헨리 나우웬(Henri J. M. Nouwen)의 영성과 미래세대 영성교육의 방향

김정준(Jeong-Joon Kim),이사라(Sarah Lee) 한국기독교교육정보학회 2014 기독교교육정보 Vol.0 No.42

본 논문의 연구목적은 20세기 탁월한 기독교 영성가들 가운데 한 사람으로 평가되는 헨리 나우웬의 영성을 고찰하면서, 21세기 한국교회 미래세대의 영성교육의 방향을 모색하려는데 있다. 나우웬의 영성의 특징은 20세기 세속 역사의 다양한 도전에 맞서 그의 전 생애를 통하여 신앙적 응답을 모색하였다는데 있다. 그는 20세기 서구사회가 모던적 세계의 질서에서 포스트모던적 질서로 전환되는 혼란의 시대에 예수 그리스도의 가르침을 온전히 따르고자 영적 투쟁을 하였다. 그는 사제이자 학자로서 학문탐구와 목회실천, 그리고 영성작가로서 글쓰기를 통하여 앎(지식)과 삶(실천)을 일치시킨 통전적 영성의 모범적 사례로 평가할 수 있다. 나우웬의 영성생활의 특징은 네 가지로, ① 기독교적 세계관에 기초한 영성, ② 하나님의 뜻을 추구하는 영성, ③ 공동체성의 영성, ④ 통전적 영성 등이다. 한편 21세기 한국사회와 교회의 미래세대인 청소년들은 20세기 후반 한국사회에 등장한 역사적 사회문화적 변화와 충격의 상황 속에서 성장하였다. 그들이 경험한 21세기 한국사회의 변화와 충격이 미래세대에게 끼치게 될 영향은 크게 세 가지로, ① 1997년 국가부도에 따른 IMF 관리체제하의 국가경제 위기와 장기침체에 따른 물질중심주의, ② 포스트모더니즘의 영향에 따른 사고, 가치관, 삶의 스타일 변화 등에 따른 반기독교적인 정서와 태도, ③ IT기술의 발달에 따른 정보사회의 영향으로 나타난 인간소외 현상으로서 청소년들의 자기중심성, 자아정체성혼란, 익명성, 단절화/파편화, 공동체성 해체 등이 그것이다. 20세기 서구사회의 거센 세속의 역사적 도전 앞에 신앙적으로 응전했던 헨리 나우웬의 영성생활을 통하여 21세기 한국교회의 기독교교육 교사들이 미래세대 영성교육을 위하여 배워야 할 통찰들은 크게 세 가지이다. 첫째는 영성교육 목적의 재정향으로, 일방적 전달보다는 상호주체적 깨달음의 교육이다. 둘째, 영성교육 교수-학습방법의 재구성으로 다양한 기도 훈련방법의 수용이다. 셋째, 영성교육의 새로운 접근방식으로 앎과 삶을 연결시키는 통전적 영성교육의 적용이다. 20세기 헨리 나우웬의 영성으로부터 21세기 한국교회 영성교육이 수용해야 할 통찰은 “옛 것을 익히고 그것을 통하여 새로운 것을 알아간다”는 것이다. 역사적으로 사회문화와 시대의 상황은 변하지만, ‘영성적 존재’(homo spiritualis)로서 인간의 본질은 변하지 않기 때문이다.

디즈니 애니메이션에 나타난 부모자녀관계에 대한 성경적 고찰

김정준 ( Jeong Joon Kim ),이혜정 ( Hae Jung Lee ),나유미 ( Yu Mi Na ) 기독교학문연구소 2009 신앙과 학문 Vol.14 No.3

글자없는 그림책을 이용한 유아의 의미구성 평가활동 사정

김정준(Jeong Joon Kim),송미선(Mi Sun Song) 한국아동학회 1997 아동학회지 Vol.18 No.2

This study explored an alternative activity for the assessment of young children`s literacy in Korea; namely, the evaluation of children`s ability to construct meaning independent of decoding skill. The subjects were 78 children 4 to 5 years of age in Seoul. Instruments were the researcher`s revised form of the Story Construction from a Picture Book, TRSR (Teachers` Ratings of Students` Reading) designed by van Kraayenoord & Paris (1996), and the revised form of the WLAT (Written Language Awareness Test, Kim, 1995). The assessment scores and oral responses of the children were analyzed by Pearson`s r, MANOVA and one-way ANOVA, using repeated measures. The findings showed that (1) the story construction total scores were significantly correlated with WALT scores and the subcategory scores were intercorrelated with each other. (2) The story construction total scores differed by age, and (3) the 2 phase scores were higher than the 1 phase scores.

영산의 4차원의 영성과 영성교육적 과제

김정준 ( Kim Jeong Joon ) 한세대학교 영산신학연구소 2010 영산신학저널 Vol.18 No.-

Historically, Most of christian leaders and theologians in the world give attention and research the pentecostal spiritual movement and its excellent leader Dr. Yonggi Cho, Youngsan and his spirituality and ministry at Yoido Full Gospel Church to the turning point of revival movement in christianity under which western church has decreased the numbers of believers and stagnated the church growth in the 20th century. The theological key word The Fourth Dimension Spirituality representatives Youngsan’s spirituality. Especially we should give attention that Youngsan’s the fourth dimension spirituality and his theology are not theoretical theology, but empirical theology through his life and ministry. Hence I try to research Youngsan’s the fourth dimension spirituality by spiritual theology with empirical method focused on his life and ministry, not theoretical theology with method traditionally. Then, How can we reconstruct Youngsan’s the fourth dimension spirituality in spiritual education with the well-known developmental psychologist ErikH. Erikson’s theory of the Eight Ages of Man in perspective. I tried to reconstruct meanings of Youngsan’s the fourth dimension spirituality related to all his life and ministry based on Erikson’s the Eight Ages theory, and I also suggested some tasks of spiritual education for future generations. Erikson payed attention that Man should achieve his developmental tasks and definite ego identity before crisis in his life cycle. In the course of life time, Man should develop his positive aspect in psychological mode related with spiritual growth and development. It needs to understand two kinds of educational dimension for christians to form Youngsan’s the fourth dimension spirituality. One is a kind of theological dimension. First of all, it needs personally and experientially an acception of Jesus Christ as my Lord under the grace of the Holy Spirit for forming Youngsan’s the fourth dimension spirituality. Other is a kind of psychological dimension within all Younsan’s life responsed to grace of God. It means to need a experiential knowing for christian learners under the light of the Holy Spirit who want to form a Youngsan’s the fourth dimension spirituality. And the same time He who wants to form a Youngsan’s the fourth dimension spirituality should pay attention to develop their psychological positive mode in their life cycle. In Conclusion, we should remember that Youngsan’s the fourth dimension spirituality is a spiritual principle and principle of life that is made by the struggle of the soul in all Younsan’s life, and also is made by deep fellowship in a long time between Youngsan and the Holy Spirit.

USN 환경을 위한 공간 센서 데이타베이스 시스템의 개발

김정준(Joung-Joon Kim),유뢰(Lei Liu),신인수(In-Su Shin),김수정(Su-Jeong Kim),한기준(Ki-Joon Han) 대한공간정보학회 2011 한국지형공간정보학회 학술대회 Vol.2011 No.10

최근 유비쿼터스 센서 네트워크(USN : Ubiquitous Sensor Networks) 환경에서 GeoSensor와 같은 GPS(Global Positioning System) 기능을 보유한 공간 센서의 사용이 증가함에 따라 공간/비공간 데이타를 효율적으로 처리할 수 있는 공간 센서 데이터베이스시스템의 필요성이 증가되고 있다. 그러나, Tiny DB, Cougar 등과 같은 기존 센서 데이타베이스 시스템들은 공간 데이타 타입과 공간 연산자를 지원하지 않기 때문에 공간 데이타를 처리하기에 어려움이 있다. 따라서, 본 논문은 USN 환경에서 공간 데이타를 효율적으로 처리하기 위하여 공간 센서 데이타베이스 시스템을 개발하였다. 공간 센서 데이타베이스 시스템은 공간 데이타 타입과 공간 연산자를 지원하며, 시스템 부하를 줄이기 위해 메모리 공유 기능과 필터링 기능 등을 제공한다.

기독교 영성교육 모델에 관한 연구

김정준(Jeong-Joon Kim) 연세대학교 신과대학(연합신학대학원) 2012 신학논단 Vol.67 No.-

The purpose of this study is to explore a christian spiritual education model. In recent years, there has been an increasing interest in the spirituality, which has evoked a discourse in modern world. It has been pointed out that the characteristics of spirituality as a social discourse can be understood in terms of human arts such as philosophy, ideology, and so on. Throughout the process of history, the tradition and style of the Christian spirituality has been divided into three traditions in general, Eastern Church, Western Church, and Protestant Church. Although there has been an different expression to represent their mode of spirituality, it is clear that the common paradigm of spiritual development, which contains a schema, ‘purgation-illumination-union with God’, has been appeared in the ‘three ways’ spiritual development stages. The paradigm has been founded in the spiritual development stages of the early christian fathers’ spiritual formation and also has been originated on the basis of Bible. A schema of three ways that contains an orders of salvation and a process of sanctification, which shows a seeking process of the spiritual exerciser, reflects on an aspect of psychological self-actualization. C. G. Jung develops the Freud’s concept of unconscious into his unconscious concept which contains a religious and transcendental dimension. Jung’s theory about individuation can be regarded as a theory of the psychotherapy and the hermeneutics of the human growth, which it can help people (to) find their true real-self, that is called self-realization. The theory of Jung gives two possibilities for the Christian spirituality education. First, it provides an idea for christian spirituality educator with a psychological developmental task in process of individuation. From the psychological point of view, we argues that it is not all that express the outward of men but hear the voice of the inward of men which means the awareness of unconscious. In this way, the theory of individuation psychologically shows us what happened to the mental problems in each stages of three ways : ‘purgation - illumination - union with God’ or ‘repentance - sanctification - glorification’. Second, the applications of analytical termsfor example, consciousness, awareness, recognition, confrontation, differentiation, assimilation, and integration, are very useful in the Christian spiritualty education. The applications of these psychological terms in spiritual education help us to understand mental-spiritual conditions of the learners and teachers. On the basis of the two points of views, I suggest that the reconstructed 7 movements which instruct the strategy in my spiritual education is deeply related to the three ways spiritual development stages. In conclusion, I insist that the ‘transfiguration - union with God’ spiritual education model will contribute to make an useful meeting and dialogue between the psychological self-actualization which derives from a Jung’s theory of individuation and the theological self-actualization which comes from three ways. In this regard, my suggestion belongs to the spiritual developmental theory and also is can be helpful for the christian educator to recover a real-self as an image of God in our spiritual experience. The purpose of this study is to explore a christian spiritual education model. In recent years, there has been an increasing interest in the spirituality, which has evoked a discourse in modern world. It has been pointed out that the characteristics of spirituality as a social discourse can be understood in terms of human arts such as philosophy, ideology, and so on. Throughout the process of history, the tradition and style of the Christian spirituality has been divided into three traditions in general, Eastern Church, Western Church, and Protestant Church. Although there has been an different expression to represent their mode of spirituality, it is clear that the common paradigm of spiritual development, which contains a schema, ‘purgation-illumination-union with God’, has been appeared in the ‘three ways’ spiritual development stages. The paradigm has been founded in the spiritual development stages of the early christian fathers’ spiritual formation and also has been originated on the basis of Bible. A schema of three ways that contains an orders of salvation and a process of sanctification, which shows a seeking process of the spiritual exerciser, reflects on an aspect of psychological self-actualization. C. G. Jung develops the Freud’s concept of unconscious into his unconscious concept which contains a religious and transcendental dimension. Jung’s theory about individuation can be regarded as a theory of the psychotherapy and the hermeneutics of the human growth, which it can help people (to) find their true real-self, that is called self-realization. The theory of Jung gives two possibilities for the Christian spirituality education. First, it provides an idea for christian spirituality educator with a psychological developmental task in process of individuation. From the psychological point of view, we argues that it is not all that express the outward of men but hear the voice of the inward of men which means the awareness of unconscious. In this way, the theory of individuation psychologically shows us what happened to the mental problems in each stages of three ways : ‘purgation - illumination - union with God’ or ‘repentance - sanctification - glorification’. Second, the applications of analytical termsfor example, consciousness, awareness, recognition, confrontation, differentiation, assimilation, and integration, are very useful in the Christian spiritualty education. The applications of these psychological terms in spiritual education help us to understand mental-spiritual conditions of the learners and teachers. On the basis of the two points of views, I suggest that the reconstructed 7 movements which instruct the strategy in my spiritual education is deeply related to the three ways spiritual development stages. In conclusion, I insist that the ‘transfiguration - union with God’ spiritual education model will contribute to make an useful meeting and dialogue between the psychological self-actualization which derives from a Jung’s theory of individuation and the theological self-actualization which comes from three ways. In this regard, my suggestion belongs to the spiritual developmental theory and also is can be helpful for the christian educator to recover a real-self as an image of God in our spiritual experience.

그림책에 나타난 파라텍스트의 의미 분석

김정준(Kim Jeong Joon),신원애(Shin Won Ae) 한국육아지원학회 2016 육아지원연구 Vol.11 No.3

본 연구는 볼로냐 라가치상을 수상한 국내작가 그림책의 파라텍스트를 사례 분석하여 파라텍스트의 의 미 및 특징을 살펴보고자 하였다. 이를 위한 분석대상은 국내 작가의 라가치상 수상도서 그림책 10권이었 다. 분석은 Genette(1997)와 Stewig(1995)의 개념에 기초하여 페리텍스트만으로 파라텍스트의 분석 대상 을 한정하였으며, 앞표지, 앞면지와 뒷면지, 뒤표지, 부속물의 하위범주로 나누어 그림책에서 나타나는 파 라텍스트의 의미와 특징을 도출하는 방식을 사용하였다. 분석방법으로는 그림책에 대한 사례분석(case study)의 절차를 따랐다. 연구자들은 연구대상 그림책별로 본 연구에서 분류한 페리텍스트 분석범주에 해 당되는 글과 그림을 중심으로 분석하였으며, 효과적인 분석을 위해 펼침(opening)단위로 보고자 하였다. 그 결과, 라가치상을 수상한 국내 작가 그림책의 파라텍스트는 내용요소(주제나 사건의 압축적 제시, 서사의 연장), 디자인 요소(작가의 기호적 장치, 문화적 코드 반영), 상품적 요소(구매가능성 강화)의 의미 와 특징이 나타났다. 본 연구결과는 그림책 파라텍스트의 확장된 비주얼 리터러시의 역할과 텍스트와의 관계성을 밝히고, 유아를 위한 그림책을 선정하거나 활동을 계획할 때 의미있는 그림책 읽기과정을 수행 하는 지침이 될 것이다. The purpose of this research is to analyze the meanings and characters of the para-texts used in children’s picture books. The research focuses on ten Korean author’s books that received the Bologna Ragazzi Awards, which were selected because they seem suitable for preschoolers. Based on the concept of ‘peri-text’ drawn from Genettet(1997) and Stewig(1995), this research categorizes para-texts as those found on the front cover, the inside title page, the ending page, and the back cover and the appendix of the book. In this study, we followed the analysis procedure of case study on picture books. We mainly analyzed text and pictures which belong to peritext analysis category that we classified among picture books. We analyzed picture books according to ‘Opening’ that we use for examining picture books for effective analysis. The para-texts of ten picture books have diverse meanings and characters, including characteristics of content factors(compressive suggestion of a topic, the expansions and extensions of narrative), design factors(writers’ intentional or symbolic devices, reflections of particular cultural codes) and commercial factors(marketability). The findings of this research show the relationship between the visual literacy and the written text. Thus, the research offers the guidelines for the teachers to choose appropriate picture books for meaningful reading activities for young children.

기독교 세계관으로 조명한 누리과정의 자연탐구영역 - 탐구하는 태도 기르기와 과학적 탐구하기를 중심으로 -

김정준 ( Jeong Joon Kim ),이하원 ( Ha Won Lee ),임희옥 ( Hee Ok Lim ) 기독교학문연구회 2014 신앙과 학문 Vol.19 No.2

All education courses have their own values and faith based on a specific paradigm, and those are directly reflected to educational practice. ‘NURI curriculum’ was developed and applied as the national level curriculum of Korea for 3∼5 year old children since 2013. With this reformation, all kindergartens and day care centers in Korea are utilizing the NURI course. The natural science area of NURI curriculum is based on the perspective theory of evolutionary, naturalism and humanism. However the science area, light of the Christian world-view, can become the path of understanding the overwhelming hidden wisdom which the God has put into the created world. Therefore, the natural science area of NURI course is one of the fields where young children can comprehend and appreciate greater joy of the superb wisdom and unbelievable truth of mighty the God, than in any other categories. It is the role and mission for the Christian teacher that considering and restructuring of NURI course based on the Christian paradigm to teach the young children not segregating from NURI course. This research explored the viewpoint of the science activities in the teacher`s manual and teacher`s guidebook of natural science area of NURI course, diagnosed education objectives and contents factors in order to provide the appreciation and inspiration while restructuring the activities and suggest the education objectives and teacher support methods in accordance with Christianity paradigm. 모든 교육과정은 하나의 특정한 세계관에 기초한 가치와 신념을 담고 있으며 이는 교육과정 운영 실제에 그대로 반영된다. 우리나라는 국가수준교육과정으로 2012년 만 5세 과정에 이어 2013년부터 만3∼5세 유아를 위한 누리과정을 개발하였다. 이에 따라 교육과학기술부 산하 유치원과 보건복지부 산하 어린이집은 누리과정을 공통교육과정으로 사용하게 되었다. 누리과정의 과학과 관련된 자연탐구영역의 교사 지도서는 진화론과 자연주의, 그리고 인본주의에 기초한 구성주의의 관점에서 서술되었다. 그러나 과학은 하나님이 피조세계에 감추어 두신 지혜의 부요함을 누리는 통로가 될 수 있다. 따라서 누리과정의 자연탐구 영역은 다른 어느 영역보다 창조주 하나님의 탁월한 지혜와 오묘한 진리를 알아가는 기쁨을 누릴 수 있는 영역이다. 이에 따라 누리과정을 활용하면서 기독교 세계관에 기초하여 자연탐구 영역을 어떻게 가르칠 것인가 탐색하고 재구성하는 일은 기독 교사의 역할이자 사명이다. 본 연구는 누리과정 자연탐구영역의 내용과 교사용 지도지침을 검토하고, 기독교사가 활동을 확장하고 재구성하는 통찰력을 제공하기 위하여 기독교 세계관에 기초한 과학교육의 목표와 내용을 제시하였다.

공간 HBase : 공간 빅 데이터를 위한 HBase 확장

김정준(Jeong-Joon Kim),한성근(Sung-Geun Han),신인수(In-Su Shin),한기준(Ki-Joon Han) 한국정보과학회 2013 정보과학회논문지 : 데이타베이스 Vol.40 No.5

최근에 용량이 크고 다양한 속성을 가진 공간 데이터는 빅 데이터의 일부분으로 취급받고 있으며, 이러한 공간 빅 데이터는 중요한 연구 분야로 급부상하고 있다. 그러나, 기존의 연구들은 대부분 NoSQL이 아닌 분산 파일 시스템을 이용하여 공간 빅 데이터를 처리하고 있기 때문에 빈번한 데이터 삽입과 갱신이 발생하는 환경에서 처리 비용이 증가하는 단점이 있다. 따라서, 본 논문에서는 최근 가장 많이 활용되고 있는 NoSQL인 하둡의 HBase를 확장하여 공간 HBase를 개발하였다. 공간 HBase는 빈번한 데이터 삽입과 갱신시 처리 비용이 적은 기존 HBase의 장점을 그대로 사용하고 있으며 OGC의 공간 데이터 타입과 공간 연산자를 지원한다. 그리고 공간 HBase는 위치 기반으로 공간 데이터를 클러스터링하여 저장하고 공간 데이터 검색시에는 공간 인덱스를 이용하여 분산 처리하기 때문에 효율적으로 공간 질의 처리를 수행할 수 있다. 마지막으로, Oracle Spatial Cluster와 비교 성능 평가를 수행하여 본 논문에서 개발한 공간 HBase의 우수성을 검증하였다. Recently, spatial data with large capacity and various properties is treated as a part of Big Data, and this spatial big data is emerging as an important field of studies. However, since existing studies to process spatial big data are mostly based on the distributed file system, rather than on NoSQL, there is a disadvantage of increasing the processing cost in an environment with frequent data inserting and updating. Thus, this paper has developed Spatial HBase based on HBase of Hadoop which is NoSQL that is the most widely used in recent years. Spatial HBase has the advantage of the basic HBase that carries low processing cost to frequent data inserting and updating. In addition, it supports spatial data types and spatial operations in OGC. Also, Spatial HBase can perform spatial query processing efficiently because spatial data can be stored with the location-based clustering and at the time of searching for spatial data, distributed processing using a spatial index is conducted. Finally, the superiority of Spatial HBase was proved by performing a comparative performance evaluation between Spatial HBase and Oracle Spatial Cluster.

전래동요를 중심으로 한 Orff 리듬 활동의 통합적 접근

金姃俊(Kim, Jeong-joon) 이화여자대학교 교육과학연구소 1996 교육과학연구 Vol.24 No.-