하나님의 프락시스와 교육목회 : 신반포감리교회를 중심으로

손원영(Won-Young Sohn) 한국기독교교육정보학회 2010 기독교교육정보 Vol.27 No.-

The aim of this research is to clarify the concept of "God's praxis" and "educational ministry" and also to find out some possibilities of praxis-oriented educational ministry though the case study about Shinbanpo Methodist Church, Korea. First of all, this article is more interested in aspect of praxis-oriented educational ministry rather than transmission or indoctrination of educational ministry in the Korean churches. In addition, researcher classifies three different praxis-oriented educational ministry theories in terms of James Fowler's "God's praxis theory," Wonyoung Sohn's "Theopraxis theory," and Richard Osmer's "Theodrarna theory." On the basis of the common grounds of God's praxis above three, this article tries to investigate the educational ministry of Shinbanpo Church as an alternative case for a God's praxis-oriented educational ministry. In details, by the reference of especially Osmer's theory for the congregation that he connected between Christ's fivefold office (prophetic, priestly, transfigured, royal, and open fellowship) and congregational Christopraxis (Marturia, Diakonia, Doxology, Didache, and Koinonia), this article also suggests some ideas for God's praxis-oriented educational ministry through the Shinbanpo Methodist Church. In conclusion, through God's praxis-oriented educational ministry, Korean churches who have been stumbling recently could find some new ways for the reign of God.

다문화교육을 위한 종교평화모델의 탐색

손원영(Won-young Sohn) 한국기독교교육정보학회 2019 기독교교육정보 Vol.0 No.60

한국사회는 21세기에 접어 들어서 급속히 다문화사회로 변화되고 있다. 그래서 그 어느 때보다 다문화교육이 일반 교육분야에서 뿐만 아니라 기독교교육에서도 중요해 지고 있다. 그런데 지금까지 한국에서 논의되는 다문화교육은 서양의 다문교육이론을 무비판적으로 수용하는 태도를 보여주었다. 특히 캐슬-밀리가 분류한 유형 중 ‘다문화주의’ 모델이 그 중심을 이루고 있다. 그러나 최근 학계에 이에 대한 비판적 논의가 확산되면서 한국 다문화교육을 위한 한국적 다문화주의의 필요성이 대두되고 있다. 따라서 본 논문은 다문화교육 담론을 비판적으로 성찰한 뒤, 그 토대 위에서 한국적 다문화주의로서의 종교평화모델을 제시하는데 그 연구의 목적이 있다. 좀 더 구체적으로 본 논문은 다음과 같은 세 가지의 연구주제를 탐색하였다. 첫째, 본 논문은 기독교교육과 관련하여 현재 진행되는 다문화교육 담론을 비판적으로 성찰하였다. 현재 논의되는 다문화교육 이론들은 대체로 기여적 접근과 부가적 접근에 의해 진행되고 있음을 지적하였다. 그리고 그 대안으로 변혁적 접근과 사회적 실천 접근, 특히 종교대화 및 종교평화를 강조하는 재개념주의 유형에 따른 연구가 필요함을 강조하였다. 둘째, 본 논문은 다문화주의의 한계와 그 대안을 비판적으로 고찰하였다. 특히 미국 트럼프 행정부의 자국민 우선주의 정책이 전 세계의 다문화교육에 큰 영향을 끼치고 있는 현실에서, ‘한국적 다문화주의’의 필요성을 제시하였다. 셋째, 본 논문은 한국 다문화교육을 위해 ‘풍류도’를 중심으로 한 종교평화모델을 제시하였다. 이것은 종교대화를 중심으로 한 다문화교육 모델인 동시에 전세계에 흩어진 800만 명에 이르는 디아스포라-한국인에게 다문화적 자아정체성을 제시하는 모델로 활용될 수 있다. Korean society is rapidly changing into a multicultural society in the 21st century. More than ever, multicultural education is becoming important not only in general education but also in Christian education. However, the multicultural education that has been discussed so far in Korea has shown an attitude of accepting the Western multicultural education uncritically. Especially, the “multiculturalism” model among the types classified by Castle & Miller is at the center. Therefore, this paper focuses on the discourse of multicultural education, and then presents a “Korean multiculturalism model” on the basis of the discourse. More specifically, this paper explored the following three research themes. First, this paper critically examined the current discourse on multicultural education in relation to Christian education. The current multicultural education theories have been pointed out to be largely governed by the contribution approach and the additive approach. In addition, it is necessary to study the transformation approach and social action approach, especially the type of reconceptualists approach emphasizing religious dialogue and religious peace. Second, this paper critically examined the limits of multiculturalism and its alternatives. In particular, the US Trump Administration`s nationality preference policy called by “America First” has had a great impact on multicultural education around the world, suggesting the need for the Korean multiculturalism. Third, this study presented a “pungryudo(風流道) model” as a concrete model of religious peace model as a model of Korean multiculturalism. This is a multicultural education model centering on religious dialogue and can be used as a model to show the multicultural self-identity of diaspora-Koreans, who are scattered around the world, to 8 millions.

기독교대한성결교회의 BCM(Body of Christ Model) 교육목회제도에 대한 평가

손원영(Won-Young Sohn) 한국기독교교육정보학회 2007 기독교교육정보 Vol.18 No.-

The aim of this article is to evaluate the new educational ministry model of Korea Evangelical Holiness Church(KEHC). As a matter of fact, the KEHC has celebrated the l00th anniversary this year of 2007. In commemoration of the founding of the KEHC, they have developed the new model of educational ministry system, which is called by "BCM"(Body of Christ Model). The researcher tries to deal with three themes related to the BCM. First of all, what is BCM? Second, is it appropriate that the BCM would suggest to the Korean Churches? Third, if it would be evaluated for its positive effectiveness, how could we think about? In more details, first, the BCM is understood church's structure by organism of five different subsystems in terms of systemic approach, which are personal, small group, congregation, Bible and tradition, and society. When it would highly be interactive among five different subsystems for enhancing quality and effectiveness of system, it says church education could be healthy. Toward meaningful change of church education, in addition to that, the KEHC also developed the "BCM Curriculum for Teacher" and "BCM Curriculum for Director of Education Ministry." Second, the BCM will be able to be more an alternative model of church education when it is reconceptualized the concept of "church school" into "Children Church" or "Youth Church" on the basis of the theological understanding on church as "body of Christ" instead of schooling system. It means that the BCM is useful system so that it may overcome the crisis of the Korean Church to face now. Lastly, the BCM could be not only evaluated to refresh the renewal models of Korean Churches as well as KEHC by the new educational ministry system, but it also needs to emphasize the cooperation among denomination, seminary, and each individual churches.

영성학과 기독교교육학의 대화

손원영(Won Young Sohn) 한국기독교학회 2009 한국기독교신학논총 Vol.61 No.-

한국 종교교육학 연구의 분석적 탐색 : 한국기독교교육정보학회 및 한국종교교육학회 학술지를 중심으로

손원영(Won-Young Sohn),김지혜(Jihye Kim) 한국종교교육학회 2005 宗敎敎育學硏究 Vol.21 No.-

이 논문은 한국 종교교육학 연구를 대변하는 두 학술단체인 한국기독교교육정보학회와 한국종교교육학회에서 발간하는 학술지, 곧 《기독교교육정보》, Journal of Christian Education & Information Technology, 그리고 《종교교육학연구》를 분석함으로써, 한국 종교교육학 연구의 특성을 알아보는데 그 연구의 목적이 있다. 이 연구를 통해 드러난 한국 종교교육학 연구의 특성은 다음과 같다. 첫째, 한국의 종교교육학은 개별 연구자에 의한 연구에 지나치게 의존되는 경향을 보여주고 있다. 둘째, 한국 종교교육학은 하나의 ‘실천학’이라는 측면에서 볼 때, 이론과 실천 사이의 심각한 불균형의 상황 속에 위치해 있다. 셋째, 한국의 종교교육학 연구자들은 비교적 높은 종교적 관용의 정신을 갖고 있다. 넷째, 한국종교교육학 연구는 남성과 여성 연구자들 사이에 비교적 양성평등적인 연구가 진행되고 있다. 다섯째, 한국종교교육학의 국제화수준은 아직 매우 낮은 편이나 점차 높아지고 있는 상황이다. 여섯째, 교육현장과 관련된 한국종교교육학 연구는 기독교의 경우 주로 교회를 중심으로 연구되고, 불교를 비롯한 다른 종교는 학교를 중시하는 특성을 갖고 있다. 일곱째, 후기현대적 주제에 대한 한국종교교육학계의 연구는 매우 빈약한 특성을 갖고 있다. 여덟째, 한국의 종교교육학 연구자들은 교육의 구성요소 중 주로 교육목적 및 연구방법론과 관련된 분야에 집중하는 특성을 보여주고 있다. 아홉째, 한국의 종교교육학은 그 연구방법에 있어서 주로 인문학적인 연구방법, 곧 문헌연구방법에 크게 의존해 있는 특성이 있다. This study aims to clarify the current characteristics of Korean religious education research based on the analysis of major two Korean academic societies, i.e., Korea Society for Christian Education & Information Technology (KSCEIT), and the Korean Association for the Study of Religious Education (KASRE). Now, KSCEIT publishes two different journals, which are called by Christian Education & Information Technology (CEIT) and Journal of Christian Education & Information Technology (JCEIT). The former is Korean language-based journal, and the latter is based on English language for globalization of Korean religious education. On the other hand, KASRE also publishes one journal named by Korean Journal of Religious Education (KJRE). Accordingly, the researcher tried to analyses these three journals in terms of nine decisive factors, that is, collaborative focus, balance between theory and practice, religious tolerance, gender equality, globalization, educational context, post-modern issues, research field in terms of educational elements, and research methods. In conclusion, the major characteristics of Korean religious education research are appeared like followings: 1) heavily dependence on individual research rather than collaborative study, 2) discrepancy between theory and practice, 3) highly concern for religious tolerance, 4) balanced writers between two genders, 5) a little lower level of globalization, 6) focusing on church context in Christian religious education, but public school-oriented in Buddhist and other Korean traditional religious educations, 7) small concerns for post-modern issues except inter-faith/religious dialogue, 8) high concentration on philosophical and theological research field in comparison with curriculum and evaluation, 9) dependence on literature study rather than social science method like qualitative and quantitative method.

이신의 신학사상과 한국교회의 위기 극복 방향에 관한 연구

손원영(Won-Young Sohn) 연세대학교 신과대학(연합신학대학원) 2013 신학논단 Vol.71 No.-

?;?;The aim of this article is not only to investigate Dr. Shin Lee(1927-1981)'s theological thoughts, but also to find out some possibilities to overcome the current crises of the Korean Churches on the basis of Dr. Lee's theological thoughts. This article critically reviews literatures related on Dr. Shin Lee's academical writings which is called by “theology of surrealism.” In addition, the author also uses interview method so that the article can make up the weak points of his limited literatures. For understanding on Dr. Shin Lee's theological thoughts, the article looked into three areas of his theological thoughts, that is, the phenomenon of avant-garde of apocalyptic, theology of surrealism as aesthetical theology, and Spirit-oriented theology in terms of charismatic hermeneutics or pnuma-wrinkledness. On the basis of his theological thoughts, the article suggests four feasible directions to overcome the current problems that the Korean churches confront in postmodern society. First of all, the Korean churches needs to be toward an apocalyptical and emancipatory church for those who have been oppressed politically and economically. Second, the Korean churches also needs to emphasize a communicative church between the secular and the sacred using by artistic approaches. Third, the article suggests to consider Charismatic church in terms of spirituality instead of dogmatic traditions of churches. Lastly, the article also recommends Korean churches to become so-called the “indigenous church” which emphasizes on the Korean cultural traditions rather than only western heritages of churches in the name of the restoration movement. ?;?;The aim of this article is not only to investigate Dr. Shin Lee(1927-1981)'s theological thoughts, but also to find out some possibilities to overcome the current crises of the Korean Churches on the basis of Dr. Lee's theological thoughts. This article critically reviews literatures related on Dr. Shin Lee's academical writings which is called by “theology of surrealism.” In addition, the author also uses interview method so that the article can make up the weak points of his limited literatures. For understanding on Dr. Shin Lee's theological thoughts, the article looked into three areas of his theological thoughts, that is, the phenomenon of avant-garde of apocalyptic, theology of surrealism as aesthetical theology, and Spirit-oriented theology in terms of charismatic hermeneutics or pnuma-wrinkledness. On the basis of his theological thoughts, the article suggests four feasible directions to overcome the current problems that the Korean churches confront in postmodern society. First of all, the Korean churches needs to be toward an apocalyptical and emancipatory church for those who have been oppressed politically and economically. Second, the Korean churches also needs to emphasize a communicative church between the secular and the sacred using by artistic approaches. Third, the article suggests to consider Charismatic church in terms of spirituality instead of dogmatic traditions of churches. Lastly, the article also recommends Korean churches to become so-called the “indigenous church” which emphasizes on the Korean cultural traditions rather than only western heritages of churches in the name of the restoration movement.

신학교육의 모델들

손원영(Won Young Sohn) 한국기독교학회 2010 한국기독교신학논총 Vol.70 No.-

The aim of this article is to explore a "Seoul Model" of theological education after critical reflection on several models of theological education. This article deals with three research themes: first, what are recent research trends about theological education?; second, what are major influential models in theological education?; third, how can we imagine a Seoul model for Korean churches and theological schools? In the details, first of all, this article categorizes the scope of research trends in theological education like followings: dichotomy between theory and practice in theological education; paradigm shift from clerical paradigm to "People of God" paradigm in terms of theology of laity; emerging issues in 21st century raised by globalization and postmodern society; new emphasis on "spirituality" in theological education; various settings and tools for theological education by the web-based environment. Second, this article is to categorize the influential model for theological education as for four models: the Athens model, the Berlin model, the Jerusalem model, and the Geneva model. Finally, the researcher suggests a Seoul Model for the Korean churches and theological schools on the basis of the previous investigations. In other words, it is a Seoul Model that focuses on "praxis theologies" of conversation, emancipation and spirituality instead of the traditional fourfold theology, that is, biblical theology, systematic theology, church history, and practical theology; that critically considers the Master of Divinity Curriculum Revision of ATS (The Association of Theological Schools in the United States and Canada) as theological curriculum development; and that transforms null curriculum in Korean theological schools into explicit curriculum including these topics: neighbor religions, dialogue between theology and modern science, global issues of the 21st century, and integration between religiosity and art.

“예술과 말씀” 교육과정 개발에 관한 연구

손원영(Won-Young Sohn),소태영(Tae-Young So) 한국기독교교육정보학회 2014 기독교교육정보 Vol.0 No.43

RCIA의 영성형성 모델에 관한 연구

손원영(Won-Young Sohn) 한국기독교교육정보학회 2009 기독교교육정보 Vol.24 No.-

The aim of this article is to develop a spiritual formation model for the Rite of Christian Initiation of Adults (RCIA). Religious education in Korea has not been given enough to studies on conversion, sacraments, and catechumenates. In addition, although the Catholic church meaningfully retrieved the catechumenate in terms of the RCIA since the second Vatican council, the Protestant churches and academic circles in Korea are not regarding it as a significant topic for religious education. This article investigates various arguments on the RCIA, and on the basis of that, develops a spiritual formation model of the RCIA in religious education through dialogue between the RCIA and spirituality. This article develops three themes about the RCIA: first, it evaluates three different approaches to the RCIA, that is, the sacrament, catechetical, and religious psychological approaches; second, it tries not only to define the definition of a spiritual formation model for the RCIA, but to investigate the basic elements of the spiritual formation model, that is, spiritual direction, spiritual discernment, prayer, and social justice; third, by comparing the RCIA and spirituality, it will try to reconstruct the four periods of RCIA in terms of evangelization by spiritual direction, catechumenate by spiritual discernment, enlightenment and purification by prayer, and mystagogy by social justice.

제7차 교육과정과 기독교학교의 종교교육

손원영 韓國宗敎敎育學會 2001 宗敎敎育學硏究 Vol.13 No.-

제 7차 종교 교육과정이 기독교학교에서의 종교교육을 위축시킬지 모른다는 의구심이 기독교학교와 교회당국에 의해 제기되고 있다. 이런 상황에서 이미 시행되고 있는 제 7차 교육과정의 전면적인 개정의 요구는 적절하지 않다는 전제 위에, 연구자는 제 7차 교육과정 안에서 어떻게 종교교육이 효과적으로 수행될 수 있을지를 탐색하였다. 이를 위해 우선 제 7차 종교 교육과정의 성격을 비판적으로 분석하고 성찰하였다. 여기에서 얻어진 결과는 ①제7차 종교 교육과정이 제6차 교육과정과 비교하여 개념-경험주의자들의 교육과정이론을 보다 체계적으로 활용한 것을 찾아볼 수 있다. ② 제7차 종교 교육과정은 교양교육이라는 맥락에서 접근되고 있음으로, 종단학교 뿐만 아니라 일반 공립학교에서도 활용될 수 있는 가능성이 높다. ③ 제7차 종교 교육과정은 신앙교육적 접근과 종교학적 접근을 병행시키는 특징이 있다. ④ 제7차 종교 교육과정은 신앙교육적 접근과 종교학적 접근의 균형보다는 후자에 의한 전자의 지나친 종속으로 흐르는 경향 때문에, 종단학교로부터 거부될 가능성이 있다. ⑤ 제7차 교육과정은 기독교의 측면에서 볼 때, 다양한 기독교 전통을 간과한 채 어느 하나로 축소시키는 경향을 보이고 있다. ⑥ 제7차 종교 교육과정의 성공적 시행을 위해서는 전문성을 갖춘 종교교사의 양성이 시급하다. 이런 문제점을 보완하기 위해 연구자는 다음과 같은 점을 제안을 하였다. ① 종교 교육과정의 개념이 교과서와 같은 객관적 실재의 의미보다 재개념주의자들의 주장처럼 "초월을 향한 실천의 과정"으로 재개념화시킴으로써 만들어가는 교육과정으로 전환될 필요가 있다. ② 기독교과목(성경과목 혹은 종교교과)만을 종교교육의 전체로 인식하는 것으로부터 벗어나, 모든 교과목 속에 기독교적 지식과 정신이 스며들게 하는 작업이 요청된다. ③ 종교과목 중심의 종교교육으로부터 인성교육 중심으로 종교교육이 전환될 필요가 있다. ④ 기독교 학교에서의 실제적인 종교교육은 종교수업 시간이나 종교교재를 통해 이루어지기보다는 교사나 학교환경 같은 ‘성례전적 존재’를 통해 이루어진다는 점을 인식하여 그에 대한 학교의 더 큰 관심이 요청된다. This paper aims at analyzing critically the 7th National Religious Curriculum for Christianity(NRCC), which has been developing since 2000, and providing some ideas for effective operation of NRCC at Christian schools in Korea. More specifically, this paper, first of all, describes following results that researcher would try to analyse the 7th NRCC: (1) Compared with the 6th one, it has a characteristics to develop curriculum based on conceptual-empiricists' curriculum theories which would emphasize on effectiveness and system of curriculum. (2) As the 7th NRCC focuses on liberal education, public school will be able to select it as one of the liberal arts like Christian school. (3) The 7th NRCC has a characteristics to integrate the two different functions of curriculum development, i.e., faith educational approach and religious approach. The former is more focused on supporting evangelical missions to students, the latter is highly related in objective understanding on Christianity as one of various religions. (4) Because of unbalance between two approaches in spite of trying to integration, the 7th NRCC has a possibility not to be accepted from many Christian schools and Korean churches as well. (5) The 7th NRCC has inclined to reduce many Christian traditions into one tradition. (6) In order to succeed in effective implementation of the 7th one, it is very urgent to recruit the professional religious teachers and to train them as soon as possible they can. Based on these explanation of characteristics on the 7th NRCC, lastly, this paper attempts to provide a proposal for Christian school by suggesting reconstructed ideas in four ways: (1) Christian school is required to re-clarify the definition of curriculum as "actical process toward transcendence,"r "king curriculum"n terms of reconceptualists, who are interested in curriculum as praxis rather than objective reality like textbook. (2) Christian schools and religious teachers should be overcome the narrow meaning of religious education that it would often be regarded it as Christian subject-matters like religious/Bible classes. Instead of that, they need to imbue all kinds of subject matters and students' mind with Christian values. (3) The religious education focused on subject matter or Christian dogma-centered education in Korean Christian school, is required to transform into personality-centered education which is more related in humane relationship based on conversation and encounter. (4) Christian school needs to create an Christian environment where teachers and students could make feel God's love. The potent effect on religious education is really high not through the classroom but school environments like teachers attitude and school's educational settings which is understood as a "cramental beings"oward God.