• Journal of Christian Education in Korea
• /
• v.72
• /
• pp.71-96
• /
• 2022

The purpose of this study is to analyze the origins and texts of Judaism Mishnah Nashim, to think from the educational theological perspective, to suggest a method to be applied to Christian education, and to analyze human rights issues in relation to women's marriage life. To achieve the goal of this study is first, to analyze the historical process up to the compilation of Mishna Nashim in order to analyze the origin and text of Mishna Nashim, and then, the seven Masekcotts were analyzed from the perspective of the researcher by dividing them into marriage-related civil law, divorce-related civil law, engagement-related civil law, adultery-related civil law, and vow and pledges related civil law in order to analyze the content of the text of Mishna Nashim. Second, in order to analyze Mishna Nashim in educational theology, marriage laws were analyzed by dividing them into brother-in-law marriage system, chastity system of marriage, divorce law, engagement law, adultery law, and vow and pledge law. Third, to apply Mishna Nashim to Christian education, marriage life education were divided into marriage education and divorce education, vow education and pledge education. The conclusion of this study is as follows. First, marriage education is necessary to establish a Christian family. Second, Divorce prevention education is necessary from the Christian point of view. Third, a spiritually healthy vow education must be conducted. Fourth, healthy pledge education is necessary to live as true Christians. As a result, Korean society still has a deep sense of patriarchal authority, and gender equality is still lagging behind. Discrimination, disparagement, taboos for divorce and remarriage, and stereotypes about gender roles of women still exist within the church, therefore, Christianity must provide an alternative solutions solutions.

• Journal of Christian Education in Korea
• /
• v.75
• /
• pp.33-56
• /
• 2023

Purpose of study: The purpose of this study is to analyze the origins and texts of the Jewish scriptures, the Mishnah Moed, and to examine them from the perspective of educational theology to suggest practical application methods for Christian education. Research content and method: In order to achieve the purpose of the research, the contents were set as follows. First, for analyzing the origin and text of Mishnah Moed, the historical process until Mishnah Moed was edited was reviewed, and the contents of the text of Mishnah Moed were classified into 2 groups of 12 Masekkot from the viewpoint of the researcher; The first group is the contents Shabbath and Festivals : Shabbat, Pesahim, Yoma, Sukkah, Rosh haShanah, Megillah and the other group is as a rule to keep the festival, Erubin, Sheqalim, Betzah, Taanith, Moed Qatan, Hagigah. Second, in order to analyze the mishnah moed in educational theology, the church calendar for the festivals currently used in Christianity was analyzed by dividing it into the origin of the church year, the contents of the church year, and the scriptures of the church year. Third, as an educational model for applying Mishnah Moed to Christian education, the goal of seasonal education, the content of seasonal education, and the method of seasonal education were presented. Conclusions and Suggestions: The conclusion of the research is as follows; First, seasonal education based on the teachings of the Bible must be conducted within the Christian community. Second, The education is needed for leading a life that correctly understands and practices the historical process of the Christian festivals. Third, various church education programs should be developed and utilized according to the Christian Bible routine. Fourth, numerous symbols symbolizing the Christian festivals must be created and educated. Fifth, except for the festivals of the sufferings of Jesus Christ, the rest of the festivals must be observed as Celebration.

• Journal of Christian Education in Korea
• /
• v.67
• /
• pp.415-447
• /
• 2021

The purpose of this study is to explore the direction that Christian education should take as an ecological education in the crisis of climate change. What climate change shows is that it is impossible to survive even if the Earth's temperature rises by only 2-3 degrees. However, our current appearance is concerned about the crisis of climate change as long as we do not change our lives. First, the meaning of climate change and its causes were examined. The anthropocentric worldview, modern industrial, scientific and technological growth, and consumption-oriented social structure can be cited as the causes. An anthropocentric worldview justifies everything from the human point of view, and nature is the subject of human domination, but one regarded as a tool. In addition, as the scale of human economic activity increases, energy consumption increases, and the threat of ecosystem destruction increases with the increase in energy consumption. Individual affluence and increased consumption are exacerbating ecosystem tensions. In order to solve the problem of climate change, ecological education clues were found in the Bible. Through creation, the relationship between humans and nature was identified as coexistence and coexistence. Through the principle of sabbath, it is possible to bring about the restoration of humans and nature, and from the point of view of the incarnation, the world was understood as the 'body' of God. Based on these clues, the direction of Christian ecological education was explored by suggesting a transition to an ecological paradigm, restoration of creative spirituality, and cultivation of ecological imagination. In the crisis of climate change, it is hoped that the recovery of the earth will take place and that we will be able to stand again as a responsible being through the Christian ecological educational approach.

• Journal of Christian Education in Korea
• /
• v.66
• /
• pp.343-382
• /
• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

• Journal of Christian Education in Korea
• /
• v.77
• /
• pp.85-105
• /
• 2024

The purpose of this study is to formulate the direction of Church education, taking into account the negative effects of digital technologies in the era of the Great Digital Transformation. Firstly, the study discussed comprehension of the Great Digital Transformation and negative effects of digital technologies. The term "Great Digital Transformation" signifies a fundamental shift into a world where everything that surrounds us becomes digital-based. In this era of the Great Digital Transformation, the negative effects of digital technologies are intensifying. Secondly, the study discussed the issue of education and church education during the great digital transformation period. The use of digital technologies has been widespread in schools. However, academic circles have raised concerns about the negative effects of digital technology on both the classroom environment and basic academic skills such as reading ability. Since digital education is becoming more popular, there is a fear that church education may fall behind in a rapidly changing society. In conclusion, the study proposed recommendations for reshaping Church education in the era of the Great Digital Transformation, considering the negative effects of digital technologies. The first is Christian worldview education, which is centered around the faith community. Education in the Christian worldview, learned through the interaction with various faiths within the faith community, encourages critical thinking and reflection on the risks posed by the digital age that are associated with capitalism and meritocracy. The second is Christian care, which is centered around the faith community. Christian care in the era of the Great Digital Transformation will help us to form genuine connections with discriminated, isolated, and lonely souls who suffer from negative effects of digital technologies, guiding them towards the path of salvation.

• The Journal of the Korea Contents Association
• /
• v.18 no.7
• /
• pp.282-290
• /
• 2018

This study tried to suggest the development of a writing education model for Christian Universities based on both Hobbs' media education model and Vanhoozer's media text analysis model. This model consists of 6 steps- Christian worldview establishment, access, analysis and evaluation, creation, reflection and social action. This was developed in order to be applied for the class "reading and writing" of liberal arts. Also, this is an appropriate model for media text writing education aiming at an alternative creation activity through a critical comprehension of the complex texts consisting of sounds, images, letters and so on. Furthermore, this is designed to train the capable persons having intelligence, character, and spirituality balanced, whom the education of Chrisitian universities aims at. Finally, this model pursues the student-friendly and amalgamative text writing appropriate for a new era and has an advantage to raise the power of various forms of letter writing which all the universities should stress as well.

• Journal of Christian Education in Korea
• /
• v.67
• /
• pp.377-414
• /
• 2021

Since Schwab mentioned the Fourth Industrial Revolution at the World Economic Forum Annual Meeting 2016, discussions have been ongoing about it and the future society. The Fourth Industrial Revolution exceeds the development of technology and influences society, culture, and lifestyle. Moreover, in the face of the COVID-19 crisis, society continues to experience and realize the era of the Fourth Industrial Revolution. Although we hope that this era will surely improve human life, we are also concerned about human alienation and social and economic polarization that may emerge as a consequence. How, then, does Christianity contribute to the public space and set the direction for education in this day and age? This study focused on the role of Christianity and the direction of education during the Fourth Industrial Revolution. First, I examine problems in terms of the inner and outer aspects of individuals and communities that may occur during the Fourth Industrial Revolution through the perspectives of Mitchell, a psychologist, Bellah, a sociologist, McGrath, a theologian, and Bostrom, a philosopher. Through their theories, we can view the lives of individuals in the real, virtual, and transcendental worlds of this era. I find that Christianity can provide a transcendent norm in this world, give meaning to life, and change people and the world. Therefore, I suggest the creation and expression of symbols as a direction for education. For this form of education, I recommend five steps, namely, observing, entering, discovering, participating, and making symbols. In this manner, people can represent the kingdom of God in the real world.

• Journal of Christian Education in Korea
• /
• v.61
• /
• pp.131-164
• /
• 2020

This study analyzes the Trinitarian principles of Christian education through the neo-orthodox theology of Karl Barth, Reinhold Niebuhr, and Paul Tillich in the current era of postmodernism. Both neo-orthodoxy and postmodernism react against the epistemological ideals of modernity. Postmodernism is based on a limited human point of view, and thus becomes a captive to its own subjectivity, producing two main characteristics - pluralism and relativism. Since neo-orthodoxy appeared as a reaction against human-centered modernity, critical analysis of neo-orthodox theology can give insights to cope with the challenges of postmodernism in Christian education today. Thus, this study bases its argument critically on the thoughts of neo-orthodox theologians such as Karl Barth, Reinhold Niebuhr, and Paul Tillich, since they responded to the challenges of enlightenment through rediscovering fundamental theological principles. First of all, this study examined the meaning of God's creation and the fall and provided the principle of theistic relativism. Secondly, this study explored educational insights from Jesus' crucifixion, through His work of redemption, liberation, and restoration and suggests an incarnated relationship building. Thirdly, the study analyzed the caring and comforting work of the Holy Spirit and emphasized the power of the Holy Spirit that heals corrupted human reason and enables loving relationships.

• Journal of Christian Education in Korea
• /
• v.61
• /
• pp.37-60
• /
• 2020

The central proposal of this essay is that religious education in Catholic schools is to educate for living faith and not simply for instruction about Catholic or other religious traditions. For long this claim was taken for granted. Now, however, and for various reasons, there is growing sentiment that formation in faith is exclusively the work of family and parish, whereas religious education in Catholic schools is to proceed solely as an academic discipline, teaching religion as one might teach mathematics or science or any other subject. This essay proposes that we resist this diminution of religious education in Catholic schools (hereafter RECS) and precisely to honor the nature, purpose, and ways of knowing that are inherent to Christian faith, and likewise to reflect the Christian intellectual tradition.

• The Journal of the Korea Contents Association
• /
• v.14 no.6
• /
• pp.513-528
• /
• 2014

The landscape of Christian higher education is changing. Students once spent most of their time in a traditional classroom with a professor, but now they take online and hybrid courses (face to face and online). Some students complete their entire degree in a fully online program. Nearly every type of college in the United States offers online courses. Online learning has clearly moved from a fad to a fixture, and nowhere is that more apparent than at one of the largest universities in the country. As the demand for online course and programs increase, teachers and administrators in Christian universities and colleges face new challenges. Even though some teachers and administrators still believe online education is inferior to traditional face-to-face learning, we found no statistically significant differences in standard measures of learning outcomes between students in the traditional classes and students in the hybrid-online format classes. In this situation, since online education will develop continuously, Christian universities should utilize it variously through complete understanding and research about it predicting the future of online education style.