The Transformative Perspective of Christian Education for Unmaking of Violence in the Experiences of Modern Korea
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This study aims to explore modern Korea and her structural violence with the historical approach and then to suggest the transformative perspective of religious education as the unmaking function of violence. The Koreans started their modernity, resisting the violent occupation of the Japanese ruling (1910-1945). The author explores her structural violence from the Japanese occupation in three historical memories: the terrible assassination of Empress Myeongseong (1851-1895) who was the last queen of Korea, the March Independence Movement of 1919, and the comfort women who were Japan’s wartime sex slavery during the Pacific War. In this study, the author focuses on Gilligan’s psychological approach to violence. She regards the images of violence or aggression as “a problem in communication and an absence of knowledge about human relationships.” If her such point would be recognized, conversely the author could assume that the enhancement or progress in the relationship might be related to the unmaking or ceasing of violence. Furthermore, as the educational strategy to unmake or cease the successive chain of violence and aggression, the author suggests the transformative environment in religious education where the class members are able to enhance their mutuality and equality in the image of God for the perfection of humanity.
Abstract
This study aims to explore modern Korea and her structural violence with the historical approach and then to suggest the transformative perspective of religious education as the unmaking function of violence. The Koreans started their modernity, resisting the violent occupation of the Japanese ruling (1910-1945). The author explores her structural violence from the Japanese occupation in three historical memories: the terrible assassination of Empress Myeongseong (1851-1895) who was the last queen of Korea, the March Independence Movement of 1919, and the comfort women who were Japan’s wartime sex slavery during the Pacific War. In this study, the author focuses on Gilligan’s psychological approach to violence. She regards the images of violence or aggression as “a problem in communication and an absence of knowledge about human relationships.” If her such point would be recognized, conversely the author could assume that the enhancement or progress in the relationship might be related to the unmaking or ceasing of violence. Furthermore, as the educational strategy to unmake or cease the successive chain of violence and aggression, the author suggests the transformative environment in religious education where the class members are able to enhance their mutuality and equality in the image of God for the perfection of humanity.
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