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The purpose of this article is to analyze the context of Christian liberal education at a Christian college and to investigate some feasible alternatives in Christian liberal education. In particular, the analysis is about Christian liberal education at Yonsei University, which is a representative of Korean Christian colleges. In terms of "plurality" which would generally symbolize the postmodern society, the researchers looked at the theories of Christian education and critically reviewed Christian liberal education at Yonsei University.
First, the researchers suggest three theories of Christian education, which are highly related to the plurality of the postmodern society. The theories are K. Scott's typology of Christian education (1984), G. Moran's language theory of religious education (1989), and W. Sohn's theopraxis approach (2001). Secondly, this article analyzed the Christian liberal education at Yonsei University by looking at the curriculum, Understanding on the Christianity, which is divided into three different subjects, Bible and Christianity, Christianity and Modern Society, and World Cultures and Christianity. Each subject was analyzed in reference to educational objectives, educational contents, methods, and a needs assessment of the learners. As a result of the analysis, the Christian liberal education at a Christian college shows three characteristics. First, Christian liberal education of the Christian college mainly focuses on the revisionist rather than the ecclecial enculturation and the reconceptualist. Second, liberal education of the Christian college is more interested in the native language of religious education and the language of academic religious education in comparison with the language of inter-religious education, the language of public religious education, and a post-religion religious education language. Last, the Christian college needs to consider the aspect of spiritual praxis for spiritual growth of students in Christian liberal education. In conclusion, the Christian liberal education in the future needs to be developed including various subjects with the perspective of plurality of postmodern society.
First, the researchers suggest three theories of Christian education, which are highly related to the plurality of the postmodern society. The theories are K. Scott's typology of Christian education (1984), G. Moran's language theory of religious education (1989), and W. Sohn's theopraxis approach (2001). Secondly, this article analyzed the Christian liberal education at Yonsei University by looking at the curriculum, Understanding on the Christianity, which is divided into three different subjects, Bible and Christianity, Christianity and Modern Society, and World Cultures and Christianity. Each subject was analyzed in reference to educational objectives, educational contents, methods, and a needs assessment of the learners. As a result of the analysis, the Christian liberal education at a Christian college shows three characteristics. First, Christian liberal education of the Christian college mainly focuses on the revisionist rather than the ecclecial enculturation and the reconceptualist. Second, liberal education of the Christian college is more interested in the native language of religious education and the language of academic religious education in comparison with the language of inter-religious education, the language of public religious education, and a post-religion religious education language. Last, the Christian college needs to consider the aspect of spiritual praxis for spiritual growth of students in Christian liberal education. In conclusion, the Christian liberal education in the future needs to be developed including various subjects with the perspective of plurality of postmodern society.
목차
Ⅰ. 서론
Ⅱ. 기독교 교양교육을 위한 이론적 탐색
Ⅲ. 연세대학교 기독교 교양교육의 사례 분석 1 : 교과목 분석
Ⅳ. 연세대학교 기독교 교양교육의 사례 분석 2 : 학습자의 요구 분석
Ⅴ. 결론을 대신하여 : 기독교 교양교육의 새 방향
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