지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
All human beings have basically safety need. How can Christian religious education can provide safety experience overcoming anxiety? This thesis pursue faithful education for uneasiness feeling based on Melanie Klein's theory. British child psycho-analyst, Klein develops a theory of Object-Relation that provides a method of child analysis. Her method of child analysis treated play activity as symbolic of unconscious phantasies. She advocated a deep analysis of oedipal phantasies.
Klein' s clinical work with children is the existence of an early infantile superego, an innate aggressive drive, and a primary object relationship with the mother. She proposed the psycho-analysis of children that the infant is pre-disposed to seek a relationship with a caretaker figure independent of other needs. The personality of human beings are accomplished by experience as internalized 'presences' within the mind (like the 'voice' of one' s mother). Part objects are developmentally primitive internal objects like the mother s breast. Klein also described cycles of introjection and projection through which external objects (people) become established as internal presences and internal presences are relocated in the external world.
Klein explored the significance of loss, mourning, and primitive defence mechanisms in psychic life and introduced the idea of two fundamental positions of development, the paranoid-schizoid position and the depressive position, challenging Freud' s account of the psychosexual stages. With these two concepts she drew parallels between the infant psyche and adult neurotic and psychotic stages. Her belief in the death drive and in the importance of psychotic mechanism in infant mental development are among her most controversial ideas.
Christian religious education need to apply Klein's views on the role of psychotic mechanisms in the infant and adult psyche. In particular, We can increase our understanding of schizoid defense mechanisms, such as splitting, and the role they play in borderline conditions, those mental disorders spanning the border between neurotic and psychotic stages. Out of Klein's thought, faithful education emphasize the importance the mother-infant bond in shaping adult personality. This is closely associated with the importance the believer-God bond in shaping spirituality.
Faithful education stresses the role of the affective tie between believer and caregiver in organizing spiritual personality. The wholistic faithful education toward experience of safety feeling is the cultivation of feeling of uneasiness for one's life. For student, Christ is presented the object-relation one is to aid in restructuring the self from the dominion of anxiety. The student is encouraged to children of God on the passion of Christ The learner is allowed oneself rest and refreshment while mediating on the Resurrection and the joys of heaven.
Prayer is taught in faithful education which is a communion, communication, or conversation with God as the ultimate personal reality in the universe. Both individual (private) and corporate (public) prayer involve different forms,:reciting the Psalms and Lord' s prayer, Repetition, contemplation, reading scripture. Prayers offer different dimensions:praise or adoration, thanksgiving, confession, petition or intercession, and surrender or dedication.
Children learn to pray through example and experience. Adults should pray with them at home and in church regularly. Christian religious education teach about prayer by explaining the meaning of the forms used. Youth groups should be encouraged to increase in their understanding of the meaning and the role of prayer. Young people and adults explore various forms through units of study that combine both background and practice. The worship of a religious community is a concerted act of prayer, and the depth of an individual's life in prayer is strengthened by regular participation in weekly worship.
Klein' s clinical work with children is the existence of an early infantile superego, an innate aggressive drive, and a primary object relationship with the mother. She proposed the psycho-analysis of children that the infant is pre-disposed to seek a relationship with a caretaker figure independent of other needs. The personality of human beings are accomplished by experience as internalized 'presences' within the mind (like the 'voice' of one' s mother). Part objects are developmentally primitive internal objects like the mother s breast. Klein also described cycles of introjection and projection through which external objects (people) become established as internal presences and internal presences are relocated in the external world.
Klein explored the significance of loss, mourning, and primitive defence mechanisms in psychic life and introduced the idea of two fundamental positions of development, the paranoid-schizoid position and the depressive position, challenging Freud' s account of the psychosexual stages. With these two concepts she drew parallels between the infant psyche and adult neurotic and psychotic stages. Her belief in the death drive and in the importance of psychotic mechanism in infant mental development are among her most controversial ideas.
Christian religious education need to apply Klein's views on the role of psychotic mechanisms in the infant and adult psyche. In particular, We can increase our understanding of schizoid defense mechanisms, such as splitting, and the role they play in borderline conditions, those mental disorders spanning the border between neurotic and psychotic stages. Out of Klein's thought, faithful education emphasize the importance the mother-infant bond in shaping adult personality. This is closely associated with the importance the believer-God bond in shaping spirituality.
Faithful education stresses the role of the affective tie between believer and caregiver in organizing spiritual personality. The wholistic faithful education toward experience of safety feeling is the cultivation of feeling of uneasiness for one's life. For student, Christ is presented the object-relation one is to aid in restructuring the self from the dominion of anxiety. The student is encouraged to children of God on the passion of Christ The learner is allowed oneself rest and refreshment while mediating on the Resurrection and the joys of heaven.
Prayer is taught in faithful education which is a communion, communication, or conversation with God as the ultimate personal reality in the universe. Both individual (private) and corporate (public) prayer involve different forms,:reciting the Psalms and Lord' s prayer, Repetition, contemplation, reading scripture. Prayers offer different dimensions:praise or adoration, thanksgiving, confession, petition or intercession, and surrender or dedication.
Children learn to pray through example and experience. Adults should pray with them at home and in church regularly. Christian religious education teach about prayer by explaining the meaning of the forms used. Youth groups should be encouraged to increase in their understanding of the meaning and the role of prayer. Young people and adults explore various forms through units of study that combine both background and practice. The worship of a religious community is a concerted act of prayer, and the depth of an individual's life in prayer is strengthened by regular participation in weekly worship.
목차
1. 여는 이야기
2. 불안의 개념
3. 대상 관계 이론의 불안 경험
4. 클라인의 대상 관계 치유
5. 안정감 경험의 신앙교육
6. 맺는 이야기
참고 문헌
Abstract
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