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자료유형
학술저널
저자정보
저널정보
한국기독교교육정보학회 기독교교육정보 기독교교육정보 제1집(창간호)
발행연도
2000.9
수록면
9 - 39 (31page)

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This paper deals with various theories of communicative activities in Christian education, and proposes a new understanding of Christian education for the new-media communication era. In the 21st century Christian education is more affected than before by a new communication technique. The characteristic of this informative technological era is the fact that the individual learner can participate actively in the global communication matrix, and is able to communicate with the larger mass media. In this informative-technological society, effectiveness and validity of the traditional type of teaching and learning process as well as of basic understanding of Christian learners is required to be in critical reflection. This paper is composed of three parts. First, it analyzes four main forms of Christian communication - oral, literate, symbol, and new-media, and suggests that Christian education be organized on the basis of understanding fully strengths and weaknesses of each type of the four media. Secondly, this paper describes distinctive characteristics of religious language from the perspective of Wittgenstein's "language game theory" and of contemporary hermeneutics, and proposes to revise the current Christian curriculum on the basis of classifying different types of language. Finally, it reflects critically on the communicative activities held between teachers and learners in Christian education, and suggests to use the validity claims of communicative praxis suggested by Habermas, for example "comprehensibility, truth. rightness and truthfulness," in order to improve the contemporary communicative process in Christian education. This paper, in conclusion, suggests that Christian education for the new-media communication era acknowledge the importance of the new-media in close relation with critical reflection on its hidden value. Moreover, Christian education should provide an environment in which Christian learners can be encouraged to utilize the symbolic and hermeneutic languages in order to connect the content of Bible with their Christian life.

목차

Ⅰ. 서언

Ⅱ. 기독교교육의 커뮤니케이션 매체

Ⅲ. 기독교 교육적 언어의 재구성

Ⅳ. 기독교 교육적 의사소통의 형태

Ⅴ. 결어

Abstract

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UCI(KEPA) : I410-ECN-0101-2009-235-014421992