기독교교육학의 정체성에 근거한 기독교교육(학)과의 커리큘럼 진단

Abstract

The aim of this study is to analyze the curriculum of Christian education departments in Korea on the basis of the identity of Christian education, and to propose a new direction for the curriculum of Christian education departments. This study includes three research questions; 1) Is the curriculum of the Christian education department relevant to the academic identity of Christian education? 2) Does the curriculum of the department fully represent all the subcategories of Christian education? 3) Does the curriculum of the department represent the particularity of Christian education, differentiating it from religious education? Generally, there are two ways of understanding the academic identity of Christian education: one is an approach that emphasizes the theological aspect of Christian education, and the other is one that emphasizes Christian education as a discipline of the social sciences. The academic identity of Christian education in this study is built up by integrating these two approaches, and analyzes the curriculum of Christian education departments in light of a ‘pedagogy of God.’ The subcategories of Christian education dealt with in this study are grouped into two categories. One is the foundational science of Christian education which includes theology of Christian education, philosophy of Christian education, psychology of Christian education, sociology of Christian education and methodology of Christian education. The other is the science of Christian education in practice, which includes classification by function, developmental stage, and context. The particularity of Christian education can be found in the use of ‘Christian education’rather than ‘religious education’ as the title of subjects in the Christian education curriculum. This study analyses the curriculum of Christian education departments in three theological seminaries in Korea on the basis of these criteria. The study finds that the curriculum of Christian education departments has a tendency to emphasize either theology or education, rather than integrating the two. Also, the curriculum does not include all subcategories of Christian education. There is little consistency in emphasizing Christian education rather than general religious education. In conclusion, this study proposes a new curriculum direction for Christian education departments which can overcome these limitations.