신앙 공동체 교육방법의 모델 연구 (A Study on Method and Its Model of Faith Community Education)

서지정보

· 발행기관 : 한국기독교교육정보학회
· 수록지 정보 : 기독교교육정보 / 32호 / 69 ~ 96페이지
· 저자명 : 임영택

초록

본 논문의 목적은 신앙공동체 교육이 목표로 하는 기독교적 민주시민성을 위한 방법을 재 고찰하고 그의 따른 모델을 위한 연구이다. 신앙공동체의 교육방법은 개인의 변화와 사회개혁을 위해 종교의식, 경험, 행동의 모델을 제시한다. 이 방법은 공동체 방법의 정신을 구체화하고 개발하는 역동성에 깊은 질문을 제시한다. 모델은 전 생애에 걸친 예전, 가족공동체의 상호 세대적 경험, 그리고 사회적 행동의 실천모델이다. 이 방법과 모델의 제시는 신앙공동체성을 회복하고 교육목회자들에게 제자로서 시민형성을 위한 방법을 재인식하고 실천하게 한다

영어초록

The paradigm shift of the faith community -- from a schooling and instructional model to a community of faith and enculturation model -- was revolutionary to merit-oriented and college entrance exam-centered education in Korea. This Method has prompted a reexamination of educational ministry and caused us to rethink how we can improve the learning context for formation of faith and its lifestyle. we have acknowledged the possibility and limitation of faith community education. Therefore, the purpose of this article is to reexamine three methods and models for Christian faith and its life style to develop a Christian democratic citizenship.
First, ritual and model of liturgy have always been central to the life of the community. Through rituals community celebrate her heritage and tradition, memory and hope of faith. Liturgy unites symbolical actions(rituals) and social actions. Liturgy includes discipleship within the faith community trough ritual and citizenship in the world by personal and social action. Thus, I introduce model of liturgical process: child baptism, first communion, covenant, conformation, ordination for Christian calling, and last rites. Second, intergenerational experience and family clusters are enable congregation to interpret the meaning of their own faith and experience. Intergenerational experience emphasize the nature, character, and quality of these interactive experience among people of all ages within a community of faith that best describes the means of educational ministry. As model of experience, I explore family cluster programs which bring transactional experience among families and have opportunity to reshape communal spirit and life. Lastly, social action and praxis movements must committee together to transform society and reform the community life. Therefore, Groome and Browning provide alternative models of action praxis which concern about how the community itself is transformed in multi-cultural society.
The Method of the faith community education has made contributions to educational ministry. True understanding and reusing of method of the faith community show that Christians must act responsibility to transform the Korean church and society. The efforts of educational ministry for the faith community should be studied and provided in the Korean educational context.

참고자료

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