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This study seeks to make a vision for theological education in light of lifelong education. The main objective of this research is to review the issue of theological education and seek an alternative visions in a lifelong learning framework.
The first part of this study deals with the essence and issue of theological education, especially the dichotomy between a theory and practice. There are other issues in theological education including the quality of education, integrated educational approach, and more educator centered education.
The second part addresses the concept of lifelong education. The definition, history, law and characteristic of lifelong education are explicated. The last realm of this research suggests the practice of theological education in the perspective of lifelong learning. There are three suggested areas which focus more on learner centered education in theological education. The educational method can adopt more active and experience-based learning format. Educational evaluation needs to use more comprehensive assessment model.
Finally, institutions for theological education need to build a learning organization in which people can engage in self-directed learning through a lifelong learning system. Theological education in a framework of learning organization should facilitate the sharing of knowledge (tacit knowledge), continuous learning support, a dialogue, inquiry, reflection, flexible thought, and validation of each other's assumption to seek an excellency in theological academic.
The first part of this study deals with the essence and issue of theological education, especially the dichotomy between a theory and practice. There are other issues in theological education including the quality of education, integrated educational approach, and more educator centered education.
The second part addresses the concept of lifelong education. The definition, history, law and characteristic of lifelong education are explicated. The last realm of this research suggests the practice of theological education in the perspective of lifelong learning. There are three suggested areas which focus more on learner centered education in theological education. The educational method can adopt more active and experience-based learning format. Educational evaluation needs to use more comprehensive assessment model.
Finally, institutions for theological education need to build a learning organization in which people can engage in self-directed learning through a lifelong learning system. Theological education in a framework of learning organization should facilitate the sharing of knowledge (tacit knowledge), continuous learning support, a dialogue, inquiry, reflection, flexible thought, and validation of each other's assumption to seek an excellency in theological academic.
목차
Ⅰ. 신학교육의 본질과 이슈 : 이론과 실천의 분리
Ⅱ. 평생교육과 신학교육
Ⅲ. 평생교육적 접근에서 신학교육의 실천
Ⅳ. 결론
참고문헌
Abstract
참고문헌 (47)
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UCI(KEPA) : I410-ECN-0101-2009-235-018399093