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FORMATION AND EDUCATION:
INTERNATIONAL COMPARATIVE RESEARCH IN A GLOBAL ERA

Richard R. Osmer (Princeton Theological Seminary)

This article argues that international-comparative research is increasingly important in an era of globalization. It describes events at Princeton Theological Seminary leading the area of Christian education to change its name to Education and Formation. Drawing on empirical research, it demonstrates the ways formation and education are currently used by U.S. church leaders. Formation is commonly used to describe the way a congregation’s culture shapes the Christian identities of its members and education, teaching content to young people. The article concludes by arguing that these understandings are problematic and offers constructive alternatives based on the theologies of David Bosch and Jürgen Moltmann. Primary missional formation is the church taking form in mission; secondary missional formation is the enculturation of Christian identities through congregational participation. Education involves the upbuilding and criticism of Christian identity.

CHRISTIAN EDUCATION, GLOBALIZATION, AND CIVIL SOCIETY

Friedrich Schweitzer (University of Tübingen)

 

This article discusses the relationship between Christian education, globalization,and civil society. First it addresses how young people view globalization. Another point　of reference is civil society. The data (from Germany) show that young people are　concerned about globalization but that many of them appear to be unclear what to　think of it. The author argues that education must strive for equipping young people　with a degree of global reflexivity—a concept that is suggested here in relationship to　ｙoung people’s awareness that will enable them to critically think about globalization. In a second step, the author discusses the question why Christian education should be　concerned with globalization. In this respect, the concept of civil society and, more　specifically, Christian education’s contribution to civil society (which is discussed in a　ｓeparate section of the article) should play a crucial role. In conclusion, a number of　perspectives for the future of Christian education are suggested.

APPLICATION OF EFFECTIVE MOTIVATION
FACTORS FOR CHURCH VOLUNTEERS

Cheol Hyun Cho (Kosin University)

 

Christian leaders should prepare themselves to motivate people in every kind of circumstance. How can they be equipped with theoretical and practical knowledge of motivation and help church volunteers to be motivated? This paper has been written to contribute an answer to this question. In the first part, the writer presented five major motivation theories. Reviewing these five motivation theories laid the foundation for understanding the motivation of church volunteers. Second, literature of church volunteer motivation showed how those key issues are applied in the real context of a church. Finally, the application of the five key motivation principles was discussed for practical application in the church context. First, the study results showed that goal setting was a critical factor for church volunteer motivation. Second, church leaders must also improve the quality of relationship in a ministry context. Third, church volunteers are encouraged to actively participate in ministry. Fourth, a church should also creatively reward volunteers. Finally, church volunteers are motivated when they feel that they are spiritually growing and participating in church based activities. The five aforementioned factors will contribute to improve the motivation of church volunteers. Motivation is the key issue to effectively leading people to fulfill the desired goal of organizations. Hence, Christian leaders should acknowledge the importance of this topic and be equipped with knowledge in this field so that they can effectively work for their ministry.

ARE THEOLOGICAL SCHOOLS
CAPABLE OF LEARNING AT AN ORGANIZATIONAL LEVEL?

Eun Hee Yoo (Chongshin University)

The sense of dissatisfaction with ineffectiveness of the current model of theological education in preparing leaders for the church has been circulated. The concern increases for re-envisioning theological education that reflects a true nature of theological study and also responds to the changing context of adult education, globalization and Christianity. These are not unique issues confined in theological schools in the West. They are the issues that theological schools in Korea also face. This article proposes that insights gleaned from learning organization literature may facilitate the process of critical reflection on the assumptions of the current model of theological education and promote learning at an organizational level for the organizational and educational development of theological education.

CHRISTIAN WHOLISTIC ANTHROPOLOGY:
INTERDISCIPLINARY DIALOGUE BETWEEN JÜRGEN MOLTMANN’S THEOLOGY IN GOD IN CREATION AND SCIENCE

Yun Soo Joo (Busan Presbyterian University)

In Western Christian theology, the dominant dualistic conception of the humanperson (body-soul) has generated a dichotomy between the private-public, interior-exterior,and sacred-secular realms of life. As a result, spiritual life has been confined to a　private contemplative exercise, while ethical praxis and social responsibility have been　neglected. In this article, I will employ the transversal method to engage in an　interdisciplinary dialogue between Moltmann’s theology and science. Through　interdisciplinary dialogue, theology can enrich itself with the scientific knowledge of　human nature and construct a more concretely contextualized conception of human　beings. However, in the process, I will pay special attention and caution to prevent　reductionism, a frequent pitfall in conversation between science and theology. This　article attempts to overcome a fragmented construal of human beings while avoiding a　physically reductionist conclusion: the soul is “nothing but” the brain. Critical realism and emergent theory will help us in perceiving the complexity and wholeness of life　and the world while avoiding reductionism. Restoration of Christian wholistic anthropology will aid reconstruction of the fragmented, intellect-centered tendency of　Christian education towards a wholistic approach, involving all dimensions of a person. Furthermore, wholistic anthropology emphasizing human beings’ fundamental relatedness　to the natural environment in the web of life will rekindle greater ecological awareness　and responsibility of Christians as stewards, reexamining a traditional anthropocentric　position in creation.

A BRIEF HISTORY OF KOREAN CHRISTIAN EDUCATION

Young Woon Lee (Torch Trinity Graduate University)

This article is to introduce a brief overview of Korean Protestant Church education in English, which entails a summary of that history. Such a study involves a classification of previous literature conducted on the history of Christian education in Korea, all of which has been in Korean to date. This initial study is descriptive in nature and provides a framework for future study, which allows for the author to later introduce works that will argue for the identity and direction of Christian education in the country. The author divided Korean Christian education (KCE) history into four periods: Beginning of KCE, Suffering of KCE as a part of the Korean Church, Recovering of KCE, and Flourishing of KCE. The rationale for the four divisions in Korean Christian education history is chronologically concurrent with major political developments in recent Korean history. They coincide with the Korean suffering under Japanese annexation, independence from Japan, the Korean War, and the development of democracy in Korea. This is so because the history of Korean Christian education is inextricable from Korean church history and Korean church history cannot be explained without the backdrop of Korean history. As such, KCE history cannot be told alone apart from the history of the Korean church, nor can Korean church history be told apart from recent Korean history. Reviewing the history of church education in Korean Protestant churches, the author divided the material into four periods each having three sections: (1) Phenomena (Context) and Characteristics of the Period based on historical events, (2) Educational activities, and (3) Evaluation of Church Education and Christian Education within each period.

A HISTORICAL CONTINUITY ON CHRISTIAN EDUCATION FOR CHILDREN:
FOCUS ON HORACE BUSHNELL AND ELIZABETH CALDWELL

Mi Kyong Park (Yonsei University)

The decisive role of education in developing children’s faith has become more important in today’s society. Even though we live in an ever-changing world, there is an unchanging requirement for children’s education in faith. The history of Christian education has shown this concern. Throughout history, Christian educators have pursued a way of providing appropriate and sometimes transformative education for faith and a faithful life. This article is designed for understanding the historical continuity of the importance of Christian education for children, focusing on Horace Bushnell in the 19th century, who has been regarded as the Father of modern education, and Elizabeth Caldwell in the 21st century, who is examining and proposing several ways to build the Christian family in an educational context for future generations. Through the examination on Bushnell’s view of Christian nurture and Caldwell’s view of homemaking, this article includes a conversation between Bushnell and Caldwell on the issues of Christian education, the role of parent as an educator, and the partnership between home and church for children’s education in faith. The researcher, finally, suggests Christian education as nurture with intention, as good enough parents(educators), and the church as the big home and the home as the little church under the close partnership.

BECOMING VULNERABLE, BUT NOT AFRAID:
A TASK OF CHRISTIAN EDUCATION INCREATING A “HOSPITABLE LEARNING SPACE”FOR EDUCATION IN THE GLOBAL CONTEXT

Timothy D. Son (Pittsburgh Theological Seminary)

In the multiple presences of authority claims from different cultures, the context of Christian education in today’s global world is characterized by the ever growing need to acknowledge mutual respect and understanding as well as to recognize interconnectedness and interdependence for one another. In order to engage in a meaningful education in this global context, the four challenging characteristics are identified and analyzed-(1) unequal distribution of power and educational resources, (2) the expanding horizon of information acquisition, (3) the multiple presences among different authorities, and (4) a need of searching for the common roots beyond individual particularities. One of the tasks of Christian education is to educate God’s people to create a ‘hospitable learning space’ through faithful Christian practice. Hospitality nurtures mutual respect and trust that are essential in the relational learning process and also provides a more holistic mode of epistemology that integrates belief and ethics in the context of global education.