• Journal of Christian Education in Korea
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• v.64
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• pp.173-202
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• 2020

This study was conducted in order to investigate the structural relationship bewteen the learning participation motive effect on servant leadership in the church family ministry program and the sense of community. First, analyizing previous studies, a structural model was developed. Then, in the effort of verifying the structural model, 607 responses out of 700 questionnaires distributed into nationwide churches and institutes participating in church family ministry program were collected as target data. Informations on learning participation motive, servant leadership, and sense of community were collected through the questionnaires after the church family ministry program. In order to study the structural relationship between the servant leadership effect on learning participation motive and the sense of community, the collected data were analyzed according to structure equation model analylsis. As a result, the structural model this study suggested was found proper. Accordingly, it was verified that the sense of community carrying the effect of intrinsic and extrinsic motives, two of learning participation motives, affected servant leadership. Also, it was verified that the subfactors of the sense of community played important role in enhancing servant leadership in cause and effect relationship between learning participating motive and servant leadership. Therefore, in church family ministry program, it can be suggested that moderating sense of community under the consideration of participants' intrinsic and extrinsic motives makes moderating the level of learning participation motive possible.

• Journal of Christian Education in Korea
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• v.67
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• pp.117-156
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• 2021

This study was conducted in order to investigate the effect of interaction bewteen a Sense of Community and Marital Intimacy effect on learning participation motive in the church family ministry program. In this study, data from 607 people(male: 302, female: 305) nationwide churches and institutes participating in church family ministry program were collected as analysis targets. The produced results from this study are: First, Emotional connection, one of the Marital Intimacy, has meaningful effect (t=6.087, p<.001) on Continuous motivation, one of the learning participation motive. Second, Membership, one of the Sense of Community, has meaningful effect (t=3.343, p<.001) on Intrinsic motivation, one of the learning participation motive. Third, Influence, one of the Marital Intimacy, has meaningful effect (t=5.358, p<.001) on Extrinsic motivation, one of the learning participation motive.

• Journal of Christian Education in Korea
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• v.74
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• pp.81-106
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• 2023

The purpose of this study is to find the implications for the more appropriate educational ministry for the 3040 generation congregation through a critical and holistic understanding of the 3040 generation of Korean churches in the view of the discourse on understanding congregation. To this end, this study studies the biblical, theological, and educational grounds of the discourse on understanding congregation in terms of the connection between congregational theory and educational ministry, describes the characteristics of the 3040 generation congregation through human-developmental, faith-developmental, and socio-cultural approaches, and presents educational implications for the 3040 generation from a congregational point of view. Through this study, This study presents four implications of educational ministry from a congregational perspective by paying attention to the characteristics and intergenerational dynamics of Korean churches in their 30s and 40s: 1) Renewal of family-friendly educational ministry considering various types of families, 2) Reinforcement of life-long discipleship where the Gospel and life issues encounter; 3) Reinforcement of collaborative small groups based on all-line ministry; 4) Presenting the development and practice of creative and evangelical ESG ministry.

• Journal of Christian Education in Korea
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• v.70
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• pp.11-35
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• 2022

The purpose of this article is to suggest nine types of educational ministry based on the practical theology in Christian Education. For the purpose this article emphasizes an individual dimension including church, society dimensions. An individual dimension is based on the spirit of post digital era within sociocultural area in different with personal-existential area of the philosophical and theological perspective and life cycle theology area of the developmental psychological perspective. Post digital era means the humanization of digital, digital friendly, and emotional digital cultural characteristics. Post digital generation means child, youth, young adults those who are accustomed with post digital cultural of the post digital era. The educational ministry for the post digital generations categorized into nine types according to correlation with individual, church, and society as a field of ministry and critical scientific method, critical confessional method, and critical correlational method as an interdisciplinary which are composed of Christian tradition and contemporary science. Representative key competencies of nine types in the educational ministry are media literacy, relational identity, communication, high touch, discipleship, making and using media, integrative vocation, collaboration abilities, and home, school, and social resilience in relation with multicultural generations.