신앙 교육을 위한 "지식의 암묵적 내주성" 고찰: 마이클 폴라니의 인식론과 파커 J. 팔머의 영성교육을 중심으로

저작시기 2004.01 |등록일 2004.10.30 파일확장자어도비 PDF (pdf) | 30페이지 | 가격 6,500원
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발행기관 : 한국기독교학회 수록지정보 : 한국기독교신학논총 / 31권 / 399 ~ 428 페이지
저자명 : 한철희 ( Churl Hee Han )

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The purpose of this study is to explore “the tacitness and Indwellingness of knowledge” as an alternative concept of a holistic epistemology which transcends the traditional dichotomy of the knower and the known. Knowledge can be regarded as a relation between two things: the knower-the person who knows, or the person’s knowing faculty, and an object-the thing known, or what the person knows. However, the process through which knowers have arrived at their claims to knowledge has been largely ignored in traditional educational theory. Therefore, a reinterpretation of the knower and the known is indispensable, and should be integrated throughout the educational process. Through the concept of tacit indwelling knowledge, this study seeks to establish the contours of the activity of knowing in which the knowing subjects is striving for integration and interaction with the object known. This project also attempts to apply this concept of knowledge to faith education of which aim and content are fundamentally concerned with the transmission of the object which is known, a unique message derived from the facts of revelation, to the knower. This study also attempts to establish the significant relevance of “post - critical philosophy” for the revision of the epistemology of Christian education, and to do this a brief sketch of Michael Polanyi‘s tacit knowledge and Parker J. Palmer‘s spiritual education is offerend here. For the relationship with Palmer, Polanyi’s tacit dimension pmvides a philosophical foundation for the indwelling knowledge within the cognitive process. Palmer tries to interrelate these philosophical themes with the spirituality of Christianity. Furthermore, his spiritual epistemology pmvides an ideal implication for Christian education. Palmer moves from a critique of objectivism to a definition of truth using much of Polanyi’s insights. Through the works of Palmer, this study pmvides insight into the architectonic coherence and winsome cogency of epistemology in evangelical Christian education. In a word, this study is delineated from the post-critical philosophy to the philosophy of Christian faith education. At the last part, this study presents the implications of tacit indwelling knowledge gleaned from the previous findings and results. This study includes the exploration of the characteristic components of indwelling knowledge such as embodiment, knowledge as "personal", interaction of subject-object, and wholeness, which are extract from the holistic epistemology. This study begins with a profound sense of wonder concerning the epistemological inquiry, and with an optimistic and passionate conviction for the future of evangelicalism. It seems that to this end evangelical Christian educators are called to reappraise their thought and practice in relation to the foundations of Christian education.

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