홀리스틱 교육과정으로서의 성지순례 연구

Abstract

The effects of the COVID-19 pandemic over these two years have caused modern people to experience economic as well as emotional crises, which include helplessness, depression, anger, frustration, despair, and loneliness. The members of the church are no exception. As the pandemic’s situation improves, travel between countries will become smooth again, and safe tourism overseas may return. When that time comes, pilgrimage can be considered as a holistic curriculum to overcome tasks such as reinvigorating the passive ministry, providing sufficient opportunity for faith formation and maturity education, and most of all healing the emotional scars developed during pandemic. As a holistic curriculum, pilgrimage encompasses four dimensions. First, it is a cognitive dimension related to learners' intellectual activities. This dimension relates to the learner's knowledge of the transcendent’s sovereignty, the revelations provided from the transcendent, the scriptures and literature produced in the interaction between the transcendent and the believer, and historical information. Second, it is an emotional dimension related to human feelings, judgments of values, and internalization and personalization of specific meanings by learners. Third, it is a behavioral dimension. The learner's behavior is related to communication expressed in relationships with others beyond the level of instincts, and subjective and creative behavior according to personification at the emotional dimension. Fourth, it is a spiritual dimension. The spiritual dimension in the Christian educational environment can be explained by connecting and integrating an individual’s cognitive, emotional, and behavioral domains. This process can be explained as follows: the individual notices the transcendent as creator, and then he or she--as a created lifeform--shows awe and wonder for the transcendent's activities. The individual then forms a relationship with the transcendent and achieves spiritual maturity. Therefore, pilgrimage to the Holy Land is distinct from general tourism. For such an archaic tradition to influence modern peoples’ piety today, pilgrimage to the Holy Land contributes not only to cognitive, emotional, and behavioral dimensions, but also to holistic faith formation and spiritual maturity through forming awe and wonder for transcendent’s history as well as forming a relationship with Him. This study presents each educational model such as preliminary education before pilgrimage, education during pilgrimage, and continuing education after pilgrimage for pilgrimage as a holistic curriculum.