Critical Theory and Christian Education
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
A recent heir of critical theory, Jürgen Habermas criticizes positivism and the reductivist tendencies of scientific methods by unmasking the objectivist illusion of “pure” disinterested knowledge. He argues that knowledge cannot be free from the natural interests of life and their irritating influence. According to Antonio Gramsci, a sociologist, hegemony is a whole body of practices and expectations which forms the limits of common sense, habits, and assumptions fundamentally rooted in a society. Educational institutions are the main agencies perpetuating the hegemony by transmitting cultural capital and intellectual property. Under the rubric of culturalism, Christian education has often served to legitimize and further the dominant culture by the preservation and distribution of selective tradition and selective history. Moreover, hidden curriculums in Christian education have often supported unbiblical values such as materialism, individualism, or imperialism, further exacerbating the negative influence on the already victimized people in society rather than indemnifying them. With the insight of critical theory, this article argues that Christian educators should critically examine the formal and hidden curriculum in order to prevent Christian education from reproducing the dominant culture and value which are opposite to those of Christianity. Additionally, the teaching-learning process of Christian education should include a dimension of critical reflection and the subjective formation of meaning as well as the transmission of knowledge and indoctrination. When curriculum developers, teachers, and students cooperate to critically analyze organizational structures and their respective traditional assumptions, they can offset the unjust and oppressive features in Christian education.
Abstract
A recent heir of critical theory, Jürgen Habermas criticizes positivism and the reductivist tendencies of scientific methods by unmasking the objectivist illusion of “pure” disinterested knowledge. He argues that knowledge cannot be free from the natural interests of life and their irritating influence. According to Antonio Gramsci, a sociologist, hegemony is a whole body of practices and expectations which forms the limits of common sense, habits, and assumptions fundamentally rooted in a society. Educational institutions are the main agencies perpetuating the hegemony by transmitting cultural capital and intellectual property. Under the rubric of culturalism, Christian education has often served to legitimize and further the dominant culture by the preservation and distribution of selective tradition and selective history. Moreover, hidden curriculums in Christian education have often supported unbiblical values such as materialism, individualism, or imperialism, further exacerbating the negative influence on the already victimized people in society rather than indemnifying them. With the insight of critical theory, this article argues that Christian educators should critically examine the formal and hidden curriculum in order to prevent Christian education from reproducing the dominant culture and value which are opposite to those of Christianity. Additionally, the teaching-learning process of Christian education should include a dimension of critical reflection and the subjective formation of meaning as well as the transmission of knowledge and indoctrination. When curriculum developers, teachers, and students cooperate to critically analyze organizational structures and their respective traditional assumptions, they can offset the unjust and oppressive features in Christian education.
참고문헌 (32)
- Amen, Kenneth., "Border religions of faith" (1987), Orbis Books
- Bernstein, Richard J., "Habermas and modernity" (1985), The MIT Press
- Bowles, S, "Schooling in capitalist America" (1975), Basic Books
- Cagan, E., "Individualism, collectivism and radical educational reform", Harvard Educational Review, 48(2), pp.227~266 (1978)
- Cooley, Charles H., "Social organization" (1990), Scribner’s Sons
- Coser, Lewis A., "The function of social conflict" (1964), The Free Press
- Demerath, N. J., "System, change, and conflict" (1967), The Free Press
- Eggleston, J., "Contemporary research in the sociology of education" (1974), Methuen
- Freire, Paulo., "Pedagogy of the oppressed, 30th Anniversary Edition" (2000), Bloomsbury
- Giroux, Henry A., "Curriculum and instruction" (1981), McCutchan Publishing Corporation
- Gomes, Peter., "The good book" (1996), William Morrow and Company
- Gramsci, Antonio., "Selections from the prison notebooks of Antonio Gramsci" (1971), International Publishers
- Habermas, J., "Knowledge and human interests" (1971), Beacon Press
- Habermas, J., "Theory and practice" (1973), Beacon Press
- 김도일, "지역공동체로 나아가는 기독교교육", 기독교교육 논총, (47), pp.51~93 (2016), 한국기독교교육학회
- 권진구, "A Reflection on the Relationship between Human Rights and Christian Spirituality", 기독교교육 논총, (45), pp.147~179 (2016), 한국기독교교육학회
- Kraemer, Ross Shepard, "Woman & Christian origins" (1999), Oxford University Press
- Minnich, Elizabeth., "Transforming knowledge" (1990), Temple University Press
- 오성주, "21세기 위기사회 속에서의 영성과 기독교교육", 기독교교육 논총, (47), pp.13~49 (2016), 한국기독교교육학회
- O’Neil, John, "On critical theory" (1976), Heinemann
- Ozmon, Howard A., "Philosophical foundations of education" (2003), Merrill Prentice Hall
- Pusey, Michael., "Jürgen Habermas" (1993), Routledge
- Pinar, William., "Curriculum theorizing" (1975), McCutchan Publishing Corporation
- Plaskow, Judith, "Weaving the vision: New patterns in feminist spirituality" (1989), Harper & Row
- Polanyi, M., "Personal knowledge" (1964), Harper & Row
- Ruether, Rosemary R., "Sexism and God-talk: Toward a feminist theology" (1983), Beacon Press
- Senesh, L., "Our working world: Families at work" (1964), Science Research Associates
- Seymour, J. L., "Contemporary approaches to Christian education" (1982), Abingdon Press
- Stanley, Aronowitz, "Postmodern education: Politics, culture, and social criticism" (1991), University of Minnesota Press
- Thompson, John B., "Habermas : Critical debates" (1982), The MIT Press
- Weitz, R., "Life with AIDS" (1992), Rutgers University Press
- Wimberly, Anne S., "Soul stories" (1995), Abington