객관주의적 인식론이 기독교학교교육에 미친 영향에 대한 비판적 연구 : “중생”에 대한 이해의 관점에서 = A critical study on the influence of Objectivism epistemology in Christian school -based on understanding “Regeneration”-

다국어 초록 (Multilingual Abstract)

ABSTRACT

A critical on the influence of Objectivism epistemology in Christian school
-based on understanding “Regeneration”-


Kim, Byoung Jae
Master of Education
The Graduate School of Education,
Asia United Theological University


The aim of this study is to suggest alternatives to objectivism epistemology in Christian educational view. Especially, This researcher suggests ‘regeneration’ among the Christian doctrines as an alternative.
Therefore, this researcher studies ‘regeneration’ with the following questions. First, What is objectivism and what are the critical points about objectivism? Second, What is the influence of objectivism epistemology on education? Third, What is regeneration and what is
epistemology based on regeneration? Fourth, how does epistemology based on regeneration restores Christian school education?
This dissertation consists of five chapters. In the first chapter, the demands and significance of the study are demonstrated. In chapter Ⅱ, the effects of objectivism epistemology on education are discussed. And the objectivism epistemology is criticized from theories of Hans-Georg Gadamer, Karl R. Popper, Tomas S. Kuhn, and Michael Polanyi. Then in chapter Ⅲ, regeneration that core of Christian educational epistemology is explained with the three following points: surveying regeneration in the frame of salvation, examining the change of humanity’s will through regeneration in books of Jonathan Edwards, and presenting Christian epistemology based on regeneration in the light of Van Til. In chapter Ⅳ, The knowledge in objectivism epistemology is criticized on the basis of the epistemology based on regeneration, focussing on ‘non-independence’, ‘value orientation’, and ‘personality’. Also, This dissertation, on the basis of the epistemology based on regeneration, suggests what should be recovered in Christian school education, and this suggestion categorizes into areas: salvation, class, and practice. Finally, in chapter V, this researcher examines the importance of epistemology based on regeneration as a matter of Christian school education.
Christian school cannot exist without the Truth of Christianity. To say specifically, regeneration is both the idea and practice, encompassing human knowledge, will, and practice. Therefore, In the following, this dissertation demonstrates that Christian school education should take as it is foundation epistemology based on regeneration. It will not only help to teach the proper knowledge in a Christian school but also restore the method of Christian school education and even students’ life. I hope that it is succeeding researches to be more theological, more detailed themes on Christian educational view.

목차 (Table of Contents)

• 1. 들어가는 말 1
• 1.1. 연구의 필요성 1
• 1.2. 연구의 방법 및 내용 4
• 2. 객관주의적 인식론과 교육적 영향 8
• 2.1. 객관주의적 인식론의 성격 8
• 2.2. 객관주의적 인식론에 대한 일반적 비판 15
• 2.2.1. 한스 게오르그 가다머 15
• 2.2.2. 칼 포퍼 17
• 2.2.3. 토머스 쿤 22
• 2.2.4. 마이클 폴라니 26
• 2.2.4.1. 암묵적 영역 27
• 2.2.4.2. 인격적 지식과 믿음 30
• 2.3. 교육에 미친 영향과 기독교 교육적 비판 34
• 3. 기독교교육에 있어서의 중생의 인식론적 함의 45
• 3.1. 중생의 의미 45
• 3.1.1. 구원론과 중생의 위치 45
• 3.1.2. 중생 49
• 3.1.2.1. 중생 전 사람의 상태 49
• 3.1.2.2. 중생의 필요성과 개념 51
• 3.2. 중생의 결과 : 의지의 변화 58
• 3.2.1. 중생과 의지의 관계 58
• 3.2.2. 의지의 변화 60
• 3.3. 중생에 기초한 인식론의 특성 – Van Til을 중심으로 63
• 3.3.1. 기독교 인식론의 본질 64
• 3.3.2. 중생에 기초한 인식론 69
• 4. 객관주의적 인식론에 대한 기독교 교육적 대안 73
• 4.1. 중생개념에 기초한 객관주의적 인식론 비판 73
• 4.1.1. 지식의 비독립성 73
• 4.1.2. 지식의 가치지향성 74
• 4.1.3. 지식의 통합적 인격성 75
• 4.2. 중생으로 통합되는 기독교교육 76
• 4.2.1. 초점의 회복 : 영혼구원 78
• 4.2.2. 수업의 예배적인 의미 회복 80
• 4.2.2.1. 지식 80
• 4.2.2.2. 수업 83
• 4.2.3. 이원론의 극복과 실천적 신앙 85
• 5. 결론 90
• 참고 문헌 93
• ABSTRACT 102