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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국기독교교육정보학회 Journal of Christian Education & Information Technology Journal of Christian Education & Information Technology Vol.9
- 발행연도
- 2006.4
- 수록면
- 277 - 295 (19page)
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초록· 키워드
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Christian education is a cultural means of delivering messages about certain values. In Korea, Christianity is considered as a foreign religion; therefore it is not easy to distinguish biblical messages from descriptions of western culture. This purpose of this investigation is to find the identity of Christian education in Confucian Korean culture.
Is it not true that Confucian tradition is being taught to Sunday school children, whether superficially or tacitly? If this is true, then how can we, Christian educators, help those children find Christian morals at times when children are exposed to Confucian values?
Using Genesis 12:1 through 9, we studied what kind of values Korean churches teach, and what kind of values churches in France teach to children. The reason behind why we selected the story of Abraham’s leaving of his hometown is because the story not only gives rise to questions concerning ‘faith,’ but also ethical, cultural questions about the ‘relationship between parents and children.’ Through comparing the teaching materials used in Korea and France, we found out that there was a difference in the two culture’s ‘value of education.’
In French culture, Abraham’s leaving of his hometown is portrayed as an ‘adventure,’ an ‘adaptation in a new world.’ The portrayal is undoubtedly positive. Abraham leaving his parents in order to follow God’s will is interpreted as Abraham’s ‘freedom’of doing so, which is an idea that reflects French education philosophy. On the other hand, Korean teaching materials portray the story as Abraham’s ‘obedience’ to God, and therefore becoming himself the ‘pioneer of faith.’ This reflects the dominance of parental units over children, a distinct feature in Korean educational culture. Like this, we can discover that biblical interpretations differ from culture to culture, according to what each culture values.
Are we going to raise our kids in to ones who ‘obey,’ or ones who have ‘autonomy’? The future of Korea’s Christian education all depends on what we, as Christian educators, put which type of educational value as most important.
Is it not true that Confucian tradition is being taught to Sunday school children, whether superficially or tacitly? If this is true, then how can we, Christian educators, help those children find Christian morals at times when children are exposed to Confucian values?
Using Genesis 12:1 through 9, we studied what kind of values Korean churches teach, and what kind of values churches in France teach to children. The reason behind why we selected the story of Abraham’s leaving of his hometown is because the story not only gives rise to questions concerning ‘faith,’ but also ethical, cultural questions about the ‘relationship between parents and children.’ Through comparing the teaching materials used in Korea and France, we found out that there was a difference in the two culture’s ‘value of education.’
In French culture, Abraham’s leaving of his hometown is portrayed as an ‘adventure,’ an ‘adaptation in a new world.’ The portrayal is undoubtedly positive. Abraham leaving his parents in order to follow God’s will is interpreted as Abraham’s ‘freedom’of doing so, which is an idea that reflects French education philosophy. On the other hand, Korean teaching materials portray the story as Abraham’s ‘obedience’ to God, and therefore becoming himself the ‘pioneer of faith.’ This reflects the dominance of parental units over children, a distinct feature in Korean educational culture. Like this, we can discover that biblical interpretations differ from culture to culture, according to what each culture values.
Are we going to raise our kids in to ones who ‘obey,’ or ones who have ‘autonomy’? The future of Korea’s Christian education all depends on what we, as Christian educators, put which type of educational value as most important.
목차
Introduction
Ⅰ. Comparasion des valeurs de l‘education : obeissance ou liberte
Ⅱ. Reflexion sur la valeur de la tradition : obligation ou adhesion
Conclusion
BIBLIOGRAPHIE
ABSTRACT
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