기독교 가정교육 활성화를 위한 부모교육 방안 연구 = (A) Study on Parental Education for Revitalizing Christian Family Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to research the methods of Christian parental education to activate the Christian family education. More concretely, it was to develop and propose Christian parental education methods to activate the Christian family education.
This thesis is composed of the following three parts. First, theoretical and biblical review on Christian family education, second, issues regarding the risk of modern family and theological education, third, church educational alternative for Christian parental education. The major findings discovered through the above research process are as follows:
First, the basic effort of childhood education in the ancient Hebrew home was through religious education. Based on the history of religious education, there were four family educational methods in the Old Testament. The methods were vocational education, regulation education, people's identity education, and participation education. Hebrew education was not to deliver religious thought or the structure of belief abstractly, but to get to the dimension of experiences by adjusting control and liberty at home through participation, behavior and conversation. Hebrew family education was not formal, but an informal daily holistic education.
Christian family education in the New Testament had its origins in Hebrew Education. Jewish parents considered training and religious education of their children as their duty. Beginning at age four, parents taught knowledge and rules of life from the Torah and went to the synagogue together. Fathers felt the responsibility to teach the children at home.
Second, the common characteristic of the religious education in the homes blessed by God was that there was unconditional obedience to God and enthusiastic prayer. God surely punished the homes that disobeyed and tried to fool God.
Third, many scholars believed that the primary responsibility to nurture children in religious belief, began with their parents. Augustine and Luther strongly emphasized the importance of family education. Various scholars proposed theories of family education. They are family Religion Education(Calvin), Moral Ethics Education(Pestalozzi), and Voluntarily Participating Education(Probel).
Fourth, the rural exodus and urbanization as a result of the industrial revolution, changed the modern family. These phenomena made the nuclear family unit smaller. The generation of the modern family significantly influenced the religious education in Christian homes. Parents and children did not maintain the relationship of the trainer and the trainee, but developed independent characteristics. Gradually parents and children began to co-exist as individuals, losing the love, sacrifice, service, and sharing of intimate family relationships.
Fifth, to motivate Christian family education, Christian parents' education programs should be developed and promoted. In modern society where non-Christian homes outnumber Christian homes, parents have the spiritual responsibility to learn the role of guardian in their Christian homes. To maintain Christian homes, parents need training through 'Parents' Education'. Although there have been many Parents' Education programs developed by various secular social organizations, there are not many church educational alternatives regarding the parents' role to nurture the children in religion. To motivate Christian family education, the church should plan and practice an active professional Christian Parents' Education program.
Based on the findings above, the following can be proposed.
First, parents need a right vision of religion and the moral and ethical values to provide religious education. To do this, parents should perform through self-piety training and service activities. They should train themselves to enhance self-piety through special prayer meetings hosted by churches and make efforts to be growing followers of Jesus by participating in church service activities hosted by the male missionary organization.
Second, the 21^(st) century's family education should be a United Educational System where homes, churches and communities are networked. Although the home is the source of Christian education, it should not be expensive expense. Churches can make use of finances according to their situations, there are many that cannot afford to develop and operate large-scale programs. These churches connect to social organizations with good financial background and develop quality programs networking homes, churches and communities.
Third, to motivate modern Christian family education, churches should prepare for diversified and realistic educational alternatives. The pastor should have a new vision, and churches should emphasize and establish a department for parents' education.
In the dimension of teachers, teachers should perceive the necessity of professional training in parents' education. Teachers who received professional training should develop and perform the special programs for parents' education and the curriculum to encourage Christian family education.
The role of the 21^(st) century's church should not be limited to worship. In modern society many issues originate from 'Insensible Parents' and 'Loss of Parents.' The 21^(st) century's church should offer a place for parents to repent and then educate them to help nurture their children in Christian education. It is the educational calling of the church to provide opportunities for Christian family education.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• A. 문제제기 및 연구목적 = 1
• B. 연구방법 및 범위 = 3
• C. 연구사 = 4
• Ⅱ. 기독교 가정교육의 성서적, 신학적 고찰 = 7
• A. 기독교 가정교육에 대한 성서적 고찰 = 7
• B. 기독교 가정교육에 대한 신학적 고찰 = 19
• Ⅲ. 현대 기독교 가정의 위기와 신앙교육문제 = 32
• A. 현대 가정의 위기 = 32
• B. 현대 가정의 역할과 역기능 = 33
• C. 현대 기독교 가정의 신앙교육 문제 = 35
• Ⅳ. 기독교 부모교육을 위한 교회 교육적 대안 = 38
• A. 기독교 부모 교육의 목적 = 38
• B. 기독교 부모교육의 방법 및 유형 = 42
• C. 기독교 부모교육을 위한 교회 교육적 대안 = 61
• Ⅴ. 결론 및 제언 = 67
• 참고문헌 = 71
• ABSTRACT = 74