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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국기독교교육정보학회 기독교교육정보 기독교교육정보 제2집
발행연도
2001.4
수록면
268 - 293 (26page)

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The aim of this paper is to propose a conversational paradigm for theological education, which attempts to provide an alternative to the knowledge paradigms that have governed our research and discourse m theological education In the face of religious and cultural pluralism, and contextual changes, theological education is facing a serious questioning about its nature. Many scholars have criticized the clerical paradigm, the theory-ta-practice paradigm, the fragmented structure of theological education and curriculum showing the distance from social problems, taken by theological education, With a slightly different focus and form These problems result in a critical dichotomy between theological education and congregations, between theory and practice, between theology and non-theological disciplines, and between froth community and the society. There is a need for bridging the gap between now separate facets of theological wholeness. In order to respond these serious questions about the adequacy of traditional theological education, first, this paper deals with the recent discussion about theological education and attempts to look at the deep root of problems, such as ① nature and purpose of theological education based on clerical paradigm, ②adequacy and validity of theological education based on theory-ta-practice paradigm, ③ contents and structure of theological education showing a distance from social problems. Second, this paper proposes the conversational paradigm, which asks theological education to engage In an authentic conversation, In order to attend to these problems. This conversational paradigm can provide an atinosphere and an environment where students are supported and challenged to carry on conversations with partners who may have different perspectives, and this conversational paradigm can also empower people who participate in this conversation by making a bridge between the dichotomy. Third, this paper also proposes a curriculum, based on this conversational paradigm, which fosters a genuine conversation in theological education and enhances an understanding of the other. In this curriculum for theological education, conversations are carried on between theological education and congregations, between theory and practice, between theology and non-theological disciplines, and between community of faith and the society. Lastly, this paper provides a critical reflection on the conversational paradigm demonstrating both positive and negative aspects. Even though this conversational paradigm for theological education has some limitations, this paradigm would be one alternative to the traditional theological education, making a bridge between dichotomy, which is prevalent in theological education.

목차

Ⅰ. 서론

Ⅱ. 신학교육에 관한 최근의 연구 과제

Ⅲ. 신학교육을 위한 대화적 패러다임

Ⅳ. 대화적 패러다임과 신학교육 교육과정

Ⅴ. 결어

Abstract

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UCI(KEPA) : I410-ECN-0101-2009-235-014422202