기독교적 삶의 형성을 위한 " 통전성 " 문제 - 간 (間) 종교교육학적 대화의 시각에서 -
저작시기 2001.01 |등록일 2003.07.10 어도비 PDF (pdf) | 33페이지 | 가격 6,800원
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ㆍ발행기관 : 한국기독교학회 ㆍ수록지정보 : 한국기독교신학논총 / 22권 / 231 ~ 263 페이지
ㆍ저자명 : 송순재(Sun Jae Song)
ㆍ저자명 : 송순재(Sun Jae Song)
영어 초록The purpose of this study is to explore the issue of (w)holeness/Ganzheit which recently becomes one of the crucial educational agendas in public education in general and Christian religious education in particular. What is Wholeness? (W)holeness means a personal totality of growing individual on the one hand, and a totality of reality and phenomenon on the other. In education it means a wholistic and diversified approach in teaching and learning. In one sense, the (w)holistic approach can be considered as a self criticism upon the malices of Western education which has heavily relied on the rational and analytic logic. Korean education that has greatly influenced by Western education since the late nineteenth century cannot be escape from the problems that Western education has created. Of course the issue of (w)holeness is not entirely foreign to Korean education considering the spirit of educational tradition especially from the viewpoints of Confucianism and Neo-Confucianism. Although being under the Western influence, Korean education has been developed in the (w)holistic scheme long before. In this regard, the issue of Wholeness in Korean education could be dealt in a ground differing from the Western education. This study is to develop an argument between Western and Eastern approaches in other words between German education and Toege`s Neo-Confucian thought first comparing to each other and then searching for the applicable possibility of Teoge`s tradition, which seems to be relevant to humanism in Western philosophy, into Christian religious education. Due to the limitation of space of the study, the issue of totality in reality and phenomenon as well as (w)holistic and diversified approach will be focused rather than dealing comprehensively with the problem of (w)holeness itself. As to German schools and churches there are four educational efforts are noticeable, namely, the understanding of human beings-an attempt derived from E. Spranger`s anthropology/Geisteswissenschaftliche Psychologie; the concept of life as an educational goal and process-as the new orientation for the Catholic and the Protestant church and school education; the case of educational process-a plan of curriculum in "Obermarchtaler-Plan-Schule"; and the case of teaching-learning-A. Hoefers` "integrative method" of Bible work based on the confluent education(Gestaltpadagogik). Responding to them, the understanding of human being-an anthropology based on the Neo-Confucian cosmological metaphysics; the basic principle of education goal and process-in the Toege`s dialectical approach; the concept of everyday life-from the meaning and importance of life; and methodology-as Toege`s insight of education and science will be dealt for the case of Korean education with his educational philosophy. As a conclusion this study proposes the possible educational consideration from each perspective along with a comparison between two traditions.
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