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한국기독교 교육의 사회윤리적 목적에 관한 한 가치관론적 연구

Title
한국기독교 교육의 사회윤리적 목적에 관한 한 가치관론적 연구
Authors
손승희
Issue Date
1977
Department/Major
대학원 기독교학과
Publisher
이화여자대학교 대학원
Degree
Doctor
Abstract
本 論文에는 二重的 目的이 있다. 하나는 韓國 基督敎敎育의 價値觀을 社會倫理的 觀点에서 分析·評價하는 것이고, 다른 하나는 특별히 社會變化에 관련된 價値觀에 관한 하나의 經驗的 理論을 定立해 보고자 하는 것이다. 本 論文의 基本前提는 現代 社會에 있어서 基督敎는 사람들에게 바람직한 社會變化의 方向과 活力을 줄 수 있는 價値體系 내지 信念體系를 제시해 주어야 하고, 이것을 敎育的 側面에서 보조하는 것이 基督敎敎育의 한 과제가 된다는 것이다. 韓國 基督敎敎育의 價値觀의 評價는 그것이 바람직한 價値觀을 제시하는가(敎育의 內容)하는 것과 그것이 實際作業에서 敎育的으로 理解되고, 表現되고 있는가(敎育의 過程)를 다루어야 하지만, 이 論文에서 이 前者에다 範圍를 限定시키고 있다. 또한 價値觀의 領域도 社會倫理的 目的에 限定시켰다. 評價의 準 틀을 장만키 위한 理論的 基礎로서 하나의 價値觀論을 定立했다. 이 理論形成의 反說은 어떤 사람의 窮極的 價値委任과 時相과 社會相이 그 사람의 社會變動에 대한 價値觀의 特性을 決定하는 重要한 要因이 된다는 것, 그리고 그러한 價値觀의 類型은 神學의 類型과 相關關係를 가진다는 것이다. 이러한 反說의 檢證을 위해서 韓國基督敎敎育의 社會倫理的 關心의 變化를 社會·歷史的 狀況과 神學的 背景과의 관련성 안에서 歷史的으로 槪觀해 보았다. 그 結果, 社會倫理的 關心은 초창기에는 消極的이였다가 다음엔 積極的이였다가, 다시 消極的이였고, 그 다음에는 다시 積極的 樣態에로 變化하여 왔다는 것과, 이에 관련하여 神學的 경향은 根本主義(乃至 敬 主義)神學, 自由主義神學, 다음엔 新正統主義神學, 다시 다음에 世俗神學으로 變化한 것을 볼 수 있다. 韓國의 基督敎敎育의 價値觀을 評價하기 위해서 現在 敎會學校와 基督敎學校에서 使用하고 있는 聖經敎材 curriculum을 위해서 定型化시킨 價値觀類型論에 맞추어 分析하였다. 分析한 結果, 一般的으로 依存型과 利己型의 價値觀이 지배적이고, 社會變化에의 적극적인 힘보다는 주어진 秩序에의 適應과 機能的 役割을 강조하는 現在志向的 價値觀으로 나타나고 있다. 이것은 오늘날의 韓國 基督敎敎育이 理論이나 思想面에서는 時代에 適合하고 妥當한 價値觀을 제시하고 있으나, 實際面에 있어서는 그렇지 못하다는 것이다. ; A duel purpose has governed the writing of this thesis. One goal was to analyze and to evaluate the value-orientations of Christian education in Korea in the light of a social ethic; the other was to attempt to formulate an empirical theory about value-orientations, especially those concerning social change. The basic assumption of this thesis is that Christianity, in contemporary society, should manifest the value-or belief-systems which can give not only a desirable direction to the social changes under way but also encounter them. To support the church in this role from an educational side is the task of Christian education. Evaluation of the value-orientations of education must be done from two perspectives: In one, one must evaluate whether education presents desirable value-orientations or not, and in the other, one must evaluate whether the value-orientations are understood and expressed in the educational context or not. In this thesis, however, the scope of study is confined within the first area. As a theoretical foundation, which is supposed to be basic for a frame of reference for evaluation, a theory of value-orientations has been formulated. The hypothesis in this theory-building is that one’s ultimate value-commitment, time perspectives, and social perspectives are some of the very important factors which decide the characteristics of one’s value-orientations for social change, and that types of value-orientations correlate with types of theology. In order to verify this hypothesis, a historical survey of the patterns of the changes in the social-ethical concerns of Korean Christian education has been carried out in relationship with the changes of the social-historic situations which Korean Christianity has encountered and in relationship with its theological backgrounds. The entire history of Christianity in Korea is divided into four periods. Christian education in the first period had a negative attitude toward social change. Education in the second had a positive attitude toward it. In third period, again, a very negative attitude was dominant, and then a positive attitude returned in the fourth period. In parallel with this, the theological tendency changed also, from original fundamentalism (or pietism) to socio-liberalism, then to neo-othodoxy, and finally secular theology. For the purpose of evaluating the value-orientation of Korean Christian education, the curriculum materials now used in the church schools and the Christian public schools (middle and high) were analyzed through the frame of reference which was drawn from the above typology of value-orientations. The results are as follows: generally speaking, the dominant types are the dependant type and the self-centered type. The present orientation, which emphasizes the adjustment to and the functional roles in the given orders rather than any active and reforming motive and strength for social change, is the main tendency in the value-orientations of the curriculum. This means that the Christian education in Korea today shows very relevant and valid value-orientations in theory, but, in actual practice in the educational process, it seems very far from its theory. It lacks responsible, innovative and future-oriented types of value-orientations, which would be most relevant for the social change in this age.
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