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The main purpose of this study is to understand image as one method of Christian education and to apply that to practical teaching ministry of Christian education. In the first section, this study explains positive aspect of images and their limitations and dangerous aspects. Even though images have their limitations and dangerous aspects, the need to use images is gradually being increased in the post-modern era. They are also very useful in Christian education teaching ministry.
Through images, beliefs which are contents of Christian education are formed. Images also can develop creativity which is an essential ability in the teaching-learning process of the Bible. Images with imagination stimulate whole personality areas of human beings such as reason, emotion, and will. Post-modern culture seek images. People in this era have very developed imagery sensations. Therefore, multiple knowledge is needed in this multi-media cultural situation. Knowledge through images enables various interpretation and creation and leads lively knowledge experience related to actual life context. We could have wholistic and integrated knowledge, relationships and community can be also expanded.
To use images in the teaching-learning process of Christian education, four suggestions are given. First, images should be used by considering various situations, so they may not be confused with reality. Second, when teachers need to relate reality and experiences of students, images with imagination can be used. Third, when teachers need to narrow down broad, complex, and abstract concept to concrete and specific, images which are related to daily life experiences can be used. Lastly, images can be used when teachers want students to express their understanding and they want to evaluate how much they understood.
There are many kinds of images, such as linguistic images, symbolic images, cultural images which are expressed in art, architecture, music and etc, media images, and computer images. A further research on the application of a specific image in the teaching ministry of Christian education are required in the future.
Through images, beliefs which are contents of Christian education are formed. Images also can develop creativity which is an essential ability in the teaching-learning process of the Bible. Images with imagination stimulate whole personality areas of human beings such as reason, emotion, and will. Post-modern culture seek images. People in this era have very developed imagery sensations. Therefore, multiple knowledge is needed in this multi-media cultural situation. Knowledge through images enables various interpretation and creation and leads lively knowledge experience related to actual life context. We could have wholistic and integrated knowledge, relationships and community can be also expanded.
To use images in the teaching-learning process of Christian education, four suggestions are given. First, images should be used by considering various situations, so they may not be confused with reality. Second, when teachers need to relate reality and experiences of students, images with imagination can be used. Third, when teachers need to narrow down broad, complex, and abstract concept to concrete and specific, images which are related to daily life experiences can be used. Lastly, images can be used when teachers want students to express their understanding and they want to evaluate how much they understood.
There are many kinds of images, such as linguistic images, symbolic images, cultural images which are expressed in art, architecture, music and etc, media images, and computer images. A further research on the application of a specific image in the teaching ministry of Christian education are required in the future.
목차
Ⅰ. 서론
Ⅱ. 이미지에 대한 정의 및 한계
Ⅲ. 이미지와 기독교교육
Ⅳ. 기독교교육 방법에 있어서 이미지 사용을 위한 제언
Ⅴ. 결론
참고문헌
Abstract
참고문헌 (21)
참고문헌 신청
[학술지(정기간행물)] - 강희천 / 2002 / 뉴미디어 시대의 기독교교육, 디지털 환경과 기독교교육
[학술지(정기간행물)] - 김영래 / 2002 / 기독교교육과 앎
[학술지(정기간행물)] - 마르치아 엘리아테 / 2002 / 이미지와 상징 : 주술적-종교적 상징체계에 관한 시론
[학술지(정기간행물)] - 성은현 / 2000 / 심상적 사고횟수와 심상적 사고 능력 및 창의성과의 관계 14 (1) : 19 ~ 44
[학술지(정기간행물)] - / 2001 / 이미지화 된 자극을 매체로 한 창의성 증진 프로그램 소개 및 효과 검증 피험자의 창의적 동기와 태도를 중심으로 : 51 ~ 74
[학술지(정기간행물)] - 김영래 / 2002 / 기독교교육과 앎
[학술지(정기간행물)] - 마르치아 엘리아테 / 2002 / 이미지와 상징 : 주술적-종교적 상징체계에 관한 시론
[학술지(정기간행물)] - 성은현 / 2000 / 심상적 사고횟수와 심상적 사고 능력 및 창의성과의 관계 14 (1) : 19 ~ 44
[학술지(정기간행물)] - / 2001 / 이미지화 된 자극을 매체로 한 창의성 증진 프로그램 소개 및 효과 검증 피험자의 창의적 동기와 태도를 중심으로 : 51 ~ 74
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UCI(KEPA) : I410-ECN-0101-2009-235-017562994