Journal of Christian Education in Korea (기독교교육논총)

The Korean Society of Christian Religious Education (한국기독교교육학회)
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When sense, liturgy, and story meet children's spirituality

감각, 예전, 이야기가 어린이영성과 만날 때

  • Kum Hee Yang (Presbyterian University & Theological Seminary)
  • Received : 2023.11.26
  • Accepted : 2023.12.29
  • Published : 2023.12.30
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Abstract

Purpose of study: The purpose of this paper is to gain insight into the alternative possibility of Christian children's education overcoming the current church school paradigm namely schooling system by examining the characteristics and the direction of children's spiritual education. Research content and method: This paper is a review of the characteristics of children's spiritual education and ways to embody those characteristics. Therefore, it consists of two parts: the characteristics of children's spiritual education and the search for ways to embody those characteristics. First, children's spiritual education is a "formative" model that aims to form children's spirituality based on children's spirituality research that views children as 'spiritual beings.' This model specifically has three core orientations: 'experience', 'meeting God', and 'immersion'. In other words, children's spiritual education pursues 'experience rather than knowledge', pursues the experience of meeting God in the second person rather than teaching third-person knowledge about God, and values the spiritual moment of immersion more than anything else. Second, it searches for specific ways and methods through which those three core goals could be implemented, and found that they were 'sense,' 'liturgy,' and 'story.' The sense becomes a path that evokes experience, the liturgy becomes a place for 'meeting God,' and 'story' becomes a key path to 'immersion.' And when the three are organically combined with each other, the goals pursued by children's spiritual education can be holistically converged. Conclusions and Suggestions: Through these considerations, it found that the core values and direction of education are consistently maintained in children's spiritual education, from children's understanding to education methods. It also figured out that the direction should be shared not only by children's spiritual education but also by all who pursue holistic faith education: 'what to experience' rather than 'what to teach', 'liturgy' rather than 'teaching', 'story' rather than 'explanation', and 'sensory' experiences rather than 'abstract' knowledge.

연구 목적 : 이 논문은 소위 학교식 모델의 대안으로 부상하는 어린이영성교육의 특성과 방향성을 고찰함으로써, 기독교아동교육이 현재의 교회학교식 패러다임을 극복할 수 있는 대안적 가능성에 대한 통찰을 얻는 것을 목적으로 한다. 연구 내용 및 방법 : 본고는 두 부분으로 이루어지는데, 어린이영성교육의 특성과 그 특성을 구체화할 수 있는 방법들의 모색이 그것이다. 첫째, 어린이 영성교육은 어린이를 '영적 존재'로 보는 어린이영성 연구에 기반하여 어린이의 영성을 형성하는 것에 목표를 둔 "형성적" 모델이다. 이 모델은 특별히 '경험', '하나님만남', 그리고 '몰입'이라는 세 가지의 핵심 지향점을 갖는다. 즉 어린이영성교육은 '지식보다는 경험'을 추구하며, 하나님에 대해 3인칭적 지식을 가르치기보다는 2인칭으로 하나님을 만나는 경험을 추구하고, 그 무엇보다 몰입이라는 영성적 순간을 중시하는 교육이다. 둘째, 본고는 그러한 세 가지의 핵심 지향점들이 구현될 수 있는 구체적 통로와 방법들을 모색하였는바, '감각', '예전', 그리고 '이야기'가 그것이라는 것을 발견하였다. 감각은 경험을 불러일으키는 통로가 되며, 예전은 '하나님만남'의 자리가 되고, '이야기'는 '몰입'에의 핵심적 통로가 된다. 그리고 그 셋은 서로 유기적으로 결합될 때 어린이영성교육이 추구하는 지향점들을 통전적으로 수렴할 수 있다. 결론 및 제언 : 이상의 고찰을 통해 본고는 어린이영성교육 안에서 어린이 이해로부터 교육의 방법에 이르기까지 교육의 핵심가치와 방향성이 수미일관하게 유지되고 있는 것을 발견하였다. 그리고 이러한 발견으로부터 '무엇을 가르칠 것인가'보다는 '무엇을 경험하게 할 것인가', '가르침'보다는 '예전', '설명'보다는 '이야기', 그리고 '추상적' 지식보다는 '감각적' 경험을 중시하는 방향성은 단지 어린이영성교육에게만이 아니라 전인적 신앙교육을 지향하는 모든 이들이 공유해야할 기독교 아동교육의 방향이라는 통찰을 얻는다.

Keywords

Acknowledgement

이 논문은 장로회신학대학교의 지원을 받아 연구되었음

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