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
The purpose of this paper is to explore spirituality education with hermeneutical approach. In order to explore this purpose, the paper deals with three kinds of reflection: the reflection of the concept, historical reflection, curricular reflection.
First, the concept about spirituality discipline needs to change toward spirituality education. spirituality discipline has a fixed goal with a persistent direction in discipline. In contrast with spirituality discipline, spirituality education unfold learner's ability that has diversity of learner's learning goal in accordance with their vocation.
Second, for this education of spirituality, this paper suggests spirituality of relationship with God's Word rather than monastic's spirituality emphasized mystic, intellectual contents and liberative spirituality emphasized social-political contents. This spirituality of relationship with God's Word has a traditional history in spirituality which is lectio divina, religion reformer & the puritans, spiritual exercises, spiritual formation, and narrative spirituality. This traditional spirituality of God's Word lacks in a curricular reflection and an educational system.
Third, in curricular reflection about spirituality education, this paper suggests goal and objectives of spirituality education which is relationship with 'I and Thou' rather than 'I and It'. The relationship of 'I and Thou' is expressed in Andrew Bolton's non-conformist in contrast with conformist. Andrew Bolton's non-conformist has a peculiar emphasis about a covenant communion, a priesthood of all believers, non-credal, diversity and ambiguity. In selection and organization of contents, this paper suggests contents which are lectio divina, worship and spirituality, community living, ecology and spirituality, developmental contents. In method and teaching-learning process, Thomas Groome, John Westerhoff, Maria Harris emphasize a dialogical process between teacher and learner, subject and object. In a dialogical process, spirituality education needs hermeneutical imagination for expression results and consensual process. Needed reason of dialogical process and imagination is reality's plurality and ambiguity in spirituality education.
Especially in a process of spirituality education, there is an emphasis of a value of slowness. A value of slowness in spiritulity education is required for coping with 21st century speed. Spirituality in a hermeneutical approach emphasizes a slowness's spirituality. For this slowness's spirituality, adminstration and evaluation in spirituality education needs to supply learners in educational context.
First, the concept about spirituality discipline needs to change toward spirituality education. spirituality discipline has a fixed goal with a persistent direction in discipline. In contrast with spirituality discipline, spirituality education unfold learner's ability that has diversity of learner's learning goal in accordance with their vocation.
Second, for this education of spirituality, this paper suggests spirituality of relationship with God's Word rather than monastic's spirituality emphasized mystic, intellectual contents and liberative spirituality emphasized social-political contents. This spirituality of relationship with God's Word has a traditional history in spirituality which is lectio divina, religion reformer & the puritans, spiritual exercises, spiritual formation, and narrative spirituality. This traditional spirituality of God's Word lacks in a curricular reflection and an educational system.
Third, in curricular reflection about spirituality education, this paper suggests goal and objectives of spirituality education which is relationship with 'I and Thou' rather than 'I and It'. The relationship of 'I and Thou' is expressed in Andrew Bolton's non-conformist in contrast with conformist. Andrew Bolton's non-conformist has a peculiar emphasis about a covenant communion, a priesthood of all believers, non-credal, diversity and ambiguity. In selection and organization of contents, this paper suggests contents which are lectio divina, worship and spirituality, community living, ecology and spirituality, developmental contents. In method and teaching-learning process, Thomas Groome, John Westerhoff, Maria Harris emphasize a dialogical process between teacher and learner, subject and object. In a dialogical process, spirituality education needs hermeneutical imagination for expression results and consensual process. Needed reason of dialogical process and imagination is reality's plurality and ambiguity in spirituality education.
Especially in a process of spirituality education, there is an emphasis of a value of slowness. A value of slowness in spiritulity education is required for coping with 21st century speed. Spirituality in a hermeneutical approach emphasizes a slowness's spirituality. For this slowness's spirituality, adminstration and evaluation in spirituality education needs to supply learners in educational context.
목차
Ⅰ. 서론 : 영성“훈련”에서 영성“교육”으로
Ⅱ. 영성교육을 위한 역사적 성찰
Ⅲ. 영성교육을 위한 교육과정적 성찰
Ⅳ. 결론 : 느림의 가치
참고문헌
〈Abstract〉
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
현대적 의미의 기독교 영성교육
기독교교육정보
2003 .10
-
기독교 영성의 대학교육 현장에서의 반영
대학과 복음
2005 .12
-
왜 이시대에 기독교 영성인가?
신학과 목회
2011 .05
-
몸의 영성과 기독교교육
기독교교육정보
2006 .04
-
교회 교육을 위한 영성신학적 연구
기독교교육정보
2004 .04
-
생태여성신학의 영성 고찰
신학논단
2006 .02
-
Spirituality in Religious Education: Toward a Spiritual Approach
Journal of Christian Education & Information Technology
2001 .06
-
일터에서 기독교 영성의 작용 탐색
기독교교육정보
2008 .12
-
Toward A Pastoral Spirituality Today
Theology and The World
2006 .09
-
유아기 영성교육의 중요성
신학과 목회
2010 .11
-
기독교 영성과 4차원의 영성에 대한 비교 연구 : “말씀과 기도의 영성”을 중심으로
오순절 신학 논단
2009 .12
-
종교, 영성 그리고 건강
종교문화연구
2010 .12
-
사회복지사의 영성과 조직성과의 관계에 관한 연구
신학과 목회
2010 .11
-
New Spirituality Culture and Religious Tradition
원불교학
2001 .06
-
Donghak : Towards Life and Spirituality
Korea Journal
2002 .12
-
노동과 기독교 영성－기독교 영성의 영역확대를 위한 연구
신학과 선교
2014 .01
-
영성교육의 모형과 지도력
기독교교육정보
2006 .04
-
개혁주의 영성이해를 위한 소고 : 총체적 영성을 위하여
복음과 신학
1999 .03
-
Spirituality and Ecclesiology
한국기독교신학논총
2003 .07
이 논문의 저자 정보
이 논문과 함께 이용한 논문
영성지능의 교육적 함의 : 홀리스틱 교육을 중심으로
김복영
한국정신과학회 학술대회논문집
2011
.04
사회복지사의 영성(Spiritualty)교육프로그램 참여 후 변화 경험 연구 : 임상사목교육(CPE)을 중심으로
김경미
한국콘텐츠학회논문지
2016
.06
유아교사의 정서노동에 대한 교사의 영성과 기관풍토의 영향
이경화
,
심은주
어린이미디어연구
2014
.04
프랭크 스코필드(Frank W. Schofield)의 영성
남태욱
종교연구
2008
.12
[퀘이커리즘에서 배운다 14] 펜들힐 일기(4)
정지석
기독교사상
2012
.07
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0100-2009-230-018284914