새로운 인식론을 통한 한국교회 기독교교육의 변화 가능성 모색: Parker Palmer를 중심으로 (An Exploration into the Possibility of Transformation of Christian Education in the Korean Church through Epistemological Conversion: With a Focus on Parker Palmer's Epistemology)

서지정보

· 발행기관 : 연세대학교 한국기독교문화연구소
· 수록지 정보 : 신학논단 / 81권 / 173 ~ 200페이지
· 저자명 : 유선희

초록

This paper begins with the assumption that there is an inherent epistemological problem that defines the character and form of education, which is manifested in various ways for the Christian education in the Korean Church. The epistemological problem lies in the fact that the Korean Church has failed to work toward relational, holistic, participatory and experiential knowledge that can transform human life as a whole through encountering and relating to God, even though abundant contents and knowledge have been provided. In other words, the Korean Church has focused on rational and objective knowing to the extent that students have not been led to go through holistic transformation and internal life through deep relationship with God. This exhibits obvious limitations for enabling life transformations.
This paper searches for the possibility of transformation of Korean Christian education through the epistemological conversion suggested by Parker Palmer. Palmer’s epistemology presupposes strongly that knowledge (knowing) is originated, not from curiosity or control, but from love, and that knowledge (knowing) is not about fact, theory, objectivity, reality, but about personal, communal, mutual, and relational truth. This study will reveal how Palmer’s epistemology will transform Christian education of the Korean Church.
Christian education can be said to be education that intends to form Christian beliefs even as it aims for faith that is God’s gift. It is argued here that the epistemological conversion of a person (teacher) can transform the core belief, i.e. center of heart, of that person (existential transformation), and that the teacher with transformed center of heart can bring about teaching approaches that are based on Christian epistemology (transformation of teaching). Put it differently, this paper seeks to suggest that Korean Christian education can be transformed through the dynamic of interaction between epistemology, ontology, and pedagogy.

영어초록

This paper begins with the assumption that there is an inherent epistemological problem that defines the character and form of education, which is manifested in various ways for the Christian education in the Korean Church. The epistemological problem lies in the fact that the Korean Church has failed to work toward relational, holistic, participatory and experiential knowledge that can transform human life as a whole through encountering and relating to God, even though abundant contents and knowledge have been provided. In other words, the Korean Church has focused on rational and objective knowing to the extent that students have not been led to go through holistic transformation and internal life through deep relationship with God. This exhibits obvious limitations for enabling life transformations.
This paper searches for the possibility of transformation of Korean Christian education through the epistemological conversion suggested by Parker Palmer. Palmer’s epistemology presupposes strongly that knowledge (knowing) is originated, not from curiosity or control, but from love, and that knowledge (knowing) is not about fact, theory, objectivity, reality, but about personal, communal, mutual, and relational truth. This study will reveal how Palmer’s epistemology will transform Christian education of the Korean Church.
Christian education can be said to be education that intends to form Christian beliefs even as it aims for faith that is God’s gift. It is argued here that the epistemological conversion of a person (teacher) can transform the core belief, i.e. center of heart, of that person (existential transformation), and that the teacher with transformed center of heart can bring about teaching approaches that are based on Christian epistemology (transformation of teaching). Put it differently, this paper seeks to suggest that Korean Christian education can be transformed through the dynamic of interaction between epistemology, ontology, and pedagogy.

참고자료

· 없음