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This paper attempts to find the sacramental journey of Christian religious instruction. The contents of this study are identified as the following.
First, sacrament is an especially charged channel of God's grace and is enmeshed with all the events of a person's life. Sacrament is God's self-disclosure of his presence, power, and existence. And sacrament is a holy act in itself, and its result is holy.
Secondly, in Christian religious instruction act God reveals himself to learners in a concentrated way by sacramenting learners as they grow holistically unto him. Christian religious instruction serves as a potent conduit through which God's grace pour forth in a sacramented way to educator and learners. Additionally, Christian religious instruction act is itself always a eucharist because it is a sacramented personal existential communion between teacher and learners. It is through Christian religious instruction that the sacramented relationship of a person with Jesus receives its necessary cognitive expansion, affective ripening, and lifestyle deepening.
Finally, sacrament is a focused channel of God's grace given at key times in a person's journey through life. Sacramental experience is one expression of the graced life that we have all been invited to live as human beings. The first stage of the sacramental journey is the purgative way, by moving from a previous satisfaction with life, to a new sense of frustration with ourselves and our ways of relating. The second stage of the sacramental journey is the illuminative way. It leads us from earlier stages of self-satisfaction with our love for God to an authentic understanding that we are loved, not because we are good, but because God is loving. The fruits of this experience are self-acceptance and a new taste of closeness to God. The final stage of the sacramental journey is the unitive way which is an indicator of fully authentic human living of eternal union with God. This stage is a less self-conscious stance than those of earlier stages. The major fruits of the unitive way are self-knowledge, freedom, and compassion.
First, sacrament is an especially charged channel of God's grace and is enmeshed with all the events of a person's life. Sacrament is God's self-disclosure of his presence, power, and existence. And sacrament is a holy act in itself, and its result is holy.
Secondly, in Christian religious instruction act God reveals himself to learners in a concentrated way by sacramenting learners as they grow holistically unto him. Christian religious instruction serves as a potent conduit through which God's grace pour forth in a sacramented way to educator and learners. Additionally, Christian religious instruction act is itself always a eucharist because it is a sacramented personal existential communion between teacher and learners. It is through Christian religious instruction that the sacramented relationship of a person with Jesus receives its necessary cognitive expansion, affective ripening, and lifestyle deepening.
Finally, sacrament is a focused channel of God's grace given at key times in a person's journey through life. Sacramental experience is one expression of the graced life that we have all been invited to live as human beings. The first stage of the sacramental journey is the purgative way, by moving from a previous satisfaction with life, to a new sense of frustration with ourselves and our ways of relating. The second stage of the sacramental journey is the illuminative way. It leads us from earlier stages of self-satisfaction with our love for God to an authentic understanding that we are loved, not because we are good, but because God is loving. The fruits of this experience are self-acceptance and a new taste of closeness to God. The final stage of the sacramental journey is the unitive way which is an indicator of fully authentic human living of eternal union with God. This stage is a less self-conscious stance than those of earlier stages. The major fruits of the unitive way are self-knowledge, freedom, and compassion.
목차
Ⅰ. 서론
Ⅱ. 종교교육적 관점에서의 성례
Ⅲ. 가르침의 성례: 종교수업
Ⅳ. 종교수업에서의 성례적 커뮤니케이션
Ⅴ. 결론
참고문헌
Abstract
참고문헌 (11)
참고문헌 신청
[학술지(정기간행물)] - Confoy, Maryanne / 2003 / Mysticism - God's Initiative and Our Response. Horizons and Hopes: the Future of Religious Education
[학술지(정기간행물)] - Gangel, Kenneth O / 2000 / Candles in the Darkness. Forging a Better Religious Education in the Third Millennium
[학술지(정기간행물)] - Gangel, Kenneth O / 2002 / Communication and Conflict Management in Churches and Christian Organizations
[학술지(정기간행물)] - Groome, Thomas H / 1998 / Educating for Life : A Spiritual Vision for Every Teacher and Parent
[학술지(정기간행물)] - Groome, Thomas H / 2003 / Horizons and Hopes: the Future of Religious Education
[학술지(정기간행물)] - Gangel, Kenneth O / 2000 / Candles in the Darkness. Forging a Better Religious Education in the Third Millennium
[학술지(정기간행물)] - Gangel, Kenneth O / 2002 / Communication and Conflict Management in Churches and Christian Organizations
[학술지(정기간행물)] - Groome, Thomas H / 1998 / Educating for Life : A Spiritual Vision for Every Teacher and Parent
[학술지(정기간행물)] - Groome, Thomas H / 2003 / Horizons and Hopes: the Future of Religious Education
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