공적신학에 기초한 다음세대의 디지털시민성 교육연구 = A Study on Digital Citizenship Education for the Next Generation Based on Public Theology

국문 초록 (Abstract)

본 연구는 ‘공적신학’에 기초하여 다음 세대를 위한 ‘디지털 시민성 교육’의 이론적 토대를 정립하고, 이를 교회 현장에 적용할 수 있는 실천적 교육 프로그램을 제안한다. 디지털 환경의 위험 속에서 기존 교육의 한계를 극복하고자, 신앙의 공적 책임을 강조하는 공적신학을 통해 디지털 시민성을 ‘비판적 진리 분별’, ‘공적 참여’, ‘자아실현적 시민성’을 포함하는 능동적 역량으로 재정의한다.
실천적 교육 프로그램은 리처드 오스머의 실천신학 이론을 방법론으로 채택하여, 초등 저학년의 발달 특성에 부합하는 ‘3단계 분별 프레임워크(인지-관계-참여)’를 구축한다. 이 프레임워크는 아동이 디지털 공간을 하나님의 창조 세계로 인식하고(이중초점 비전), 자신의 일상을 구원 서사와 연결하며(플롯 엮기), 진리를 수호하고 이웃을 돌보는 ‘디지털 제자-시민’으로 성장하도록 이끈다.
나아가 본 연구는 이러한 이론적 논의를 ‘디지털 세상의 빛과 소금: 제자-시민 되기’라는 6차시 교육 프로그램으로 구체화하고, 분석적 루브릭을 활용한 평가 방안을 제시함으로써 교회와 가정이 연계하여 다음 세대를 디지털 환경의 능동적 변혁 주체로 세우는 데 기여하고자 한다.

목차 (Table of Contents)

• 그림 차례 ··································································································ⅳ
• 표 차례 ·····································································································ⅴ
• 국문초록 ····································································································ⅵ
• I. 서론 ·······································································································1
• A. 연구의 배경 및 필요성 ·········································································1
• B. 연구 목적 및 문제 제기 ········································································5
• C. 연구 방법 및 범위 ···············································································7
• II. 디지털 시민성 이해···················································································9
• A. 정의와 중요성························································································9
• 1. 디지털 시민성의 개념 정의 및 확장 과정················································9
• 2. 디지털 시민성 교육의 필요성································································11
• 3. 기독교적 관점에서 본 디지털 시민성 교육의 중요성································12
• B. 디지털 시민성의 구성 요소: 리터러시, 윤리, 안전····································14
• 1. 디지털 리터러시 (digital literacy)························································15
• 2. 디지털 윤리 (digital ethics)·································································16
• 3. 디지털 안전 (digital safety)·································································16
• 4. 세 가지 구성요소의 상호 관계성···························································17
• III. 초등학생(1-3학년) 대상 디지털 시민성 향상 방법······································19
• A. 초등학생(1-3학년)의 발달 특성과 디지털 환경··········································19
• 1. 초등학생 저학년의 발달 특성································································19
• 2. 초등학생 저학년의 디지털 환경과 관계···················································20
• 3. 초등학생 저학년의 디지털 환경 취약성···················································21
• 4. 교육적 함의·························································································21
• B. 보호주의 vs. 권한위임주의 : 교육 접근법 비교 및 통합적 모색··················22
• 1. 보호주의 접근 (protectionist approach)···············································22
• 2. 권한위임주의 접근 (empowerment approach)·······································24
• 3. 초등 저학년을 위한 맥락적 통합 모델: 점진적 권한위임···························25
• IV. 공적신학에 기초한 초등학생을 위한 디지털 시민성 교육····························29
• A. 공적신학의 개념과 공공 영역에서의 역할················································29
• 1. 공적 신학의 정의와 사명······································································29
• 2. 공적 신학의 원리와 실천······································································30
• 3. 제자직과 시민직의 통합········································································30
• B. 기독교 가치의 통합: 윤리, 공동체, 책임감···············································31
• 1. 디지털 리터러시: 진리 분별과 창조적 생산·············································32
• 2. 디지털 윤리의 관계적 실현: 공감적 코이노니아와 공적 실천·····················34
• 3. 디지털 안전의 존재론적 확장: 청지기적 책임과 디지털 돌봄·····················35
• C. 리처드 오스머의 분별 이론과 3단계 실천 모델·········································35
• 1. 분별의 신학적 본질: 이중초점 비전(bifocal vision)·································35
• 2. 분별의 방법론: 플롯 엮기(interweaving plots)·······································36
• 3. 디지털 시민성 교육을 위한 3단계 분별 프레임워크··································36
• V. 디지털 시민성 교육 프로그램 설계와 실천·················································43
• A. 공적신학 기반 프로그램 목표와 설계 원리···············································43
• 1. 신학적 원리: 공적신학의 구현·······························································43
• 2. 교육학적 원리: 점진적 권한위임과 발달 단계 고려··································43
• 3. 구조적 원리: ‘분별’ 중심의 3단계 모델 적용···········································44
• B. ‘디지털 세상의 빛과 소금: 제자-시민 되기’ 프로그램 구성요소 및
• 단계별 목표··························································································44
• 1. 프로그램 명칭 및 대상·········································································44
• 2. 프로그램 구성표···················································································45
• C. 단계별 차시 내용 설계 : 이야기와 체험 중심 전개···································46
• 1. 1단계: ‘진리’ 분별하기 (1-2차시)···························································46
• 2. 2단계: ‘관계’ 세우기 (3-4차시)······························································47
• 3. 3단계: ‘참여’하기 (‘책임(청지기 정신)’ 분별하기) (5-6차시)······················49
• D. 프로그램 평가 방안 및 기대효과·····························································56
• 1. 프로그램 평가 방안··············································································56
• 2. 프로그램의 기대 효과···········································································57
• VI. 결론·····································································································59