John H. Westerhoff Ⅲ 신앙공동체 교육론 이해

Abstract

The purpose of this is to analyze how the teaching medias are used in the Bible-Study class on the basis of the 8 selected teacher's tectbook, The issues of this study are as the follow: 1. In what way do the teaching medias put to use in the textbook for preschoolers of the church school in every religious association? 2. What ar the similariy and the difference of the practical use of the teaching medias in the textbooks for preschoolers of the church school in every religious association? 3. In what sorts are the teaching medias are analized in the textbooks for the preschoolers of the church school in every religious association? 4. How can the teaching medias in the textbooks for the preschoolers of the church school in every religious association be abalyzed according to the content? The results of this study are as the follws: 「Sunday School Graded Lessons for the Preschooler」consists of pictures, modes, dolls, maps, photographs, and diormas. 「Church School Graded Lessons, Bible and Life」consists of pictures, dolls, flannel boards, models, 「Bible Study for the Preschoolers」 consists of pictures, blackboard, models, and diorama. 「Church School Graded Lessons, Bible Study」consists of pictures, photographs, dolls, flannel borards, models, Both 「Church School Standard Lessons」and 「Infant and Preschoolers' Lessons」use just pictures. 「New Garded Lessons for the Preschoolers Ⅰ,Ⅱ」 and 「Preschooler's Lesson」don't use the teaching medias. The analysis of the teaching medias on the texbooks for the preschoolers shows that pictures are used in 「Church School Standard Lessons」and 「Infant adn Preschoolers' Lessons」, 「Bible Story for the Preschooler」, 「Sunday School Graded Lessons for the Preschoolers」, 「Church School Graded Lessons, Bible Study」, that the blackboard is used only in 「Bible Study for the Preeschoolerst」, that models are used in 「Church School Graded Lessons. Bible and Life」, 「Sunday School Graded lessons for the Pre-schoolers」, 「Church School Graded lessons, Bible Study」, 「Bible Story for the Preschoolers」, that flannel boards are used in 「Church School Graded Lessons, Bible and Life」and 「Church School Graded Lessons, Bible Study」, that photographs are used in 「Church School Graded Lessons, Bible Study」and 「Sunday School Graded Lessons for the Preschoolers」, and that dioramas are used in both 「Sunday School Graded Lessons for the Preschoolers」and 「Bible Story for the Preschoolers」. The results of analyzing the teaching medias in the texbooks for the preschoolers according to the content show that 「Sunday School Graded Lessons for the Preschoolers」, 「Church School Graded Lessons, Bible and Life」, 「Church School Graded Lessons, Bible Study」 and 「Bible Story for the Preschoolers」are character-centered, event-centered, and socio-natural centered. Both 「Church School Standard Lessons」 and 「Infant and Preschoolers' Lessons」 are fully character-centered.;본 논문은 현대 교회교육의 문제점에 대해 하나의 가능성을 제시한 John H, Westerhoff Ⅲ의 사회과학적 신앙공동체 교육론을 소개하고, 이를 한국 교회교육에 적용해 보고자 시도되었다. 개신교 선교 이후 한국 교회는 그동안 양적인 급성장을 이루었으나, 가속화된 산업화의 추진 속에서 야기되는 다양한 욕구를 충족시키기 위해 질적인 성숙이 요청된다. 이를 성취키 위해서는 John H. Westerhoff Ⅲ의 사회과학적 신앙공동체 교육론이 상당한 시사점을 제시해 준다고 본다. John H. Westerhoff Ⅲ는 '신앙공동체-문화화 범례' (Community of Faith-Encluturation Paradigm) 이라는 독특한 명칭을 사용하여 그의 교육론을 확립하고, 이제까지 교회교육을 지배해왔던 '학교형 교육의 범례' (Schooling-Instruction Paradigm)는 타당치 못한 접근이라고 비판하면서 교회교육의 새 방향을 제시하였다. 즉 기존의 학교-교수형(Schooling) 교육은 신앙의 양육과 계승과 전달의 차원을 무시할 뿐만 아니라 방해하는 요인이 되었다는 것이다. 그리하여 Westerhoff는 신앙공동체 교육론의 근본적인 이론적 구조틀로 '문화화'라는 사회과학적 접근을 수용하면서 그 근거 위에서 제시되는 이론적 설정에 따라 신앙공동체 교육이론을 정립하였다. 이와같은 John H. westerhoff Ⅲ의 신앙공동체 교육이론은 지식전달 위주로 일관된 현대 교회교육의 문제를 극복할 수 있는 가능성을 제시하는데 큰 공헌을 하였으며, 한국 교회교육에의 적용가능성을 찾게 하는데 의미를 주는 것이라 보는 것이다.