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This study aims to construct a holistic model of Christian education in dialogue with the doctrine of the Trinity. The doctrine of the Trinity plays a significant role in seeking a holistic model of Christian education. First, it is a theology that passionately seeks to resolve various contemporary challenges to human beings and the world recognizing that the answer to them lies in the redemptive work of the triune God. The doctrine of the Trinity allows us to possess a more holistic form of theology and faith that go beyond redemption of individual souls alone. In this vein, the doctrine of the Trinity gives Christian education a more balanced and comprehensive content or scope of education.
In addition to the aspect of contents, Trinitarian theology also provides such principles as relational personhood, koinonal community, mu-tually indwelling resonance, symphathetic solidarity, inclusive openness, incarnational participation, and eschatological doxology. All of them help current Christian education resolve such strict dichotomies as: theory vs. praxis, knowing vs. doing, individual vs. community, intentional teaching vs. socialization, and knowledge vs. personhood; as well as fragmentations among intellect, emotion, will, and spirituality, and division
of the contexts of Christian education.
I n constructing the holistic model of Christian education, the first and second chapters deal with the relationship between identity and relationship (or integrity and intelligibility) revealed in the history of Christian education or religious education from the beginning of 20th century to the current years. Third chapter explores the implications of the doctrine of the Trinity in posing a holistic model of Christian education. Fourth chapter critically investigates several Christian educators who developed the theories of Christian education in conversation with the doctrine of the Trinity since the 1960s. Fifth chapter poses a holistic model of Christian education in terms of the previous discussions, focusing on educational goals, educational contents, roles of teacher and learner, contexts of education, teaching-learning, and interdisciplinary dialogue.
In addition to the aspect of contents, Trinitarian theology also provides such principles as relational personhood, koinonal community, mu-tually indwelling resonance, symphathetic solidarity, inclusive openness, incarnational participation, and eschatological doxology. All of them help current Christian education resolve such strict dichotomies as: theory vs. praxis, knowing vs. doing, individual vs. community, intentional teaching vs. socialization, and knowledge vs. personhood; as well as fragmentations among intellect, emotion, will, and spirituality, and division
of the contexts of Christian education.
I n constructing the holistic model of Christian education, the first and second chapters deal with the relationship between identity and relationship (or integrity and intelligibility) revealed in the history of Christian education or religious education from the beginning of 20th century to the current years. Third chapter explores the implications of the doctrine of the Trinity in posing a holistic model of Christian education. Fourth chapter critically investigates several Christian educators who developed the theories of Christian education in conversation with the doctrine of the Trinity since the 1960s. Fifth chapter poses a holistic model of Christian education in terms of the previous discussions, focusing on educational goals, educational contents, roles of teacher and learner, contexts of education, teaching-learning, and interdisciplinary dialogue.
목차
들어가는 말
I. 현대 기독교교육에 있어서 정체성과 관계성의 갈등: 20세기 초반 -1950년대
II. 통전성을 지향하는 기독교교육 이론들: 1960년대 이후
III. 통전적 기독교교육의 원리로서 삼위일체론
IV. 기독교교육과 삼위일체론의 대화
V. 삼위일체론에 기초한 통전적 기독교교육의 모색
나가는 말
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2013-230-001301614