정보화 시대의 신학교육을 위한 다중지능적 접근

다국어 초록 (Multilingual Abstract)

This paper is an attempt to make a conversation between theological education and Howard Gardner's Multiple Intelligences (MI) theory in the context of the information and technology era. From its emergence in the 1980s, MI theory has been usually applied to education for children or youth. Although it has not been actively applied to adult education, MI theory has strong implications for adult education as well as for theological education. Keeping this in mind, this paper focuses on theological education in terms of such key concepts as: 1) disciplinary understanding, 2) multi-modal teaching and learning methods, 3) Good Work, and 4) a transversal model of interdisciplinary conversation in MI theory. First, the concept of disciplinary understanding of MI theory awakens theological education to the importance of the contextual, performative, and intuitive nature of understanding. Second, the concept of multi-modal teaching and learning methods helps theological education employ various creative and alternative teaching and learning methods. Third, the concept of Good Work imbues theological education with the significance of the unity between the professional and ethical aspect in educating pastoral leadership. Fourth, a transversal model of interdisciplinary conversation provides theological education a fresh way of interdisciplinary dialogue that helps keep both the integrity and intelligence of theology and theological education together. Despite the significance of MI theory for theological education, this paper, however, does not accept the reductionist attitude that MI can provide all the answers to theological education. In this sense, the interdisciplinary dialogue between theology and other disciplines in this paper is made in a transversal manner.