In Search of A Pastoral Strategy for the Formation of Whole Christian through Pedagogy

다국어 초록 (Multilingual Abstract)

Christian education is an area of practical theology because it is theological by nature and, at the same time, it cannot be separated from Christian life. Thus, church education must not be remained in the intellectual understanding of written contents. It is because faith in Christ cannot be perfect only with rich knowledge about Christ but must be related to the existence of believers.
These days, there are not many Christians in Korean Church who serve the local community. It is because not only education in Korean society but also Christian education in Korean Church is focused on doctrines and laws. Current church education in Korean Church is not bi directional but uni directional. Due to the vertical and authoritarian education, church education in Korean Church from adult education to juvenile education is losing its spiritual vitality.
The problem has been continued for several decades and, as a result, contemporary church education is facing serious difficulties. In addition, churches cannot suggest the vision of evangelism and regard it as the all of their mission to help pioneering churches in the countryside and overseas. Moreover, the vision and enthusiasm for serving the local community centering onKorean Church have gotten cold. In order to solve this problem ,Korean Church must criticize contradictions in contemporary church education, and changes the paradigm of its education structure from the cramming education to "problem raising education."
This is why pedagogy is necessary in Korean Church today. The present study purposed to examine Korean Church and its members who became new whole Christians through the "pedagogy" of Paulo Freire.
The present author presented a practical process that "the current church education like a bank deposit" in Korean Church is transformed into "church education of problem raising" through "conversation," "humility" and"love" among methods in Freire's pedagogy theory focused on the social phenomenon of how "the culture of silence" make most believers in the church passive beings as maintained by Paulo Freire. For this, the author has made efforts to throw away the violent and radical nature of pedagogy and to create the structure of horizontal pedagogy, which raises problems peacefully and evangelically, in Korean Church and believes that the efforts have been fruitful.
In order to promote horizontal pedagogy structure in Korean Church, the author suggested methods of being mature Christians through the meetings of district leaders and encouragers, Sunday worships, Friday worships and morning worships, and executed the following plans from October 2003 to December 2004 in order to achieve the goal of "BeingKorean Church that grows whole Christians."
In the first stage, the author announced a plan to minister the church as a horizontal pedagogy community based on the worship and education ofKorean Church and collected materials, and requested active cooperation and participation of all the believers.
In the second stage, the author planted in the believers' mind the understanding of a mature Christian community by preaching "the life of mature Christians" and "education, service and fellowship in the community of the early church."
In the third stage, the author developed the consciousness of pedagogy community through district worships, teachers' college, fathers' school, Bible study at church school, training camps, etc., aiming at "humble Christians," "practical and benevolent Christians" and "loving and serving Christians."
In the fourth stage, the author organized "Gender Equality Committee," "Language Refinement Committee," "Family Counseling School" and "Open Church School Operation Committee" in order to examine closely whether church education in Seongmin Church were changing from bank deposit style to problem raising style for the last one year and to correct any problems discovered immediately.
In the fifth stage, the author invited guest lecturers from outside and held seminars on "the image of mature Christians," "right Christian life" and "healing of human relations." These seminars aimed at inspiring the Christians with the sense of gender equality and the image of serving Christians.
Grafting these pedagogy methods into God's evangelism, we promoted the movements of "Help two families a month" and "Share food with others in love." Furthermore, we formed "Seongmin Green Environment Club" and held events such as "Saving recycled products" and "Sharing recycled products" at the local community. In addition, we made hospice activities at hospital in the community. Through these events, believers in Korean Church experienced practical life as mature Christians. As a result, the local community came to have quite positive perception on Korean Church and believers in Korean Church, who had lived a powerless religious life, came to be humble and mature Christians who lived the life of light and salt.
The author completes the one year long research, wishing that all efforts made in the research may bear more practical fruits in the life of the author and Christians in Korean Church.

목차 (Table of Contents)

• Contents = 1
• Part I Introduction / Analysis of Research Elements and Problems = 1
• Chapter 1 Problem Definitions = 1
• Chapter 2 Research Purposes and Expected Results = 2
• Part II Theoretical Review of Church Forming Pedagogic Community = 5
• Chapter 1 Study on Freire's Educational Thoughts = 5
• 1. Paulo Freire's Life = 5
• 2. Freire's Educational Philosophy = 7
• 3. Conceptual Understanding of Freire's Educational Thoughts = 8
• Chapter 2 Freire's Pedagogy - Theory and Development = 10
• 1. Justice of Education of Oppressed People = 11
• 2. Banking Education and Problem Posing Education - Their Purposes and Criticism = 14
• 3. Dialogue: The Essence of Education Practicing Freedom = 17
• 4. Dialogue and Anti-dialogue = 20
• (1) Theories on dialogues = 20
• 1) Conquest = 20
• 2) Division and rule = 20
• 3) Control = 21
• 4) Cultural invasion = 21
• 5) Cooperation = 22
• 6) Unity for liberation = 22
• 7) Organization = 22
• 8) Cultural integration = 23
• (2) Liberalistic function of dialogue = 23
• 1) Characteristic of dialogue - love = 23
• 2) Characteristic of dialogue - humility = 23
• 3) Characteristic of dialogue - faith = 25
• 4) Characteristic of dialogue - hope = 25
• 5) Characteristic of dialogue - critical thinking = 22
• Chapter 3 Developmental Criticism and Present Significances of Freire Education = 26
• 1. Critical Review of Freire's Pedagogy = 26
• 2. Present Application of Freire Education to Church Education = 30
• Part III Missionary Grafting of Pedagogy - Practicing God's Mission(Missio Dei) = 34-35
• Chapter 1 Theological Understanding of Missionary Motives = 35-37
• Chapter 2 Purposes of Mission - Two Different Opinions = 37-40
• Part IV Pastoral Strategies for and Realities of Raising Whole Christians Serving Communities = 41
• Chapter 1 Church Restructured to Practice Pedagogy = 41
• Chapter 2 Strategies for Pedagogy·Ministry for Communities = 42
• 1. Missionary·Pastoral Vision for Raising Whole Christians = 43
• (1) Visions of Korean Church in 2004 = 43
• 1) Church of creative service = 43
• 2) Church raising talented persons = 44
• 3) Church with pedagogy and fellowship = 44
• 4) Church practicing God's mission = 45
• 5) Transparent church = 45
• 6) Church with restoration = 45
• Chapter 3 Consciousness Raising Programs for Raising Whole Christians = 46
• 1. Community Missionary System = 46
• 2. Mission Home Project (Mission for the Disabled) = 50
• (1) Concept of mission home = 51
• (2) Theological meaning mission home = 51
• (3) Roles of mission home = 51
• (4) Contents of programs for disabled group home = 52
• 3. Hospice Medical Mission Project = 52
• (1) Hospice activities = 53
• 1) Definition of hospice = 54
• 2) Goals of hospice = 54
• 3) Criteria for selecting hospice subjects = 54
• 4) Functions and duties of volunteer workers = 55
• 5) Qualifications for hospice = 56
• 4. Year of Jubilee Program = 57
• (1) Campaign for helping two families a month = 58
• (2) Operation of church kindergarten of love = 58
• 5. Operation of cultural center for local residents = 59
• (1) Purposes of cultural center = 60
• (2) Major goals of cultural center by stage = 61
• (3) Details of cultural center operation = 61
• (4) Volunteer workers = 62
• 6. Organization of Korea Green Environment Group = 62
• (1) Goals and contents of local organizational activities of Korea Green Environment Group = 62
• 1) Identifying the needs of the community = 62
• 2) Expanding local residents' participation = 63
• 3) Finding and organizing the resources of local society = 64
• (2) Goals of the activities of Green Environment Group = 64
• (1) Duties of Green Environment Group = 64
• 7. Home Counseling Ministry = 65
• (1) Project plans = 66
• 1) Education and training / education and training plans and cooperation = 66
• 2) Missionary activities = 67
• (2) Practical programs = 67
• 1) Opening fathers' school = 68
• 2) Expanding missionary programs for elders = 68
• 8. Restructuring to open church school = 68
• (1) Church school practicing pedagogy = 68
• (2) Meaning of open church school = 70
• 1) Reform of church education practicing gender equality = 70
• 9. Activating Youth Ministry = 72
• Chapter 4 Evaluation = 73
• 1. Goal 1: Evaluation of change in consciousness = 73
• 2. Goal 2: Evaluation of change in participation = 73
• 3. Goal 3: Evaluation of change in structure = 74
• Part V Conclusions: Dreaming God's Kingdom in the Bible = 75
• Abstract = 80
• Bibliography = 84