• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.456-466
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• 2014

This is a study of George Lindbeck's postliberalism that views religion as a cultural-linguistic approach. Knowing that the conceptual-propositional approach of the traditional Christian theology and the experiential-expressive approach of liberalism cannot be a solution for the post-modem religious phenomenon, George Lindbeck proposes an alternative. He proposes a cultural-linguistic approach to overcome the previous approaches. The first insight of Lindbeck's postliberalism is to understand religion as culture or language, because human beings become acquainted with a religion as they learn a language. The second insight comes out of the first, to understand doctrine as grammar. If we understand religion and doctrine this way the troubles and conflicts among religions will be resolved naturally, because each religion can be interpreted in its own system just as a language cannot be said to be good or bad, right or wrong. This approach makes several contributions as follows: it promotes a dialogue among religions, it emphasizes practice; and it preserves the Bible as an authoritative theological text. However it also brings many limitations as follows: it emphasizes the church's interpretation rather than the text's own interpretation; it views the truth simply as coherence; it promotes radical relativism and elitism; and through theological eschatology he makes his theory return to a propositionalism. Accordingly, the researcher concludes that Lindbeck's cultural-linguistic theory of religion is not an alternative that overcomes the limitations of theological conservativism and liberalism.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.