독일 개신교 관점에서 본 기독교 노인교육에 관한 연구 = A Study on Christian Education for the Elderly from the Perspective of German Protestantism

다국어 초록 (Multilingual Abstract)

This study aims to systematically elucidate the concept and orientation of Christian education for the elderly from the perspective of Protestant theology and educational practice in Germany. In the context of an increasingly aging society, the shifting dynamics of intergenerational relationships pose new challenges for church communities. Consequently, the necessity and role of education for older adults are being highlighted with growing urgency. In particular, there is a pressing need to move beyond youth- and middle-age-centered approaches to Christian education and to recognize old age as an autonomous phase of spiritual growth.
This paper explores the theological legitimacy of education in later life based on Protestant anthropology, which understands human beings as possessing the dignity of being created in the image of God and capable of growth throughout their entire life. Furthermore, it analyzes concrete historical examples of senior education within the German Protestant tradition to identify the purposes, methods, and content of such educational practices. The study particularly emphasizes a perspective that does not view older adults as passive recipients but rather as experienced and active participants within the community of faith.
This view affirms that old age can also be understood as a life stage with the potential for spiritual maturity and communal participation. In this context, the spiritual insight and life experience cultivated over a long faith journey can make essential contributions to the formation and maturity of the Christian community. Moreover, such insights can enrich intergenerational learning, the transmission of faith, and the development of integrative relationships within the church.
Based on these discussions, this study defines elderly education as a form of practical theological engagement that fosters spiritual maturity and communal solidarity. It further argues that such an approach has significant implications for restoring the sense of meaning in the lives of older generations and for expanding the church’s educational mission. Ultimately, this research seeks to offer a theological foundation for the systematic establishment of faith-based education in later life.