헤르만 바빙크의 생애와 그의 교육 및 교육학에 대한 기초적 논의

Abstract

Herman Bavinck’s ideas on education and pedagogy as formed in his later studies have not been well known to Korean church leaders and educators, despite the significance of his contributions to Netherlands Reformed schools as well as his introduction and discussion within many theological studies. This thesis, as a basic step to the fundamental study of his educational thought, comprises a short biography, identifies his concepts of education and pedagogy, and discusses his contributions to the historical development of Christian education. Herman Bavinck made efforts to find a Reformed theological methodology that satisfied the needs of both traditional orthodoxy and modern scholarship, while the other contemporary liberal theologians or evangelicals chose one or the other. The two goals in his theology are also applied to studies on education. His Christian Reformed ideas on education contributed to both Reformed pedagogy and the development of Christian schools. His historical contributions in Christian education are summarized as follows: (1) Bavinck recognized pedagogy and psychology as independent sciences from a Christian view of scholarship, not limiting his interest only to theology, or reducing othersciences to theology. He deduced the foundational significance of pedagogy from the nature of humanity, s cholarship and community. (2) Bavinck did not limit the contents of Christian education to faith, but included also humanity, society, scholarship, nature and culture. He did not limit Christian educational fields to church, but positively discussed both nurture at home and education at schools, which are the most important fields of Christian education. (3) Bavinck explained the uniqueness of Christian education in comparison with other modern educational theories on the basic principles of world views. He demanded positive scientific studies for the Reformed pedagogy and schooling, since there was no neutral pedagogy and schooling free from world views. He convincingly argued the excellence of Reformed Christian education and pedagogy built on the Christian world view.