• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.233-248
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• 2019

This study shows that the Argovian Cantonal School in Aarau, Switzerland, which Albert Einstein attended from 1895 to 1896, had been closely related to the ideological education controversy in German Gymnasium throughout the 19th century. Due to this controversy, Einstein hardly received a formal science education in Bavaria. Despite the lack of formal education in Germany, he had a habit of self-studying from an early age and continued with this practice all through his life. He had a hard time at the authoritarian school in Munich, but at the democratic school in Aarau, where freedom and autonomy were secured, he was able to achieve emotional stability. For a long time, the city Aarau prevailed as a location of tolerance and multi-culturalism, without religious, regional, and national discrimination. This was possible due to the influence of external and unrestricted social mobility, as well as the Enlightenment from France. As a result, this small public school was able to acquire a mass of qualified human resources from outside of Switzerland. As a consequence of the controversy regarding the educational ideology, the Cantonal School adopted practical thoughts and the Enlightenment that fit the spirit of the times. The school consisted of two independent educational organizations: the Gymnasium, where the 'neuhumanistsch' education for the elite training was conducted, and the 'Gewerbeschule', where a more realistic education system was set up to suit the citizen life. In particular, after 1835, the Gymnasium changed gradually from the pure humanistic education to the 'utraquistisch' ways by introducing practical subjects such as natural history. Thereafter, the Cantonal School became an institution that was able to achieve a genuine humanity, academic, and civic life education. Einstein, who attended the 'technische Abteilung' of the 'Gewerbeschule,' considered this school as a role model of an institution that realized true democracy, and that left an unforgettable impression on him.

• Journal of Christian Education in Korea
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• v.76
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• pp.149-172
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• 2023

Purpose of study: The purpose of this study is to explore the direction of the role of Christian liberal arts education in university liberal arts education in the 21st century. Research content and method: It examines how liberal arts education has changed with the times, and examines the modern significance of the role of liberal arts education that is requested today. In the rapidly changing reality of the 21st century, the role of liberal arts education, which was neglected by focusing on major-centered professional education, has become important. The need for creative and integrated thinking skills to create and apply new knowledge on their own has been highlighted. Liberal arts education and Christianity have a common denominator, and they can produce richer fruits through mutual communication. Religious literacy is the ability to identify and analyze the fundamental intersection between religion and social, political, and cultural life through various lenses. It can be said that it is the culture that must be equipped as a democratic citizen living in the 21st century. Understanding religion is the most important humanities and culture. Through the cultivation of religious literacy, it will be possible to develop thinking skills and insights to view the relationship between Christianity and various fields of life as a whole. Conclusions and Suggestions: Through this study, the need for religious literacy was expressed, and the direction of Christian liberal arts education requested in this era was sought. Christian liberal arts education that fosters religious literacy is proposed as a way to handle the role of a holistic leader of public society by aiming for convergent thinking and promoting public responsibility.