurzeit ohne ernsthafte theologische Besorgnis über die Herausforderungen der Alterung beitreten kann. Die Gläubigen und Nichtgläubigen dürfen an “niversitäten für Senioren”und “flegenheim für Senioren”teilnehmen. Natürlich ist es auch wichtig. Aber auf diesem Grund gibt es in der Gemeinde kaum ein Programm nur für alten Gläubige. Die Gemeinde achtet im Momemt auf nur Sozialhilfe für alten Gläubige und dann vergiß die geistige Erziehung für alten Gläubige. Deswegen stelle ich die folgenden Frage: Soll die Gemeinde ernsthaft für die Alterung überlegen? Denn gibt es kaum ein Programm für alten Gläubige in der Gemeinde. Es beruht darauf, dass der Pastor auf die Unkenntnis über den alten Menschen hat. Aber in alterenden Gesellschaft muss man für das Ministerium des alten Gläubiges interessieren und an die Notwendigkeit dafür erkennen. Deswegen schläge ich Programme der Senioren-Abteilung als Gottesdienst und kleine Gruppe vor.

Key words: Alterung, koreanisch-methodistische Gemeinde, Senioren-Abteilung, Gottesdienst, kleine Gruppe

The Image of God in Human Being and
the Tasks of Christian Education

Eun Hye Park (Sungkyul University)

Humans were made “n the image of God.”The biblical understanding of the human being is the teaching that he or she has been created in God’ own “mage”and after His “ikeness”Ü (Gen. 1:26-28; 5:1-3; 9:6; Jas. 3:9). This paper discussed the original image of God, the Fall on the image of God in human, and the restoration of the image of God. Common views or categories of “mage of God”functional, relational, and structural or substantive are explained. In addition to those views, two other views-filial/familial relationship and a teleological or ultimate design/purpose are also introduced to define humans as “mage of God.”8 Then, this paper discussed the implications for the claim that human beings are made in the image of God in relation with the tasks of Christian education. The first task is to renew perfection of the image of God related to the tasks of the aims of Christian education. The second task is to renew human as God’ representatives related to the task of the content of Christian education. The last task is to renew human relationships related to the tasks of understanding students as relational existences in Christian education.

Key words: Image of God in Human Being, Human Nature, Tasks of Christian Education

Brain-Based Christian Education and Its Implications

Jae Deog Yu (Seoul Theological University)

Recent developments in brain research and improvements in imaging technology have
increased our understanding of the nature of the human brain. The brain research challenges the belief that teaching and learning process can be separated into the cognitive, affective, and psychomotor domains. Neuroscientific insights assert that each and every learner in the classroom has a unique brain and a great capacity to learn when exposed to relevant learning strategies. On the basis of brain theories, this article provides a brief overview of current brain research and reviews several central notions regarding the functions of the brain, and discusses the implications of the brain research in meeting the needs of learners and teachers in the church classroom.

Key words: Brain, Brain-based Christian Education, Memory, Emotion, Teaching-Learning Process

A Direction for Biblically Appropriate Christian Education as a Branch of Practical Theology:Viewed from a Reformed Perspective

Kyoo Min Lee (Presbyterian College and Theological Seminary)

This study endeavors to investigate the nature and task of practical theology with a focus on the relationship between theology and education in Christian education. The reason this study starts with the investigation of the nature and task of practical theology is as follows. First, practical theology is a larger rubric of which Christian education is a branch, Second, as a consequence the nature and task of practical theology are closely related with those of Christian education. Thus, this study will begin with the larger issue of practical theology and eventually delve into methodological issue of Christian education. In dealing with methodological models of Christian education at least three fundamental categories, which characterize the relationship between theology and education, can be identified. They are ‘heology as dominant influence’ ‘heology as secondary influence’ and ‘ducation as theological praxis’ The first and the second models are considered as unbalanced and reductionistic because either theology or education reduces and distorts the integrity of the other partnering discipline. In this vein, the third model, ‘ducation as theological praxis’ is regarded as more pertinent as a methodology than the others. In this category of ‘ducation as theological praxis’Thomas Groome’ ‘hared praxis model’stands out as one of the most well known and well responded approaches by Christian educators. It is needed, however, to bring this approach into critical scrutiny so that we can be aware of its drawbacks as well as contributions. While admitting Groome’ thory is excellent and exceeds other theories in many ways, but it still need to be critiqued in order to be applied and adapted to a context where different theological or cultural milieu is maintained. One of the drawbacks explored in Groome’ approach is that it moves toward a humanistic optimism by admitting that rational critical consciousness can be a criterion or norm for Christian education. Even though rational critical thinking is extremely important in Christian education, rational critical thinking per se cannot be sufficient enough to solve the multi-dimensional predicament of individual and communal problems. Rather, rational critical consciousness need to be guided, transformed, and nurtured by God, the Creator of human consciousness. Keeping this critical point in mind, in order to provide a possible corrective rather than an alternative to Groome’ weak spots, this study attempts to provide a direction for biblically appropriate Christian education viewed from a Reformed tradition where this writer comes from. This section will be the substantial part of the constructive study at hand.

Key words: Practical Theology, Christian Education, Methodology, Corrective, Reformed Perspective

Understanding and Application of Transformative Learning
for Adult Education in the Church

Eun Seung Lee (Sungkyul University)

This article explores transformative learning theory as a framework for adult education in
the church concerned with fostering critical thinking and action. The pressing issue for the church’ adult education today is not that there are not enough Christians but rather that they are not growing to maturity. Thus, there are much demands that adult education in the church should create more dynamic teaching and learning environment where people transform their Christian faith into new meaning, guiding their action and shaping their personhood. Transformative learning is continually being investigated within the field of adult education as a powerful approach for understanding how adults learn. Initially developed by Jack Mezirow in secular educational contexts, this perspective has been critiqued and appropriated by many including Christian educators as a helpful way to understand and foster adult learning. The application of transformative learning theory in the church can help adults learners in the formation of Christian identity, critical theological education, and community of dialogue. Christian identity is fundamental to the health of the Christian and the church. It “nforms us of who we are and what roles we are supposed to play in relationship with self, others, nature, and God.”Adults must have theological education that can form, inform, and transform their practices of faith to equip them as agents of transformation in the world. Transformative learning environment could provide the community of dialogue for adult learners to experience family ties and assistance in developing one another, generating non-threatening environment where people build trust in each other and help each other deal with their own problem. This study deals with three sections that are attributed to transformative learning and adult education in the church. The first section begins with an overview of transformative learning theory. The second section concerns the relationship between transformative learning and adult learning. The final section proposes some applications of transformative learning in the church context as an attempt that helps adult learners grow toward whole persons in Christ.

Key words: Transformative Learning, Jack Mezirow, Adult Learners, Critical Reflection, Christian Identity, Critical Theological Education, Community of Dialogue

Christian Character Education for Pre-teachers of Religion

Hwa Seon Chang(Anyang University)

This article is a study on the Christian character education conducted by the department of Christian Education, A University. The purpose of this study is to explore the meaning and the necessity of character education, to propose the cases which are related to students who are pre-teachers of religion. This paper is designed to improve character of students preparing to be teachers of religion in Christian schools and Christian leaders in our society. The paper discusses the concept of character education and the necessity of Christian character education respectively for restoring God’ image and transforming to be like Christ. This article also discusses educational goals of Christian educational department of A University and virtues of character education. In this paper four cases are described as Christian character education in the department of Christian Education: class experience, chapel and conference, outreach and counseling. Four methods of Christian character education for pre-teachers of religion are described: modeling, encouraging, hearing, and participating.

Key words: Christian Education, Character Education, Character Education Program, Pre-teacher of Religion

Die Rolle der Eltern in der Jugendarbeit in Deutschland

Yong Sun Cho (Hannam University)

Religiöse Erziehung geschieht nicht ausschließlich durch die Institutionen der Kirche. Eine
fundamentale Bedeutung kam namentlich der Familie für die religiöse Erziehung zu. Die
Kirchen haben nachhaltig die religiös-erzieherische Funktion der Familie betont. Jedenfalls aber ist in der Neuzeit mit der fortschreitenden Säkularisierung und Industrialisierung die religiöse Bildungskraft der Familie im Schwinden begriffen. Doch ist die Familie bis heute eine bedeutende religiös-erzieherische Institution geblieben. Hier wird erst die stufentheoretische Ansätze beschrieben, damit Eltern die Erfahrungen und den Entwicklungsstand der Jugendlichen erfassen kann und die ihre Rolle finden kann. Die
stufentheoretische Ansätze sind eine zweifache Ausrichtung, psychoanalytische Ansätze und kognitiv-strukturelle Ansätze. Zweitens geht es um die Beteiligung der Eltern an der
Jugendarbeit. Die Elternarbeit wird seit einigen Jahren in unterschiedlicher Weise erprobt und versucht Familie und Gemeinde in Kontakt zu bringen.

Key words: Eltern, Elternarbeit, Jugendarbeit, Entwicklungspsychologie, Konfirmandenarbeit