유아세계시민교육의 기독교적 재구성

진명선(Myoung-sun Jean) 한국기독교교육정보학회 2021 기독교교육정보 Vol.- No.70

본 연구는 기독교 통합교육과정 개발모형을 통해 유아세계시민교육을 기독교적으로 재구성하여 실행함으로 신앙과 기존 학문을 통합한 기독교유아세계시민교육의 활용 가능성을 통해 기독교유아교육의 방향을 제시하고, 기독교교육의 중요성을 증명하는데 그 목적을 두었다. 이를 위하여 기독교 통합교육과정 개발모형과 유아세계시민교육 관련 내용을 문헌고찰 하여 오버만과 존슨의 기독교 통합교육과정 개발모형의 기독교세계관적인 구성요소에 위긴스와 맥타이의 이해중심교육과정의 수업단계를 결합하여 유아세계시민교육의 기독교적 재구성을 위한 기독교 통합교육과정 모형을 개발하였다. 다음으로 전문가들의 조언과 개발한 기독교 통합교육과정 모형을 통해 1차 유아세계시민교육을 기독교적으로 재구성하고 기독교유아세계시민교육의 활용 가능성과 효과성을 알아보고자 기독교 유아세계시민교육을 실시한 만 5세 유아 실험집단 20명과 통제집단 20명, 총 40명의 유아를 통해 실험연구를 실시하였다. 예비연구를 기반으로 2차 전문가와 조언을 통해 최종적으로 유아세계시민교육을 기독교적으로 재구성하였다. 연구결과, 교과목과 단원과 차시를 결정하고 교과에 기독교세계관을 연결하는 오버만과 존슨의 모형을 활용하는 것은 기독교의 정체성을 교육 가운데 반영하기에 공교육현장에서 적용하기에 용이하였으며 간편한 수업단계로 학습활동에 일괄적으로 적용하는데 쉽고, 학습활동계획 전 단계에서 개발된 평가과제를 통해 의미와 내용을 재해석하여 학습활동을 개발하므로 학습활동을 단순하게 연결하는 작업이 아닌 기독교유아세계시민교육을 실천적 내용으로 구성하기에 용이하였다. The purpose of this study is to provide the direction of Christian Early Childhood Education for Global Citizenship and prove the importance of Christian Education through the possibility of utilizing Christian Early Childhood Education for Global Citizenship, which integrates existing studies with religious faith by reconstructing and executing Early Childhood Education for Global Citizenship with the Christian worldview upon the development model of Christian Integrated Curriculum. To this end, through the study of Christian Curriculum models and materials related to early Childhood Education for Global Citizenship, Integrated Christian Education models of Early Childhood Education for Global Citizenship has been developed by combining the Christian Curriculum Development models of Overman and Johnson with the understanding-oriented curriculum of Wiggins and McTighe. Next, through the advice of experts and the development model of Christian Integrated Curriculum, the first Early Childhood Education for Global Citizenship was reconstructed into Christianity. In order to find out the possibility and effectiveness of the Christian Early Childhood Education for Global Citizenship developed in this way, an experimental study was conducted with 20 children in the experimental group and 20 children in the control group, a total of 40 children, who conducted the Christian Early Childhood Education for Global Citizenship. Based on the preliminary research, through secondary experts and advice, Early Childhood Education for Global Citizenship was finally reconstructed into Christianity. As a result of the study, the use of Overman and Johnson’s model, which determines the subject, unit, and time, and connects Christian worldview to the subject, reflects the identity of Christianity in education, so it was easy to apply Christian identity to public education sites. Since the instructional stage is a simple three-stage instructional stage, it is easy to apply collectively to the learning activities, and the learning activities are developed by reinterpreting the meaning and contents through the assessment tasks developed in the previous stage of the learning activity plans. It was not a simple linking work, but it was easy to construct Christian Early Childhood Education for Global Citizenship into practical contents.

イエス韓国におけるキリスト教教育研究の現況と展望

이금만 한국기독교교육학회 2008 기독교교육논총 Vol.19 No.-

The first association of the Korean Society for the Study of Christian Religious Education, the primary professional association for Christian Education, was its founding event in Yonsei University of Seoul in 1961. The association adopted to inspire the educational influences of Korea with the Christian ideal; to inspire the faithful influences of our country with the educational ideal; and to keep before the public mind the ideal of Christian education, and the sense of its need and value. The first Journal the Korean Society for the Study of Christian Religious Education was introduced in 1996. The Korean Society for the Study of Christian Religious Education have published 15 volumes. Journal articles included discussions of Christian education in a wide variety of environments: universities and colleges, seminaries, churches and church schools, mission schools. Professional textbooks were published for the students of Christian education. The Korean Society for the Study of Christian Religious Education continues, through its journal and its conferences, to be a forum where Christian educators from the progressive perspective, conservative value, is sharing insights and concerns. The Korean Society for the Study of Christian Religious Education have attempted to encourage academic discussions that challenges the boundaries between disciplines and pushes forward into the exploration of current issues to provide an alternative paradigm for the theory and practice of Christian education in the Korean context. The author reviewed the articles for the current volumes sixteen. It is author's hope that Journal the Korean Society for the Study of Christian Religious Education will be open to those who wish to study inclusive Christian education. I wish also to sincerely thank all involved in seeing this significant work to fruition. The first association of the Korean Society for the Study of Christian Religious Education, the primary professional association for Christian Education, was its founding event in Yonsei University of Seoul in 1961. The association adopted to inspire the educational influences of Korea with the Christian ideal; to inspire the faithful influences of our country with the educational ideal; and to keep before the public mind the ideal of Christian education, and the sense of its need and value. The first Journal the Korean Society for the Study of Christian Religious Education was introduced in 1996. The Korean Society for the Study of Christian Religious Education have published 15 volumes. Journal articles included discussions of Christian education in a wide variety of environments: universities and colleges, seminaries, churches and church schools, mission schools. Professional textbooks were published for the students of Christian education. The Korean Society for the Study of Christian Religious Education continues, through its journal and its conferences, to be a forum where Christian educators from the progressive perspective, conservative value, is sharing insights and concerns. The Korean Society for the Study of Christian Religious Education have attempted to encourage academic discussions that challenges the boundaries between disciplines and pushes forward into the exploration of current issues to provide an alternative paradigm for the theory and practice of Christian education in the Korean context. The author reviewed the articles for the current volumes sixteen. It is author's hope that Journal the Korean Society for the Study of Christian Religious Education will be open to those who wish to study inclusive Christian education. I wish also to sincerely thank all involved in seeing this significant work to fruition.

기독교교육학 연구 동향 분석: 코로나19 시기 게재 논문 (2020.3∼2022.6)을 중심으로

신승범 한국기독교교육학회 2022 기독교교육논총 Vol.- No.72

The purpose of this study is to analyze the trends of Christian education research during the COVID-19 period. To this end, 172 theses published in the “Journal of Christian Education” and “Korea Society for Christian Education & Information Technology” pub-lished between March 2020 and June 2022 were analyzed according to the subfields and research methods of Christian education. As a result of the analysis, 38.5% of the total papers belonged to theories of Christian education. Papers related to practice of Christian education was 61.5%. Looking more closely at Christian education practice, papers related to classification by 'developmental stage' accounted for 25%, 'education field' accounted for 55.2%, 'function' accounted for 40.7% of the total papers. Regarding the classification of research methods, literature research accounted for 62.7% of the total studies, survey research methods accounted for 21.5%. Based on this, the main conclusions found in this study are as follows. First, the problems caused by the emergence and spread of the coronavirus began to be reflected in Christian education studies. Second, it was confirmed that the research method of Christian education, which had been biased toward liter-ature research, was recently converted from theory-centered to an attempt to balance theory and practice, and as convergence research increased, research topics and re-search methods were diversifying. Third, it was confirmed the need for category stand-ards that can analyze and classify studies in order to identify trends in Christian education research. Lastly, when considering all the papers, there are not many papers that fall under the classification by characteristics.

Exploring Big Data Utilization in Christian Education

Heeja Kim 한국기독교교육정보학회 2014 Journal of Christian education information tech Vol.0 No.26

The purpose of the study is to explore the utilization of big data in Christian Education and suggest a Christian artificial intelligence system. Massive increases in Christian big data will create new opportunities for competitive advantage in Christian education. A rapidly changing digital educational environment would enable integration of educational information processing technology and networking technology in Christian education. For implementing a Christian artificial intelligence education system, Christian big data needs to be collected, stored, analyzed and expressed for gearing to the level and aptitude of each student. The digital Christian textbook, on-line education, individualized education, teacher education, and cloud service in Christian education which could be suitable for each student’s interests, capabilities, teaching and learning styles, and affordable Christian environments. To adapt to the changing environment, the church, school and home should collaborate to make Christian big data which are emerging into a Christian artificial intelligence system.

대한민국 기독교교육과 공교육, 과거에서 길을 찾다

장동민 개혁주의생명신학회 2022 생명과 말씀 Vol.34 No.3

Christian education should not remain in the private realm, but should participate in it with interest in all the problems of our lives. However, since modern times, as secularization has expanded and Christian beliefs have been reduced to private areas, public education has excluded religious elements in form and content, and Christian education tends to be limited to personal faith education. In the case of Korea, Christian education did not stay only in faith education from the end of the Chosun Dynasty to the beginning of Japanese colonial rule. The national agenda (anti-feudal system and anti-foreign power) was set as an educational goal, and the ideology of Christian nationalism was formed. The mission school taught modern Western science and technology and the habit of diligence, egalitarianism without discrimination, patriotism, and the spirit of democratic republic. It was the March 1 Independence Movement that Christian education became a driving force for social change. The Japanese attempted to regulate Christian private schools to facilitate colonial rule. They argued that education is the duty of the state, and that private schools should play an auxiliary role. It is an extended interpretation of “separation of church and state” as “separation of religion and education.” After the Liberation, this principle remained the same. The agent of public education is the state, and Christian private schools were gradually incorporated into the public education system. A Christian curriculum was implemented through Chapel and Christian subjects for an hour or two, but even this is on the verge of being abolished. In order to realize Christian education in a changed society (post-Christendom), the agents of Christian education such as home-church-school should work together. In particular, Christian public school teachers can open the transcendent world they have experienced to students and invite them to the world. 기독교교육은 사적(私的) 영역에 머무를 것이 아니라, 우리 삶의 모든 문제들에 관심을 가지고 거기에 참여해야 한다. 그러나근대 이후 세속화가 확대되고 기독교 신앙은 사적 영역으로 축소되면서, 공교육은 형식과 내용에서 종교적 요소를 배제하였고, 기독교교육은 개인적 신앙교육에 국한되는 경향성을 보인다. 우리나라의 경우 구한말에서 일제 초기에는 기독교 교육은 신앙교육에만 머물렀던 것이 아니었다. 국가적 의제(반봉건·반외세)를 교육목표로 삼았고, 기독교적 민족주의라는 이념을 형성하였다. 미션스쿨에서는 서양의 근대적 과학기술과 무실역행(務實 力行)의 정신, 차별 없는 평등주의, 애국심, 민주적 공화정의 정신등을 가르쳤다. 기독교 교육이 사회변혁의 동력으로 열매 맺게된 것은 바로 3.1만세운동이었다. 일제는 식민통치를 용이하게 하기 위하여 기독교 사립학교를규제하려 시도하였다. 이들은 교육은 국가의 임무이고, 사립학교는 보조적 역할을 수행해야 한다고 주장하였다. ‘정교분리’를 ‘교종분리(교육과 종교의 분리)로 확대해석한 것이다. 해방 후에도이 원칙은 그대로 유지되었다. 공교육의 주체는 국가이고, 기독교사립학교는 공교육 체제 속에 서서히 편입되었다. 채플과 한두시간 기독교 과목을 통하여 기독교적 교육과정이 시행되었으나, 이마저도 점차 폐지될 위기에 놓여있다. 위기의 시대, 본질을 돌아보아야 한다. 기독교교육을 변화된사회(포스트크리스텐덤)에서 구현하기 위하여, 가정-교회-학교등 기독교교육 주체들이 함께 노력해야 한다. 특히 기독교인 공립학교 교사들도 자신들이 경험한 초월적 세계를 학생들에게 열어 보이고 그 세계로 초청하는 일을 할 수 있다.

대한예수교장로회(통합)의 기독교교육학의 형성과 발전

박화경(Hwa-Kyung Park) 한국기독교교육정보학회 2011 기독교교육정보 Vol.31 No.-

This article is the study of the 100 years' history of Christian Education in PCK. It is concentrated on its study since 1960s when it has academically begun, after its short summary of pre-1960s. Firstly, it is divided into the periods of time such as the dawning, the breaking-in period, the time of flowering, the gloomy time and the reconstructing time. And the development of Christian Education's curriculums is checked and researched especially in Presbyterian college and Theological Seminary (so-called Jangsin dae). The forming and the developing process of Christian Education are analyzed according to three periods of time. At the first period of time from 1960 to 1980 the study of Christian Education is formed and set in. The second period of time from 1980 to 2000 is that of the most and best developed level in terms of quantity and quality. The third period of time from 2000 until now is that of considering the past study of Christian Education and of mobilizing its new aim and direction. This article is to find out the new and desirable ways of Christian Education on the basis of the past 100 years' study in PCK. It is firstly concluded that the study of Christian Education should move from its method-centered education to the deeper teaching of theological theory and spirit which provide its theoretical base. It will help that individuals, church and society can be changed according to Christian virtue and spirit. Secondly, our past aim was to convert non-Christians into Christians as church members, but our present desire is to make them more mature, humane and responsible for society. Thirdly, we have to shift Christian Education's aim and goal from concentrating upon individuals' to social-historical dimensions both for church within society and for the world.

기독교교육에서의 사회봉사의 중요성과 사회봉사교육의 방향

박화경(Hwakyung Park) 한국기독교교육정보학회 2009 기독교교육정보 Vol.22 No.-

The purpose of the christian education is to establish the kingdom of God. This means that the christian education should take charge of the mission of saving the world with the salvation of souls. To save the world, social service education is essencial to christian education. Nevertheless Korean churches concentrate themselves on the salvation of souls and the external expansion of the church, so that the interest in social service is relatively insufficient. There is a tendency to regard social service as only charitable work in korean churches. Even though they do social service, they don't have any appropriate theological system Because of the lack of this theological system, the understanding is not formed well about social service, and social service doesn't have good roots in christian style of life. After all, korean christians have failed to take charge of social responsibility to accomplish God's will in the world. This study discusses the paths of christian social service education, after studying the theological importance of social service in christian education. This study shows that christian social service education should include four areas, such as education for neighborhood love, education for life and integrity of creation, education for formation of good christian culture, and education for justice and peace. This study shows, also, that the christian social service education should be done in following four forms, such as social care, social ritual, social empowerment, and social legislation. If These four forms are mutually, dynamically related, the effectiveness of education would be strongly increased. It is important to know that the christian social service education should not stop in knowledge delivery. It aims to change the life. For this reason, theory and practice should be interconnected, Finally, it is a purpose of this study to show that the fields of christian social service education should be expanded to universal dimension; family, church, school, community, occupation, nation, global society, and creation.

통전적 기독교교육의 모색: 삼위일체론적 모델의 기독교교육을 중심으로

장신근 장로회신학대학교 장로회신학대학교 2009 장신논단 Vol.0 No.34

This study aims to construct a holistic model of Christian education in dialogue with the doctrine of the Trinity. The doctrine of the Trinity plays a significant role in seeking a holistic model of Christian education. First, it is a theology that passionately seeks to resolve various contemporary challenges to human beings and the world recognizing that the answer to them lies in the redemptive work of the triune God. The doctrine of the Trinity allows us to possess a more holistic form of theology and faith that go beyond redemption of individual souls alone. In this vein, the doctrine of the Trinity gives Christian education a more balanced and comprehensive content or scope of education. In addition to the aspect of contents, Trinitarian theology also provides such principles as relational personhood, koinonal community, mutually indwelling resonance, symphathetic solidarity, inclusive openness, incarnational participation, and eschatological doxology. All of them help current Christian education resolve such strict dichotomies as: theory vs. praxis, knowing vs. doing, individual vs. community, intentional teaching vs. socialization, and knowledge vs. personhood; as well as fragmentations among intellect, emotion, will, and spirituality, and division of the contexts of Christian education. In constructing the holistic model of Christian education, the first and second chapters deal with the relationship between identity and relationship (or integrity and intelligibility) revealed in the history of Christian education or religious education from the beginning of 20th century to the current years. Third chapter explores the implications of the doctrine of the Trinity in posing a holistic model of Christian education. Fourth chapter critically investigates several Christian educators who developed the theories of Christian education in conversation with the doctrine of the Trinity since the 1960s. Fifth chapter poses a holistic model of Christian education in terms of the previous discussions, focusing on educational goals, educational contents, roles of teacher and learner, contexts of education, teaching-learning, and interdisciplinary dialogue.

키워드 네트워크 분석을 활용한 「기독교교육논총」 연구 동향 탐색

김효숙 한국기독교교육학회 2019 기독교교육논총 Vol.0 No.58

올해는 3.1운동 100주년이자 대한민국임시정부 수립 100주년이 되는 해이다. 민족의 동반자로서 교회의 역할과 기독교교육의 중요성을 기억하는 뜻깊은 해에 기독교교육이 교회중심의 학문으로 고착화되고 있는지를 면밀히 분석하는 것은 매우 중요한 과제다. 따라서 연구의 목적은 기독교교육 연구의 특성과 학문공동체의 지식구조를 확인하기 위해 「기독교교육논총」의 연구 동향을 탐색하는 것이다. 연구방법은 「기독교교육논총」에 수록된 학술논문의 주제어 간의 동시출현 행렬을 구성한 후 핵심 주제어의 기간별 변화 양태를 탐색하고, 의미적 연결망을 분석하는 키워드 네트워크 분석으로 설계하였다. 이를 위해 분석할 논문(622편)을 수집하여 주제어를 추출・정제하고, 동시출현 행렬 및 주제어의 네트워크를 개발한 후 NetMiner 프로그램으로 중심성 및 커뮤니티 분석을 실시하였다. 분석결과에 따르면, 「기독교교육논총」의 핵심 주제어는 기독교교육, 교회, 교회교육, 교육과정, 어린이, 영성, 기독교학교, 청소년, 영성교육, 여성, 다문화, 신앙, 신앙공동체, 리더십으로 나타났다. 하위주제 집단은 기독교교육, 교회, 교육과정, 어린이, 청소년을 중심으로 한 5개이며, 이 중에서 가장 큰 ‘기독교교육’(G1) 군집은 주로 공공성과 관련된 주제어들이 하나의 지식 네트워크를 형성하는 것으로 나타났다. 또한 기간별 연구 동향을 분석한 결과, 역량, 하나님나라, 신앙공동체, 통일교육, 공동체, 인성교육, 공공성 등이 후반기에 중요도가 높아진 주제어로 밝혀졌다. 기간별 하위주제 집단의 동향은 ‘기독교교육’(G1) 군집이 이론 중심에서 현장 중심으로 이행하는 중이고, ‘교회’(G2) 군집은 다수의 군집에서 하나의 군집으로 수렴되는 양상을 띠며, 공적 신앙과 관련된 ‘영성’(G3) 군집과 교사 및 기독교 대학교육과 관련된 ‘역량’(G4) 군집은 새로운 하위주제군을 형성하고 있는 것으로 나타났다. 이는 기독교교육 연구의 교회 편향성은 점차 해소되고 있고, 기독교교육 학문공동체는 공적 신앙을 실천할 수 있는 연구를 확장해가는 것으로 볼 수 있다. This year marks the 100th anniversary of March 1st Independence Movement as well as the establishment of the Korea Provisional Government. In this meaningful year in which the role of the church as a people’s companion and the importance of Christian education are remembered, it is a very important task to analyze carefully whether Christian education is becoming a church-centered study. Therefore, the purpose of this study was to explore research trends of Journal of Christian Education in Korea to identify the feature of Christian education researches and the knowledge structure of academic community. The research method was to design a keyword network analysis by composing co-occurrence matrices with the keywords of the articles in Journal of Christian Education in Korea, exploring the change patterns of the core keywords by period, and analyzing the semantic network. To do this, the articles (N=622) to be analyzed were collected, keywords were extracted and cleaned, and co-occurrence matrices and the network of keywords were developed before NetMiner program was used for centrality and community analysis. According to the analysis results, the core keywords in Journal of Christian Education in Korea were “Christian education,” “church,” “church education,” “curriculum,” “children,” “spirituality,” “Christian school,” “youth,” “spirituality education,” “women,” “multi-culture,” “faith,” “faith community,” and “leadership.” The sub-topic groups comprised five groups, which were as follows: Christian education, church, curriculum, children, and youth. The largest group was “Christian education” (G1) for which the keywords were related to publicness. In the research trends by period, “competency,” “kingdom of God,” “faith community,” “unification education,” “community,” “personality education,” and “publicness” were found to be core keywords in the second half. From the view of the community trends by period, “Christian education” (G1) is shifting from theory-centered to field-centered approaches and “church” (G2) has an aspect to converge from multiple into one, while “spirituality” (G3) related to public faith, and “competency” (G4) related to teachers are forming new sub-topic groups. It can be concluded that the bias of Christian education research is being gradually remedied, and an academic community is expanding the research to practice the public faith.

기독교인 유아교육자의 신앙과 기독교유아교육에 대한 인식 및 교수현황

허미애 한국영유아교원교육학회 2017 유아교육학논집 Vol.21 No.5

The purpose of this study is to examine the faith and calling of Christian educators in early childhood education as well as their understanding about the Christian education in Christian early childhood institutions and the current situation of early childhood education. The background of this study is that religious education in public educational institutions and missionary activities of teachers have become a social issue. Results of a survey completed by 253 Christian early childhood educators were analyzed using the SPSS 16 program. Frequency analysis was used to examine the demographic features and correlation analysis to investigate the relationship between faith and other variants. Further, a t test and cross analysis were adopted to examine the understanding of Christian early childhood education and the difference of teachers’ environment as the background factor. Results showed that the level of an individual faith and the affiliated organization will significantly influence the understanding of Christian early childhood educators about Christian early childhood in early childhood institutions and on the current situation of early childhood teachers. This study points out the necessity to improve the quality of the Christian early childhood education, when it is expected that religious education will be still more restricted in public education institutions, by discovering new life topics that reflect Christian worldview and to practice them in real life situations as well as continuing Christian education through worship in the past in order to maintain and develop Christian education in early childhood educational institutions. 본 연구의 목적은 공교육기관에서의 종교교육과 교사에 의한 선교활동이 사회적 이슈가되고 있는 교육상황 속에서 기독교인 유아교육자들의 신앙과 소명의식 및 유아교육기관에서의 기독교유아교육에 대한 인식과 교수현황을 조사함으로써 향후 기독교정신을 설립정신으로표방하고 있는 유아교육기관에서의 바람직한 기독교유아교육 방향을 설정하기 위한 기초자료를 제공하는 것에 있다. 이를 위해 기독교인 유아교육자를 대상으로 한 설문지 253부를 최종통계분석에 이용하였다. 본 연구에서는 수집된 설문 자료의 통계적 분석을 위해 SPSS 16 프로그램을 사용하였으며 연구대상의 인구통계학적 특성 확인을 위한 빈도분석, 연구대상의 신앙현황 관련 변인 간의 관계를 규명하기 위한 상관분석, 연구대상의 배경요인에 따른 기독교유아교육에 대한 인식 및 교수현황의 차이를 알아보기 위한 t 검증과 교차분석(χ²)을 실시하였다. 연구결과, 유아교육기관에서의 기독교교육에 대한 기독교인 유아교육자의 인식 및 교수현황은 개인의 신앙과 소속기관에 따라 유의미한 차이가 있음이 나타났다. 본 연구는 공교육기관에서의 종교교육 금지가 더욱 강화되리라고 예측되는 상황에서 기독교정신을 설립정신으로 표방하는 사립유아교육기관에서의 기독교교육이 유지․발전되기 위해서는, 기독교인 유아교육자의 개인적 영성 강화와 기관에서의 예배를 통한 기독교교육뿐 아니라 기독교세계관을반영한 새로운 생활주제의 연구개발과 현장적용을 통해 기독교유아교육과정의 내실화를 추구하는 것이 필요함을 제시하고 있다.