25집 (2010.11.30.)

The Critical Pedagogy for the Women in the Church

Hyun Sun Oh (Honam Theological University and Seminary)

The theory of critical pedagogy based upon a feminist perspective encourages women toconfront with their current situation, past and the future both in the private and public lives. Itchallenges women to animate themselves and change society and the individual rather than tomaintain the status quo. In this article, I have insisted the importance of proper educationempowering women in the church with some points. Firstly, I explained the educationalprograms that provoke women’ sense of subjectivity and self knowledge. Programs areinspired by scholars of the critical pedagogy and have been practiced with women in thechurch. Secondly, I have tried to make a dialogue between the critical theory of education andexperience of workshop group which is formed with women. I have utilized the theories ofMaria Harris, Paulo Freire, and bell hooks in this process. Christian Women have shown fourstages which are hesitation, awakening, expulsion of myth, and hope as the process oftransformation and liberation.Beyond the individual limitation as a woman and social discrimination from the patriarchalculture, the Christian women realize the responsibility that God has given to them through theeducational support in the church. The process of liberation is fulfilled by the way of criticalthinking and reflection which is a fruit of the critical pedagogy.

Key words: Women in the Church, Critical Pedagogy, Hesitation, Awakening,Expulsion of Myth, and Hope

The Relationship between Children’ Misbehavior and Parents

Eun Hye Park (Sungkyul University)

“hildren are a gift from God and His reward”(Psalm 127:3). However, some parentstoday have not really enjoyed but struggled in child-rearing because of many behavioralproblems encountered during childhood. The reasons of child misbehavior are various. Childmisbehavior grows out of a mixture of their search to fulfill unmet needs, parents’sinfulness,the negative impact of environment, and their own sinful tendencies.Empirical studies show about the relationship between children’ misbehavior and parents whoare the primary influencing factors: parenting styles, the views of the nature of humankind,parental discipline strategies, parental depression, parenting satisfaction, and other family factors.They inform that parents directly and indirectly influence children’ misbehavior. They showparents’cognitive, affective, and behavior aspects are involved in child misbehavior.This study suggested some ways of self-discipline in the three aspects for parents to preventand solve child misbehavior. To change thought pattern, first, parents need to have the biblicalview of the nature of children. Second, parents need to have the right knowledge about humanbasic needs which many psychologists have recommended. Third, parents should have positivethinking about child misbehavior. To change feeling patterns, parents need to often check theirfeelings towards it. Lastly, to change parents’parenting practices, first, parents should considerall causes of child misbehavior. Second, to fully satisfy children’ basic needs, parents shouldprovide for those needs. Third, to avoid hostile parenting practices, parents should willfully tryto change their actions. Fourth, parents can change their parenting practices by giving specialattention to positive behavior to encouragement and praise for positive behavior rather thancriticism for negative behavior. Fifth, parents should find alternative methods for physicalpunishment. Sixth, parents should try to make a happy and healthy life for themselves.

Key words: Child Misbehavior, Christian Parenting, Self-Discipline for Parents,Family Factors

A Search for Clues in the Perennial Tension Between Challenge and Response:Insights from Robert Wuthnow, Mary E. Moore, & Parker Palmer

Do-Il Kim (Presbyterian College & Theological Seminary)

There has been a perennial tension between challenge and response in human history andChristian education is not an exception. In this paper, views of sociologist Wuthnow, Christianeducator Moore, and spiritual and educational teacher Palmer are presented in terms of theirevaluation of today’ postmodern ethos. Their evaluation was named as challenge. Then theirtreatment of each challenge was dealt with in order to find clues for providing wholisticperspective of life in general and Christian education theory in particular. As a result ofanalysis of three writers’thoughts, several clues were detected and they are to be the basis ofmaking a wholistic Christian education theory as a next project. The clues were commitment,connection, discernment (Wuthnow), heart (Moore), integrity of self, journey to hiddenwholeness with a circle of trust (Palmer). Their insights are helpful and valuable, we howevercannot celebrate yet because we have not reached the final destination yet. Until we finish ourjourney to wholeness and/or meet our Lord, we must continue our journey.

Key words: Clue, Tension, Challenge, Response, Fragmentation, Wholeness,Commitment, Connected, Integrity, Circle of Trust

The Critical Elements of Christian Schools in Korea

Hwa Seon Chang (Anyang University)

This article explores the critical elements of Christian schools. In Korea, Christian schoolshave two limitations, that is, teaching Christianity in the classroom and preparations for thecollege entrance examination. In this paper, I shall describe clues about the constructive ideasof Christian schools for encouraging Christian school leaders and parents who are interestedin managing and teaching in Christian schools. This paper initially deals with the goals ofChristian schools and the determinants will be explained which are related to goals such asmetaphysical, epistemological and axiological beliefs. Subsequently, I shall describe the biblicalview of student who is created in the image of God but fallen and will be restored in theimage of God. Next, the biblical view of teacher which focuses on the functions and themetaphors of the teacher will be discussed. Finally, I shall attempt to emphasize thecurricular based on the unity of truth and the role of the Bible.

Key words: Christian School, Goals of Christian School, the Biblical View of Student,the Biblical View of Teacher, Curricular Emphasis of Christian School

The Cultural Difference and Generation Gap in Multicultural Minority Families

Byung-June Hwang (Hoseo University)

This study investigates the understanding of cultural differences and generational gaps arisingin multicultural families and to analyze what the role of Christian education is in helping them.Today, multicultural families in the Republic of Korea are increasing rapidly. According to theMinistry of Public Administration and Security (2009), there are 1,106,884 immigrants andforeigners who are living in the Republic of Korea. This is 2.2% of the total Korean populationand a 48.5% increase as compared with the year of 2006. All immigrants experience culturalshock in encountering cultural differences as they come to a new land and atmosphere. Theyusually feel the impact of a new culture in a new circumstance. Some apply themselves to anew culture appropriately, but some of them do not do well as they try to adjust to their newculture. Children adapt to a new culture more easily than adults. There is a conflict betweengenerations in multicultural families, caused by the generation gap as well as by a differentculture. Teens are struggling with two different cultures: one is their inner culture, which theirparents have been engaged in, and the other is their outer culture, in which they are involved indaily life. Teenagers adapt more quickly to new cultures than their parents. And teens prefer tofollow the new culture rather than what their parents have followed. They probably avoid theself-conflict to accept two cultures. They seem to cope by understanding less of the previousgeneration’ culture and tradition because they live in a new culture. They don’ feel anynecessity to understand. This study will attempt synthesize and analyze a body of literature thatshould be familiar to educational leaders. First, it will explore the understanding of culturaldifferences in multicultural minority families. It will review the concept of multicultural minorityfamilies and the cultural discontinuity they experience. It will also examine multicultural parentalinvolvement and barriers preventing multicultural parents from participating in education. Next,this study will provide a foundation for Christian education for cultural differences and thegenerational gap. It will explain the function of education in the faith community forintergenerational conflicts. It will also study interpersonal communication skills as a teachingmethod for this issue. Then it will discuss how people learn from each other and role ofChristian educator.

Key words: Multicultural Minority Family, Cultural Differences, Generational Gap, Christian Education, Intergenerational Conflict

A Qualitative Approach to Ministries and Church Education in Multicultural/ethnic Churches in the U.S.: From “elting Pot”to “alad Bowl”

Hyunchul Lee(The Pennsylvania State University, USA) Jichan Kim(Gordon-Conwell Theological Seminary, USA)

The purpose of this study is to help find effective ways of educating congregations in theemerging multicultural ambience of South Korea by studying healthy and functional multiethnicchurches in the U.S., particularly, focusing on their church education and ministries throughqualitative research methods. The participants of this study are selected from the leadership ofthree local churches in Massachusetts, U.S. and five of eight interviewees, in charge ofmulticultural churches, were selected for analysis based on how well they representedthe rangeof experiences across the sample.Through qualitative approaches, we have discovered five dimensions of the successfulmulti-ethnic church in the U.S.: 1) a welcoming atmosphere, 2) empathy, 3) cultural sensitivity, 4) a willingness to change old ways, and 5) program diversity. The churches showing thesecharacteristics werenot only healthy and functional, but also experiencing growth. Additionally,we were able to come up with a structural concept based on the abovementioned fivecharacteristics of the successful multi-ethnic church, as hospitality, humility, openness,flexibility, and diversity. These are qualities that appear to provide the multicultural/ethnicchurch a solid foundation for helping congregants to become mature in the faith.

Key words: Multicultural, Multi-ethnic, Church, Ministries, Church Education, Qualitative Approaches

Identity and Ethnicity: Issues Facing Second-Generation Korean American Adolescents and Implications for Ministry

Joung Sik Park (Anyang University)

Identity and ethnicity are the critical issues that second-generation Korean Americanadolescents are facing today. This paper intends to examine the critical issues surroundingidentity and ethnicity among second-generation Korean American adolescents as well as drawvaluable implications for Korean immigrant church ministry. For this purpose, first, the writerreflects on identity and ethnicity from a biblical point of view. Second, he briefly presents anoverview and discussion of a theoretical basis related to the issues of identity, ethnicity, andethnic identity. Third, he describes the experiences that second-generation Korean Americanadolescents may share in common in relation to both issues. Second-generation KoreanAmerican adolescents tend to have a more difficult time developing a positive sense ofidentity, compared to their white peers, largely because of the issues surrounding theirethnicity. Finally, the writer draws several implications for second-generation Korean Americanministry in light of the discussion. He suggests two important directions, along with somespecific ideas and activities, which Korean immigrant churches should consider for ministry tosecond generation Korean American adolescents. First, Korean immigrant churches need to helptheir youth appreciate their bicultural identity, encouraging these young people to develop amore integrative identity, while forming their Christian identity. Second, Korean immigrantchurches need to help their youth to broaden their understanding of cultural differences andimprove their multicultural competency through exercising proper attitudes and utilizingcross-cultural training programs or methods.

Key words: Identity, Ethnicity, Ethnic Identity, Korean American Adolescents, Korean Immigrant Churches, Multicultural Competency

A Study on the Christian Educational Theory and Practice for the Ministry for Singles Aged 33-44: with a Focus on the Theories of Attachment and Self-Differentiation

Hyun Sil Kim (Presbyterian College & Theological Seminary)

This research investigates the causes of the increase of singles (unmarried adults) within thechurch and possible directions for the Christian education of these individuals. Focusing on theformation of intimacy (which normally occurs during adolescence) attachment types,psychological aspects of self-differentiation, relational aspects and aspects of emotional fusionwere analyzed based on the attachment and self-differentiation of single males and females,ages 33-44.Singles’experiences with their parents and God were analyzed for their effects onattachment and self-differentiation. In addition to analyzing the causes of delayed marriages,this research aims to discover if the basic causes lie in the attachment to their parents andself-differentiation. This researcher intends to present basic data and identify directions forChristian education, as the church is not currently providing concrete education programs forthese singles.

Key words: Singles, Attachment, Self-differencation, Bridge33+, 33-44

Recent Studies in Neurotheology and Christian Education

Jae Deog Yu (Seoul Theological University)

Neurotheology (neurotheological studies) is an emerging field of study that seeks tointegrate cognitive neuroscience with religion and theology. Within the field ofneurotheology, two primary approaches predominate: “eductionist”group and “eligionist”:camp. Unlike Reductionists, Religionists (Ahbrook, Newberg, Murphy and her colleagues)attempt to discover whether there exists a biological component of the human body (thebrain) that is responsible for either enabling and/or generating the experience of that whichis called “eligious.”Most neurotheologians believe that explorations of the nature of ourbrain can help us better to understand “he ways things really are”in the our human brainand in our world. This article deals mainly with the Religionist point-of-view and attemptsto provide a comprehensive review of the most prominent approache in neurotheologicalstudies and its implications for Christian education.

Key words: Neurotheology, Brain, Religionism, Newberg, Ashbrook, Murphy, Christian Education

John Wesley’ Educational Philosophy and Practice

Jeong We Son(Seoul Theological University)

John Wesley’ educational philosophy and practice was driven from his theologicalconsideration. Wesley had much influence form his mother Susanna, whose educationalphilosophy and practice were one of the core foundations for establishing Wesley’ educationalphilosophy and practice. And also, John Wesley read a lot of books which made him toconsider the condition of human nature. He exclaimed the urgent need of salvation andspiritual training for holiness life, which were the core theme in his education. In addition,John Wesley had some spiritual experiences especially within moravian movement, which madehim to focus spiritual experience of the believers, such as conversion and holiness life at thefield of education. In terms of children education, Wesley built and managed regular schoollike Charity School and Kingswood school, and encouraged Sunday school movement in orderto make children have conversion experience as well as academic knowledge. When it comesto adult education, Wesley exercised group formation, which was represented by class meeting,band, and selected society. Wesley’ group formation was for adult education. According toKnowles (1973), adult learning means adult can learn through “elf-directed learning” ButWesley’ group formation did not show the possibility of self-directed learning because Wesleyfocused teacher’ role rather than learner’ role in his group formation. Many studies areneeded in order to find out connection between the concept of Knowles’adult learning theoryand the exercise of Wesley’ group formation as a further study. And also, the study aboutsome practical methodology suitable for the field of Christian education could be omittedbecause of the limit of paper. As a result, this paper suggested Wesley’ educationalphilosophy in the view of theological concept of human, philosophical consideration, andeducational elements. This paper evaluated the value of Wesley’ theology and practices in theview of educational philosophy.

Key words: Wesley’"s Educational Philosophy, Theological Concept for Christian Education, Group Formation. Publication for Education, Adult Learning in Christian Education, Spiritual Formation, Educational Element