생태학적 기독교 대안학교에 대한 한 연구 : 풀무농업고등기술학교를 중심으로 = (A) Research on The Education for an Ecological Christian Alternative School : Case of Poolmoo Agriculture High School

다국어 초록 (Multilingual Abstract)

Today's ecosystem including human are troubled. The main ecological problems are based on the growth-centered economic policy. The main roles of Korean public school education have not much concerned ecologically the integrated knowledge and the wholistic education for a "sustainable society" for the next generation. Korean school's education has focused on the competitive, personal succession, and entrance examination-oriented.
We need the paradigm shift of values as well as the improvement of the organization, the structure, and the system for recovering of global village's crisis. We have to pursue the new community having a new life-style that respects its ecological value not on material things but on people. That is not for the one's possession but sharing, that does not compete with each other but creates together. As a result, the christian education for "sustainable society" must try to contain ecological spirituality.
The most of Alternative Education in Korea focus on the ecological values. It has nature-affined educational philosophy, intends to be a small school, try to have the organical relationship with local society and rebuild the relationship of teacher, student, parent. Based on these aspects of Alternative Education, ecological spirituality can play very important role to shape up the new educational paradigm through the christian alternative school movement.
I chose Poolmoo Agriculture High School as the model of christian alternative school, and dealt with its educational philosophy, educational objectives, and practical modes. Since it was established on the christian spirit and ideology in 1958, it has related organically with local society for 45 years and has intended to be a small school.
From now on, christian education must help students build up ecological spirituality through the alternative school system over the church education. Moreover, in the church education, we must emphasize the education for ecological spirituality through the educational contents and teaching methods. Education for ecological spirituality has begun with small wave, but from now, I expect it will be expanded throughout all society continuously.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• A. 문제제기 및 연구목적 = 1
• B. 연구방법 및 제한점 = 3
• C. 용어설명 = 4
• Ⅱ. 생태학적 영성 이해 = 7
• A. 생태학적 위기와 해결노력 = 7
• 1. 생태학적 위기와 그 원인 = 7
• 2. 생명신학의 등장 = 16
• 3. 생태학적 가치관으로의 전환 = 20
• B. 생태학적 영성 이해 = 24
• 1. 영성 이해의 전환 = 24
• 2. 생태학적 영성의 의미 = 25
• Ⅲ. 생태학적 영성교육과 기독교 대안학교 = 32
• A. 생태학적 영성교육을 위한 장으로서의 기독교 대안학교 = 32
• 1. 기독교교육의 목적 = 32
• 2. 생태학적 영성교육의 필요성 = 35
• 3. 생태학적 영성교육과 기독교 대안학교의 관계 = 37
• B. 대안교육과 생태학적 가치관 = 38
• 1. 대안교육의 의미 = 38
• 2. 대안교육의 등장배경 = 42
• 3. 대안교육의 특징 = 45
• 4. 대안교육에 나타난 생태학적 가치관 = 47
• Ⅳ. 생태학적 영성교육을 위한 대안적 기독교교육 = 51
• A. 풀무농업고등기술학교 교육에 나타난 생태학적 영성교육 = 52
• 1. 풀무농업고등기술학교의 교육이념 및 교육목표 = 52
• 2. 생태학적 영성을 위한 교육의 실천 양태 분석 = 55
• B. 지속가능한 사회를 위한 기독교교육의 방향 = 63
• 1. 생명을 살리는 교육 = 63
• 2. 공동체를 회복하는 교육 = 64
• 3. 사귐과 돌봄을 통한 교육 = 67
• 4. 샬롬을 이루는 교육 = 69
• Ⅴ. 결론 = 71
• A. 요약 = 71
• B. 논의 = 72
• C. 제언 = 74
• 참고문헌 = 75
• ABSTRACT = 80