중장년 이중직 목사의 목회자 정체성에 관한 내러티브 탐구

국문 초록 (Abstract)

본 연구는 중장년 이중직 목회자의 목회와 경제활동 경험이 목회자 정
체성에 어떠한 영향을 미치는지에 관한 내러티브 탐구이다. 중장년 이중직
목회자가 삶의 여러 장면 속에서 마주하는 내적·외적 경험을 살펴보고, 그
경험들이 정체성 형성과 재구성 과정에서 어떠한 변화를 일으켰는지, 그리
고 그 변화가 중장년기 정체성 정립과 목회 실천에 어떤 의미를 지니는지
를 탐색하였다. 또한 이러한 변화의 여정에서 이중직이라는 구조적 조건과
신앙적 해석이 어떻게 작동하는지를 살펴보고자 하였다.
연구 목적을 위하여 첫째, 중장년 이중직 목회자는 목회와 경제활동을
병행하는 과정에서 어떤 삶의 경험을 하는가. 둘째, 중장년 이중직 목회자
의 목회·경제활동 경험은 목회자 정체성에 어떠한 변화를 일으키는가. 셋
째, 형성된 목회자 정체성은 중장년 이중직 목회자의 사역에 어떠한 의미
와 영향을 주는가에 관한 질문을 중심으로 연구를 진행하였다.
연구 방법은 참여자의 생애 경험을 입체적으로 드러내기 위해 질적 연
구인 내러티브 탐구를 사용하였다. 연구 참여자는 40대 후반에서 60대 초
반의 중장년 이중직 목회자 3명으로 선정하였으며, 연구는 2025년 3월부터
10월까지 약 8개월 동안 개별적‧유동적으로 진행된 심층 인터뷰, 전화·문
자 대화, 현장 관찰 등을 통해 자료를 수집하고 분석하였다. 자료는 클로
바노트 녹음 전사본, 현장 노트, 이야기식 대화 등을 기반으로 구성되었고,
Clandinin & Connelly의 내러티브 분석 틀을 적용하여 시간성·사회성·장소
성의 요소로 해석하였다.
연구 결과는 다음과 같다.
첫째, 참여자들이 경험한 삶의 세계는 서로 다르지만, 모두 중장년기 이
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중직이라는 구조 안에서 노동·가족·신앙·위기·성장의 경험이 중첩되어 있
었다. 김목사는 상처·결핍·노동의 경험을 통해 ‘복은 항복과 비움’이라는
신학적 재해석을 이루며 바라크-나눔형 목회 정체성을 형성하였다. 이목
사는 가난·이주·사업·신학을 통합하며 교회와 세상을 잇는 프론티어형 목
회자로 성장하였다. 박목사는 기술과 노동, 일상의 공간에서 말씀을 검증
하는 삶-육화형 목회자로 정체성을 세워갔다.
둘째, 이들의 생애 경험은 정체성 혼돈·성찰·재구성의 과정을 거치며 목
회자로서의 자기 이해를 새롭게 빚어갔다. 김목사는 실패와 무너짐 속에서
신학적 항복을 통해 정체성의 재정립을 이루었고, 이목사는 사업과 노동에
서 얻은 현실 경험을 목회 해석 구조로 전환하였다. 박목사는 기술과 노동
을 선교적 자원으로 번역하며 말씀과 삶을 통합하는 실천적 정체성을 형
성하였다.
셋째, 형성된 목회자 정체성은 이중직 목회의 실천적 의미를 확장시켰
다. 이중직은 단순한 생계유지가 아니라 성도의 삶을 이해하는 통로가 되
었고, 노동의 경험은 설교·목회·상담을 재해석하는 신학적 기반이 되었다.
또한 중장년기의 위기와 책임은 정체성 성찰을 촉발하여 목회를 관계 중
심·현장 중심·육화 중심으로 변화시키는 계기가 되었다.
종합하면, 중장년 이중직 목회자의 경험은 정체성을 약화하는 요인이 아
니라 오히려 성숙한 목회자 정체성을 재구축하는 자원이 되었다. 그들의
삶은 노동과 목회, 신앙과 경험, 교회와 일터를 가르는 경계를 넘어 삶 전
체를 소명의 장으로 이해하는 방향으로 나아갔다. 이러한 과정은 한국 교
회의 목회 이해가 이중직 목회를 새로운 목회 패러다임으로 수용해야 함
을 시사하는 중요한 기독교 교육적·목회학적 의미를 지닌다.

목차 (Table of Contents)

• Ⅰ. 서 론 ······································································································· 1
• 1. 연구의 필요성과 목적········································································ 1
• 2. 연구 질문 ······························································································ 9
• 3. 연구 방법 ···························································································· 10
• 1) 내러티브 탐구의 개념 ····································································11
• 2) 내러티브 탐구의 특성 ····································································13
• 3) 내러티브 탐구의 절차 ····································································16
• Ⅱ. 이론적 배경 ························································································ 23
• 1. 목사와 이중직 목사 ·········································································· 23
• 1) 목사직의 역할과 기대 ····································································23
• 2) 이중직 목사의 개념 및 역사적 배경 ··········································26
• 3) 사회·경제·문화적 변화 속 이중직 목회 ·····································36
• 2. 이중직 목사의 정체성 ······································································ 40
• 1) 중장년기 자아정체성 ······································································42
• 2) 부르심과 소명 ··················································································54
• Ⅲ. 연구 절차와 과정 ··············································································63
• 1. 현장으로 들어가기 ············································································ 63
• 1) 연구자 내러티브 ··············································································63
• 2) 연구 참여자 선정과 모집과정 ······················································83
• 3) 자료 수집 및 자료 분석 ································································85
• 4) 연구의 신뢰도와 윤리적 고려 ······················································86
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• 5) 연구 참여자 소개 ············································································88
• 2. 현장에서 현장 텍스트로 이동하기 ················································ 92
• 3. 현장 텍스트 구성하기 ······································································ 93
• 1) 김목사의 경험 이야기 ····································································93
• 2) 이목사의 경험 이야기 ··································································119
• 3) 박목사의 경험 이야기 ··································································137
• Ⅳ. 연구 결과 ·························································································· 156
• 1. 현장 텍스트에서 연구 텍스트로 이동하기 ································ 159
• 2. 연구 텍스트 작성하기: 다시 이야기하기 ··································· 160
• 1) ‘김목사’ 이야기 ············································································· 160
• 2) ‘이목사’ 이야기 ············································································· 167
• 3) ‘박목사’ 이야기 ··········································································· 180
• Ⅴ. 결 론 ·································································································196
• 1. 요 약 ·································································································· 196
• 2. 논 의 ·································································································· 200
• 3. 연구의 의의 ······················································································ 215
• 4. 제 언 ·································································································· 217
• 참고문헌 ····································································································219
• Abstract ··································································································· 227
• 부록 ············································································································231
• 1. 연구 참여 동의서 ·········································································· 231
• 2. 연구 질문지 ···················································································· 232