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- 저자 : 박소량(Park, So Ryang) (검색결과 3 건)
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신앙발달이론에 근거한 영산의 십자가 신앙의 적용에 관한 연구
박소량 ( Park So Ryang ) 한세대학교 영산신학연구소 2010 영산신학저널 Vol.20 No.-
It is supposed that faith development is accomplished through all of his or her life while it is considered to be one of the main interests in the areas not only of Christian education but also of pastoral ministry. This draws our attentions as to how faith development occurs through all years of life. Is there any system of faith development? Does it sometimes stop developing during the process? If faith continues to grow through years, what can be said about the relation between quantitative changes and qualitative changes? If qualitative changes have occurred, how many times do they appear through all of his or her life? These are some of the questions that continue to meet our interests with or without our awareness. Viewed from the history of Christian education, faith development has dealt with several important issues such as tradition vs. teaching, maturity vs. conversion, development vs. transformation, all of which is correlated yet has been developed in its own uniqueness. The debate between the faith development theory which stresses fostering and the transformation theory which stresses conversion seemingly began in the time of Plato (c.a. 400) and continued in the time of Bushnell (1847). The center of the debate, however, has been in the arguments of James Fowler and James Loader. In the late 20th century, the debate came under significant attention in Christian education based on the faith development theory. Nevertheless, there has been limitation in teaching of faith due to the reliance on the traditional teaching method-which results from the lack of new practical methodology that is to be utilized in the arena of education within the theoretical types associated with faith development which suggests sound direction and effective teaching method of faith education. Such a problem lies in the fact that faith education follows the intellectualistic education which is a failure, not inducing changes in life or recovering spiritual vitality. In order to achieve a complementary integration, this paper will compare the arguments of James Fowler and James Loader-the two representative theories of transformation and development in Christian education-and aim to shed a light on the faith development focused on the seven theological foundation of the Full Gospel. Youngsan’s Christology is centered on the meaning of the Cross of Christ and His resurrection. The centrality of the Cross, in particular, is the first item of the seven theological foundation of the Full Gospel and is thus defined as the starting point of the Full Gospel faith. Youngsan’s theology based on the faith in the cross of Christ consists of faith in the Pentecostal fullness of the Holy Spirit, faith in the spreading the gospel to all the world, faith in the good God, faith in Christ who carries our diseases, faith in Christ who will return, and faith in sharing. The seven theological foundation of the Full Gospel is then classified into Fivefold Gospel and Threefold Blessing. Youngsan’s theology is evidently Christ-centered theology. This study aims to search for a teaching method of Cross faith by supplementing the two theoretical axes of Youngsan’s Christ-centered theology and transformation and development in faith develop-ment. It will suggest a method of achieving transformation within development and vice versa. When strengths of transformation theory and development theory are taken theory complementarily, the educational structure of faith development of Full Gospel will be possibly applicable in the fields of the evangelical Christian education in the postmodern fields. It will become possible as the starting point of Youngsan’s theology is essentially the Cross of Christ’s vicarious grace. Such a theological pursuit has been structured as the seven theological foundation of the Full Gospel, which, in turn, enables various scholarly researches and practices in church setting. This study attempts to locate and expand the passage of the educational methodology in theology and faith which is complementary yet primary from the perspectives of special and general grace. The Christ’s Cross-centered educational structure will open a new way in church education as it ties to the process of embodiment of the contemporary educational methodology. For this purpose, this paper looks forward to continuing development of educational programs that specify the Cross-centered educational methodology in Christian education.
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