선교지 기독교 대학의 코어 커리큘럼 작성

Abstract

This paper deals with establishing Christian core-curriculum from a Reformed point of view (the paper also uses the term “college education that enables mission”) for Christian colleges and universities in the mission fields. The paper explores definition, content, and uses of core-curriculum, and relevant issues that must be deal with for the formation of it in the situation of the mission field. It also provides a plan and roadmap for the formation of three core-curriculum for PAUA member institutions. Faith and education/knowledge are two different tasks. From a Reformed view of life-system, however, they are considered to be structured and functioning under the same principle that is governed by Christ`s sovereignty in the world. The principle of faith governs the content, direction, and purpose of education and knowledge. The foundational step of applying this Christian education is formation of core-curriculum. Christian core-curriculum purposes to cultivate Christian perspective of thinking and performing scholarship in the world (ability to shape Christian worldview and interpret things of the world); to introduce research methods with which students examine and learn about essential parts of life and world (academic ability); and to nurture in the students ability to communicate and live creatively as redeemed image of God in His world (Christian attitude for life). There are significant issues vis-a-vis establishing core-curriculum in the mission fields. First, core-curriculum is to be established upon a clearly articulated identity of college that is accommodated to the situation of the mission fields. College education provides a diverse and complicated curriculum. Leaders face many problems and challenges regarding forming curriculum and educating students. It is essential for the leaders to clearly understand the identity of the college and purpose of education in order to properly handle them. Second, Christian core-curriculum in its unique nature and content is a specialized curriculum that cannot be replaced or complemented by courses on the Bible or theology or addition of chapel. The college leadership needs to understand not only the distinctive place and task of core-curriculum within the whole college education but also how the core-curriculum relates to other parts of education. For the whole curriculum may be differently structured depending on the kind of Christian worldview and style of faith the leadership occupies. Third, it is essential to critically identify the relationship between perspectival education of interpreting world and life on the one hand and practical education for living on the other. Christian colleges face the long-standing challenge of understanding education as vocational training. This challenge may be more aggressive in the mission fields. The proper relationship between the two is found in the biblical redemption in which Christ reconciles all things of creation. Recognition of the relationship demands Christians to be stewardly responsible for the world. Lastly, whether all the issues regarding formation of Christian core-curriculum actually lead to fruition depends on the width and depth of the leadership`s understanding of Christian education and its commitment to its realization. PAUA is committed to applying above-mentioned principle of Christian education by producing three courses of core-curriculum: (1) Biblical Foundations, (2) Introduction to Christian Philosophy, (3) Faith and Science. The first two courses are part of the core-curriculum that the author teaches at Dordt College, a Reformed Christian college in the US. This paper includes a rough draft of the two courses. PAUA will attempt to accommodate the material to the Christian colleges in the mission fields. Along with well-designed material good education requires well-equipped instructors. Faculty enrichment program must accompany the project of developing core-curriculum.