거룩의 관점에서 본 '주 5일 수업(근무)제와 교회의 교육목회' : 몰트만의 '거룩' 이해를 기초로

장순애(Soon-Ae Chang) 영남신학대학교 2012 신학과 목회 Vol.37 No.-

The so-called "5-day workweek system" has become an overwhelming trend in our days. How should we deal with this issue? The churches in Korea have tried to respond to the situation in many different ways. Unfortunately, however, most of the Korean churches' educational programmes that have been developed to deal with the "5-day workweek system" usually lean toward one-sided methods and programs lacking solid theological basis. They have focused mainly on fragmentary theological themes like "keeping Sunday holy" or "labor and rest". However, neither the program-oriented approach nor the one based on the fragmentary theological themes is sufficient. Rather, it would be necessary to make sure that the educational ministry should be grounded on a more comprehensive theological foundation. Because in Christian education, 'Christianity' and 'education' are inseparable in nature. Broadly speaking, it is believed that 'Christianity' means the theological basis of the Christian education, while education concerns the practical aspects of it. As such, from a Christian educational viewpoint, it is essential to design the educational mi nistry on the basis of a more comprehensive theological prospective. Then, what should be the theological ground in our educational ministry to tackle the challenges of the "5-day workweek system?" I would heartily recommend "holiness". The reasons are as follows: First, the word "holiness" first appeared in the Scriptures together with the Sabbath. The concept is vital to resolving the problem of "keeping Sunday holy". Second, taken as a whole, the Bible shows that the Church is called the Holy Church and the Christians the holy people. It gives the fundamental identity to the Church and Christians. Finally, the word 'holiness' means, on the one hand, separation from the world on the other hand, it means a certain group of people being declared to be God's own. It teaches how to live for all Christians in a changing world like ours. Moltmann explicitly mentioned holiness three times in his major works. First, he referred to the holiness of the Church which is one of "the marks of the church" in the last part of his The Church in the Power of the Spirit. Second, he also mentioned the sanctification of creation in the closing part of his God in Creation. Finally, we can discover 'the holy life' in his The Spirit of Life. In other words, Moltmann described holiness in three different contexts the distinctive character of Church, the Sabbath as a sanctification of time, and sanctification of life. I propose that the educational ministry of the church be based on these themes to overcome the challenges brought on by the socio-cultural changes arising from the '5-day workweek system'. The holy Church, holy time, and holy life should become the theological foundation for establishing the educational ministry of the church to deal with the '5-day workweek system'.

레티 러셀과 마리아 해리스의 기독교교육론에서의 복지적 관점 비교

장순애(Soon-Ae Chang) 영남신학대학교 2013 신학과 목회 Vol.39 No.-

In the 21st century, I believe the mission of the church and Chirstian education will be defined by a new, more profound awareness of the welfare perspective. To do that, we need to ask “What is the relationship between Christian education and Christian welfare?” This study is to find out how to merge Christian education and Christian welfare. With this purpose this paper sought welfare perspective from both Letty Russell’s Christian Education theory and Maria Harris’s theory. And I evaluated the strengths and weakness of their welfare perspective. Letty M. Russell designed a educational ministry of the church in the perspective of christian welfare. It appears from her proposal to call the church ‘Witnessing Community" of pluralistic system in order to stress ‘church toward the world and the other people" and emphasizing that Salvation is humanization encompassing not only the redemption of the soul but also the liberation from the socially oppressing systems. On the other hand, Maria Harris considers five patterns of life demonstrated in the primitive Christian community described in Acts 2:42-47 -kerygma, didache, koinonia, leiturgia, diakonia- as a prototype of curriculum for church education. And she insists that a complete church curriculum can be established only when integrating these five forms of interrelated curricula. Thus she develops a church curriculum theory to integrate Diakonia with educational ministry of the church. In conclusion, Contemporary Church should be both ‘educational ministry of the church toward christian welfare" and ‘Diakonia from a standpoint educational ministry of the church". That’s exactly what it is called Holistic Educational Ministry in this age of Welfare.

신앙의 대잇기를 위한 부모교육과정의 비판적 연구

장순애(Soon-Ae Chang) 한국기독교교육정보학회 2015 기독교교육정보 Vol.0 No.47

본 논문은 현재 한국교회들에서 비교적 널리 사용되어지는 7종의 부모교육 교재들을 신앙의 대잇기를 위한 부모교육이라는 관점에서 비판적으로 연구하는 것이다. 본고는 우선 신앙의 대잇기의 중요성을 역설한 그룸의 “Will There be Faith? ”와 웨스터호프의 “Will Our Children have Faith?를 기초로 신앙의 대잇기를 효과적으로 하기위해 기독부모에게 필요한 것들로 ‘기독부모로서의 정체성: 신앙의 이야기와 비전으로부터 비롯된 삶의 희망’, ‘그 희망을 나누는 기본 자세: 상호적 대화’, ‘삶의 변화를 가능케 할 구체적인 대안들’, ‘하나님나라를 향한 공적인 관심과 공헌’을 제안한다. 그리고 이 4요소를 기준으로 7종의 교재를 비판적으로 분석하고, 그 분석의 결과를 중심으로 앞으로 한국교회가 신앙의 대잇기에 초점을 두는 부모교육교재를 개발하기 위해서 어떤 방향으로 나아가야 할 것인가를 제안하고 있다. The purpose of this thesis is to propose the guideline to develop teaching materials for parent education focusing the succession of christian faith. It was made in three steps. The first step is to seek the key components that affect on the inheritance of faith in a parent-children relationship. I found 4 elements base on Will There be Faith?(Thomas H. Groome, 2011) and Will Our Children have Faith?(John H. Westerhoff III, 1976): Christian Story and Vision, fully reciprocal Dialogue process or the dialogical relationship between equals, concrete skills for improvement of parenting, a public interest or contribution toward Kingdom of God. Next step, I have done a critical analysis seven different kinds of printed materials, which have been widely used as a textbook for parent education in the korean churches, in terms of 4 elements. Finally I proposed some guidelines to develop teaching materials for parent education focusing on the succession of christian faith.

신앙의 대잇기에 초점을 두는 교회교육

장순애(Soon-Ae Chang) 영남신학대학교 2015 신학과 목회 Vol.44 No.-

A noticeable crisis in Korean church today is a steady decline in numbers. To make matters critical for korean church is the number of young people/children attends church has decreased sharply. This paper seeks to look the two Books Will There be Faith? (Thomas H. Groome, 2011) and Will Our Children have Faith? (John H. Westerhoff III, 1976) to find the answer. In his book, Groome answered it depends on every Christian, especially so much depends on How we share it. Westerhoff answered also it is more effective and more adequate the community of faith-enculturation paradigm than the schooling-instruction paradigm for understanding. Actually they both stressed the importance of “sharing” our faith. Handing on the faith to the next generation is a common subject of their study, and they both think faith is holistic in that it should shape beliefs, relationships, values and engage people"s heads, hearts, hands. Moreover, they insisted that every christian person and community to take seriously their responsibility to be educators in faith. And then “How we can share it?” Of course, what they are proposing approach or method is very different. Groome suggested a kind of teaching method “Life to Faith to Life :an approach of Shared Christian Praxis”, on the other hand Westerhoff insisted “life-together interactional process in faith community through rituals, experience, action etc” as a hidden curriculum. Nevertheless, both of them showed a common insight of church education :Every parent has a sacred function as a primary educator of their children. If parents are to fulfill their sacred function as the primary educators of their children, then they need to help from the Church. Therefore the faith community must develop and provide ways to “nurture the nurturers.” But Church Education for focusing on “generation to generation” their faith needs to offer parents not only the resources that will enhance their responsibility but also needs to help parents they can be clear on what they believes and what they are to be. Until parents in the church are acknowledgeable in their faith, live radical lives characteristic of the disciples of Jesus Christ, no new curriculum, no new programs, and no new educational technology will save us.

교회학교 성경교수를 통번역의 관점으로 이해하기

장순애(Soon-Ae Chang) 영남신학대학교 2014 신학과 목회 Vol.42 No.-

The purpose of this study to provide insights on the characteristics of Bible teaching as a Translation(interpreting + translation). Translation is the interpretation of the meaning of a text in one language(the “source text”) and the production, in another language, of an equivalent text (the “target text”) that communicates the same message. Likewise, Bible teaching is the interpretation of the meaning of a Bible text and the production, in contemporary learner’s language, of an equivalent text that communicates the same message. With the rise of the Sunday school, the Bible was the chief source for all teaching. However because the Bible is an old and adult book, although it has many portions that are meaningful to children, there has always been difficulty in finding ways of presenting it to younger Christians. To make matters worse, almost every work of the church school entirely dependent on voluntary support. First off a passion for teaching is essential , but there are also a whole range of skills and training that are also necessary, especially for Bible teachers. Previously we have tended to accentuate only ‘teaching methods’ for Bible teaching. However, as for a Translator, he/she must turn around and jump into the Bible itself. That’s where God tells me his message. We will need a good knowledge of both God(message producer/message sender) and his/her children( Message user/ message receiver). In this light, I insist that Teaching the Bible as a Translation should be not a word-for-word substitution-based Translation but a creative sense-for-sense Translation. And To find the message of the Bible for ordinary teachers, I suggest a method of Bible reading. that a method of moving from reading focus on hero/heroine to focus on God makes it easier to grasp the message in Bible Text.

성경교수법으로서의 비블리오드라마에 대한 비판적 연구

장순애(Soon-Ae Chang) 영남신학대학교 2017 신학과 목회 Vol.48 No.-

In the postmodern era, churches should be educated in consideration of experience, participation, images, and connections. This is a feature of postmodernism and is characteristic of learners these days. Therefore, in order to educate and communicate the empathy of the learners, the education of the church should be educated considering the EPIC. However, the fact that the church is to be a church of EPIC is not merely a meeting of the church with the world, but restoring the original image of the church and the original meaning of Bible education. The Bible teaching method using the Bibliodrama recently started to be attempted in the Christian education can be said to be a teaching method which is oriented toward EPIC. But my experience was that there was a crucial limit to Bible study using Bibliodrama. This was the starting point of this paper. The purpose of this paper is to critically examine the Bibliodrama from the point of view of Bible teaching method, and to suggest alternatives. To do so, I will first look at the definition of the Bibliodrama, their progress and key elements. And I will summarize the educational possibilities and limitations of Bibliodrama. Next, we examine the possibilities and limitations of Bibliodrama as Bible teaching method, and present a small alternative to overcome these limitations. It is a Bibliodrama that focuses on the relationship of the main character in the text of the Bible with God. It will be a process for learners to meet God and meet ‘me’ in God while enjoying reading the Bible text with imagination and body.

성경이야기를 활용한 기독교 다문화 교육의 가능성에 관한 연구

장순애(Soon-Ae Chang) 영남신학대학교 2019 신학과 목회 Vol.52 No.-

This study is about the possibility of multicultural education using the Bible Story in Christian education. In the course of this paper, I will proceed with this research based on a multicultural or intercultural approach rather than an assimilation-oriented perspective. The possibility of multicultural education using the Bible Story in Christian education can be discussed with three questions. The first question is whether the Bible deals with multicultural societies or multicultural situations. If so, are the multicultural stories in the Bible fragmentary or general? The second question is, is the Bible Story related to the educational power of the story? The last question is whether the Bible Story is a useful resource for raising intercultural awareness and changing intercultural attitudes in various indirect contacts (vicarious, imaginary, pseudosocial, and expanded). As a result of the inquiry, the Bible Story has proved to be a very effective and efficient resource that can encourage the development and growth of intercultural attitudes and abilities. In this sense, the Bible Story is a very meaningful educational resource for Christians’ cross-cultural awareness, attitude improvement, and behavioral change. Therefore, I suggest that multicultural education is desirable and efficient with Bible Stories of multicultural societies and intercultural situations.

표고버섯이 고지방식이로 유도한 비만 흰쥐에 미치는 항비만 효과

이미라(Mi Ra Lee),오득실(Deuk Sil Oh),위안진(An Jin Wee),윤병선(Byung Sun Yun),장순애(Soon Ae Jang),성창근(Chang Keun Sung) 한국식품영양과학회 2014 한국식품영양과학회지 Vol.43 No.2

본 연구는 표고버섯 물추출물의 항비만 효과를 알아보기 위하여 6주령의 수컷 C57BL/6 마우스를 이용하여 고지방식이와 함께 표고버섯 물추출 분말을 1%, 3%, 5% 수준으로 첨가하여 12주간 공급하였다. 고지방 식이섭취는 체중, 혈청지질 농도 및 지방조직 무게를 증가시켰다. 표고버섯 물추출물 섭취는 고지방식이로 증가된 혈청 총콜레스테롤, 중성지방, LDL-콜레스테롤 농도를 현저히 감소시켜 대조군보다 더 낮은 값을 나타냈다. 또한 5% 표고버섯 물추출물 첨가군은 고지방 식이군보다 체중 및 피하지방량이 현저히 감소하였다. 변배설량은 3%와 5% 표고버섯 물추출물 첨가군에서 고지방 식이군보다 현저히 증가하였다. 표고버섯 물추출물 섭취는 고지방식이로 인해 증가된 간조직의 지방축적과 지질과산화물 형성을 억제하였으며, 특히 5% 표고버섯 물추출물 섭취군에서 지질과산화물 형성이 유의적으로 감소되었고 총 항산화 활성도 유의적으로 가장 높게 나타났다. 고지방식이군은 간조직의 조직염색에서 지방간이 심하게 진행된 것이 발견되었고, 표고버섯 물추출물 섭취군은 지방세포에 지방이 침투하지 않은 간지방증 소견을 보였다. 위의 결과를 통하여 볼 때 표고버섯은 체중 및 체지방 감소, 그리고 혈청지방 농도 개선에 효과가 있어 비만관리에 도움을 주는 것으로 사료된다. The aim of this study was to investigate the anti-obesity effects of Lentinus edodes water extract powder (LEP) in mice fed a high fat diet (HF, 45% kcal fat). Mice were administrated a HF diet supplemented with 1%, 3%, or 5% LEP for 12 weeks. Consumption of HF diet caused increases in body weight, serum lipid profiles, and adipose tissue weights. Serum TC and TG levels in the LEP-supplemented groups were lower than those in the NC group. Supplementation with 5% LEP significantly suppressed body weight gain and reduced the weight of subcutaneous adipose tissue compared to the HF group. HF diet ingestion resulted in higher lipid content and increased lipid peroxidation in the liver. However, LEP supplementation inhibited accumulation of hepatic lipids induced by HF diet, considerably decreased MDA levels, and elevated total antioxidant activity in the livers of mice in the 5% LEP group. Histopathological analysis indicated that the livers of mice fed HF diet developed hepatic steatosis, whereas LEP-treated groups showed small fat droplets. These results suggest that long-term supplementation with LEP may also have an ameliorating effect on HF-induced obesity.