네덜란드 기독교학교 운동의 역사가 한국 기독교학교의 과제에 주는 함의
History of the Netherlands Christian School Movement and its Implications for Korean Christian Schools
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한국기독교사립학교교육이 선교와 기독교적 인재양성교육의 효율성에 있어 도전과 위기에 직면한 오늘날, 다양한 형태의 기독교대안학교에 대한 논의와 실험이 이루어지고 있다. 그 중 개혁신학을 존중하는 사람들에게 네덜란드계 이민자들의 부모설립 기독교학교 모델은 상당한 관심의 대상이 되어왔다. 본 논문은 그 기독교학교운동의 원뿌리인 네덜란드 기독교학교운동의 이념과 발전과정을 검토함으로써 우리나라 상황에 적합한 함의를 찾으려는 문제사적 탐구이다. 네덜란드는 16세기 이래로 칼빈주의 신학에 기초한 개혁교회가 학교교육을 주도하였다. 그러나 18세기 중반 이후 계몽주의의 영향을 받기 시작했고, 19세기에 접어들면서 국가가 주도하는 공립학교제도가 확립되었다. 공립학교는 근대정신에 따라 국가통합성을 목표로 한 애국심과 기독교적 도덕성에 초점을 맞추었다. 그 결과 성경과 교리수업과 목사의 장학활동이 배제되었고, 복음주의 칼빈주의자들은 기독교학교교육을 위해 사립학교설립운동을 전개하였다. 정치사회적인 기독교학교운동의 결과 19세기 중반 종교적 세계관에 따른 사립학교교육이 법적 인정을 받게 되었고, 1920년에는 공립학교와 대등한 재정지원을 받아 냄으로써 교육의 완전한 자유를 보장받았다. 오늘날 사립학교를 통한 교육의 다양성과 자유는 네덜란드 교육의 주요한 특징이며, 종교공동체가 특정 세계관에 따라 교육할 수 있는 자유를 갖고 있다. 네덜란드계 이민자들은 새로 정착한 세계 여러 지역에서 동일한 특성의 기독교학교를 설립하여 운영하고 있다. 네덜란드 사립학교운동이 우리나라 기독교학교교육에 주는 함의는, 첫째, 공립학교교육의 기반이 되는 교육의 중립성이 사실은 이데올로기 지향적이고 기독교세계관을 위협한다. 둘째, 기독교공동체는 적극적으로 기독교 세계관을 형성하는 학교 교육의 과제를 갖는다. 셋째, 학교교육에서 부모의 인생관에 따른 교육권이 인정되어야 한다. 넷째, 기독교교육의 자유와 권리는 사회 안에서 법적인 것이므로 이 목표를 위한 사회정치적 노력이 요청된다. 다섯째, 기독교학교운동은 복음화운동과 맥을 같이한다.
Abstract
Nowadays, when Korean Christian private schooling confronts with new crisis and challenge threatening evangelical activities and Christian education, kinds of new discussions and experiments of Christian alternative schooling are attempted. Among them, the parents Christian school model of Netherlands immigrants community is paid attention by Koreans adhering to the Reformed theological traditions. This thesis is a problem-historical research on the historical development and ideas of Netherlands Christian school movement(“school struggle”) as the ideal model of the Netherlands immigrants Christian schools. In Netherlands, Reformed churches based on the Calvinistic theology administered public schooling since 16th century. Enlightenment was introduced to the country in the middle of the 18th century, and the public school system by the monopoly of the government was settled in the early 19th century. Public school system aimed at forming both patriotism and Christian virtues contributing to nationalistic solidarity on the basis of modernism. As the negative result, Bible and doctrine teaching, and clergyman’s supervision on schools were excluded. As the reaction to the government drives, evangelical Reformed Christians made all attempts establish new Christian private schools and asked education freedom and legal equality of private schools. As the result of their political and social efforts, they got the legal approval of private schools in the middle of the 19th century and the equal financial support from the government in 1920. Since then, diversity and freedom of education on the basis of world views of the certain communities have been an characteristic of the Netherlands education, and Netherlands immigrants over the world have established Christian schools for the same cause. Implications of this historical development and its ideas for the Korean Christian schools are as follows: (1) educational neutrality of modern public school has ideologically been oriented in schooling reality and threatened the Christian world view. (2) Christian community has the task of forming Christian world view for her new generation. (3) Parents’ education rights for the children according to their own life view have to be respected. (4) Freedom and rights of education can be achieved by political and social efforts. (5) Christian school movement has been developed by evangelical enthusiasm and collective efforts.
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