• Journal of Christian Education in Korea
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• v.64
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• pp.21-50
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• 2020

The main purpose of this study is to present a map for setting a new direction for future North Korean ministry by applying Russell's theory on Christian education as a mission. As is well known, Russell was the first Christian educator who interpreted Christian education from a mission's perspective. According to her, Christian education is not a mere instrument for church to maintain and nurture new believers, but it is part of 'Missio Dei' in a broader sense. In other words, it is a way for everyone to accept Christ's invitation, and join in 'Missio Dei' that restores true humanity through reconciling with God and our neighbors. Based on the understanding of Russell's Christian education theory, the study examined up-to-date North Korean mission's situation, analysis, and limitations in the introduction. In chapter 2, the researcher reviewed approaching methods for understanding North Korea as well as prior studies on North Korean mission and unification within the field of Christian education. In chapter 3, Russell's theory on Christian education for humanization was briefly introduced. In chapter 4, the study attempted to apply Russell's theory in North Korean mission in the following areas: what is the true meaning of restoring humanity for North Koreans (including the refugees) and what are some of the specific ministry ideas; what is a realistic and sustainable humanization ministry; what environment can foster North Koreans to reconcile with both God and their neighbors; what are the ways to explain that such ministry is an invitation from Christ; what should the people involved in the ministry prepare; in what areas can Russell's theory be more effective in North Korean mission compared to other methods in terms of Christian education for humanization. Finally, a conclusion was drawn in chapter 5.

• Journal of Christian Education in Korea
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• v.77
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• pp.127-150
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• 2024

This study seeks to shed light on the contributions of Horst Klaus Berg to German Bible didactics, underscoring the pivotal role of diverse interpretative approaches in the teaching and learning of the Bible. In an era where the complexities and intricacies of the Bible present significant challenges to contemporary readers, the prevalence of one-dimensional interpretations further obstructs the pathway to a profound comprehension of the spiritual depth embedded within its texts. By centering on Horst Klaus Berg's influential theories in the field of German Bible didactics, this research delves into the impact of varied biblical interpretations on Christian education. Berg's work is celebrated for its insightful strategies, notably his advocacy for comprehensive interpretative methods such as "Railway Tracks" and "Free-Learning." These approaches seek to reconcile traditional biblical teachings with individual experiences, thereby facilitating a more expansive understanding of the Bible's applicability to modern life. Through a detailed examination of Berg's theory on biblical interpretation, this paper argues that Christian education must prioritize the cultivation of diverse interpretative skills and their practical integration into Bible study. This educational model encourages learners to become active interpreters, capable of discerning the text's deep-seated meanings by relating it to their personal experiences. The study concludes by affirming Berg's delineation of three critical tasks in biblical interpretation: "reciprocal interpretation," "acknowledgment of the biblical texts' diversity," and "free learning." These elements are portrayed as interrelated and essential, reinforcing Berg's proposition that understanding the Bible's complexity and diversity is crucial for advancing Christian education. This paper offers a novel perspective on the significance of embracing multifaceted interpretations within the domain of biblical studies.

• Journal of Korean Library and Information Science Society
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• v.34 no.1
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• pp.287-311
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• 2003

This comparative study is on divisions of religion, subdivisions of religion, standard subdivisions, and divisions of Christianity in the KDC 4th ed., DDC 21h ed., & LCC 3th ed. It selects the subjects as \circled1 Christianity theology, \circled2 Jesus Christ, \circled3 The Bible, \circled4 Devotional literature & life, \circled5 Evangelism, education; pastoral theology, \circled6 Ecclesiastical theology, \circled7 Worship, sacrament, \circled8 Denominations which are the divisions of Christianity in KDC 4th ed. It wants to be devoted fer the development of the schedules for Christianity.

• Journal of Christian Education in Korea
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• v.68
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• pp.175-216
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• 2021

This essay aims to seek an alternative model of catechesis, as this form of education faces various challenges from the Korean Church especially during COVID-19 pandemic. For a long time, catechesis in the Korean Church narrowly focused on the act of producing Christians who would be loyal to the local church, rather than focusing on nurturing members loyal to Christ, an issue that has been problematized in recent publications on catechesis. Thus, the loss of social trust in the Korean Church and the decline of its public image exemplify how this type of catechesis as disciple-making for local church's benefit, mostly nurtures a vertical dimension of faith. The current teaching and learning method mostly employs a unilateral transfer of doctrine from the teacher to the learner and emphasizes the memorization of doctrine. This type of instruction renders the catechesis as the most lackluster and outdated form of Christian education. This essay aims to reconceptualize the traditional model of catechesis. This essay first critically evaluates current situations of catechesis and presents several alternative meanings on the concept of doctrine. Then it explores the theories of catechesis through different models posed by Christian educators such as John Westerhoff III and Richard Osmer. The final section is devoted to presenting an alternative form of catechesis that focuses on seeking holistic faith.

• Journal of Christian Education in Korea
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• v.61
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• pp.61-80
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• 2020

This study mark a high complexity of the field, which is further enhanced by the fact, that these discussions are transposed into religious education and professionalism research relating to religious education teachers. It seriously considers very unique semantics and practice of leadership emerge then, crosswise and as a background to the educational hermeneutics. Obviously, besides didactic implications, professional ethical implications in an elementary sense are also at play here. The researcher will proceed in four steps: Firstly, I examine aspects of professionalism theory, into which, secondly, professional ethical considerations are entered in their significance for the topic of leadership, then deepen this through discourse-theoretical considerations before finally, fourthly, perspectives are opened up.

• Journal of Christian Education in Korea
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• v.61
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• pp.203-232
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• 2020

The purpose of this study was to analyze various factors that influence the academic life of students through a theoretical review. As a result of the analysis, sub-factors were derived to diagnose the factors. From the study's findings, principles and models for developing learning status diagnosis tools were designed. The study first, based upon the competencies of university students, university life, students' low academic achievement, and academic probation studies, confirmed what factors affect student learning and from them derived a set of sub-factors. The setting dimension was divided into psychology, learning, and career factors, while also including a factor of faith for Christian university students. Next, in the draft model, sub-factors were constructed for each factor: faith maturity and faith training in the faith factor, positive thinking, emotion regulation, and self-esteem in the psychology factor, self-directed learning ability, learning motivation, and learning strategies in the learning factor, and career reflection, career exploration, career management, and career barriers in the career factor. By using the Delphi method, the final model of learning status diagnosis was confirmed. As a result, we completed the model comprised of nine sub-factors in four parts. A follow-up study should be conducted that examines learning status diagnosis tools development research.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.153-160
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• 2018

This article examines actions of the department of a university according to Higher Education Evaluation Policy as a case on the department of Christian education of A University. This article consists of background and policy Higher Education Evaluation and actions of the department of Christian education. Specialization, curriculum, management of instructional quality, educational achievement, student support and cooperation of local community as category of trends of the department of Christian education are discussed. Aim of education, model of human resource, educational objects, and key-competency as the specialization of department of Christian education are discussed. Curriculum of department suggests students career track which is related to their career. Positive guidance counseling are implemented for rate of recruit related to educational achievement. Non-subject matter program of University and Department are introduced for students's support. 60 hours of educational service and other educational activities are carried out for local community. Principal, chaplain of school and teachers are invited for educational practical affairs of education. The result of this article can be used as a basic reference for the direction of the higher education.

• Journal of Christian Education in Korea
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• v.70
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• pp.11-35
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• 2022

The purpose of this article is to suggest nine types of educational ministry based on the practical theology in Christian Education. For the purpose this article emphasizes an individual dimension including church, society dimensions. An individual dimension is based on the spirit of post digital era within sociocultural area in different with personal-existential area of the philosophical and theological perspective and life cycle theology area of the developmental psychological perspective. Post digital era means the humanization of digital, digital friendly, and emotional digital cultural characteristics. Post digital generation means child, youth, young adults those who are accustomed with post digital cultural of the post digital era. The educational ministry for the post digital generations categorized into nine types according to correlation with individual, church, and society as a field of ministry and critical scientific method, critical confessional method, and critical correlational method as an interdisciplinary which are composed of Christian tradition and contemporary science. Representative key competencies of nine types in the educational ministry are media literacy, relational identity, communication, high touch, discipleship, making and using media, integrative vocation, collaboration abilities, and home, school, and social resilience in relation with multicultural generations.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.259-265
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• 2015

This study examined high school students' acceptance of evolutionary theory, evolutionary knowledge, and epistemological belief. The Christian and non-Christian students' acceptance of evolutionary theory and evolution content knowledge were compared in relation to their 'scientific epistemological views' (domain-specific) and 'evolution in relation to nature of science' (context-specific). The Christian students' evolutionary knowledge was most predicted by the theory-laden exploration of science, while the non-Christian students' scores on evolutionary knowledge were most predicted by the scientific epistemological views. In addition, the Christian students' scores on scientific epistemological views and evolution in relation to evolution were not significantly related to each other, while the non-Christian students' scores on both variables were significantly related. Furthermore, 'evolution in relation to nature of science' is the strongest predictor of both Christian and non-Christian students' acceptance of evolution.

• Journal of Christian Education in Korea
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• v.78
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• pp.111-136
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• 2024

The purpose of this study is to theoretically explore symbol didactic, which serves as a mediator and integrator of human experience with biblical experience. Based on a deep consideration of the functions and roles of symbols, as studied in psychology, philosophy, religious studies, and theology, this study aims to examine representative theories of Bible didactic that have introduced symbolic action into Christian education. By exploring these theories, we aim to provide a comprehensive understanding of the role of symbols in Christian education and their impact on the learning process. This study is divided into two main parts. In the first half, it examines the meanings of symbols and their functions as discussed by prominent scholars from various disciplines who have paid attention to symbols, including S. Freud and C. Jung in psychoanalysis, E. Cassirer and P. Ricoeur in philosophy, M. Eliade in religious studies, and P. Tillich in theology. In the second half, the study critically analyzes and discusses representative theories of symbol didactic, such as those proposed by H. Halbfas and P. Biehl, which have applied the symbolic action of neighboring disciplines to Christian education. Symbol didactic differs from traditional biblical didactic, which aims to transmit content, by using symbols as a medium to facilitate dialogue between the learner's experiences and those of the Bible. This approach enables learners to experience the deep relationship between the content of the Bible and the experiences of biblical figures with their own experiences, and provides an opportunity to deepen that experience.