북한의 상황을 고려한 신학교육 커리큘럼과 교수－학습방법에 대한고찰－탈북민 신학생들의 한국 신학교에서의 학습경험을 바탕으로－
To Envision Theological Education more Appropriate for the People and the Context of North Korea based on the Learning Experiences of North Korean Defector Theological Students: Focusing on Teaching and Learning Styles and Curriculum Issues
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초록
본 논문은 탈북민 신학생들과 졸업생들의 한국 신학교육 현장에서의 학습경험에 대한질적 연구를 바탕으로 쓰여 졌다. 북한을 떠났을 때의 나이가 17세 이상으로, 한국에서 3년 이상 신학교육을 받은 탈북민 신학생들과 졸업생 목회자들 18명을 대상으로 반구조적면접을 통해 자료를 수집하였다. 과거 북한에서 사회화했던 문화적 준거의 틀과, 한국 신학교에 들어오기까지 선행경험, 현재 남한 사회에 거주하는 탈북민으로서의 독특한 사회적 위치를 고려하여, 이들의 학습경험을 살펴보았다. 또한 참여자들의 경험과 비판적 성찰을 바탕으로 현재 탈북민 목회자와 기독교 지도자의 양성과 잠재적으로는 미래에 북한에세워질 신학교육에 대한 다양한 제안을 들어보았다. 본 논문에서는 교수－학습 방법과 커리큘럼에 관한 연구결과들에 주목하였다.
Abstract
The qualitative research from which this article is written is particularly concerned with a group of North Korean defectors who are acquiring theological education in South Korea. Eighteen students and graduates (hereinafter “consultants”) were interviewed to gain understanding of their learning experiences. The research concern was three-fold: (1)to examine ways in which the consultants’ cultural frames of reference and life experiences prior to coming to theological education affected their learning experiences in South Korea; (2) to understand how their current unique social location affected their learning experiences and how it involved positioning and negotiation and construction of identities;and (3) to discover the implications of their experiences as a means for preparing for the theological education that will be established in North Korea. Bodies of literature that framed this study were adult education theories including transformative learning and situated learning, theological education, and North Korean studies. The naturalistic inquiry postures were adopted. This article presents findings only pertaining to teaching and learning styles and curriculum issues.
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