• Journal of Christian Education in Korea
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• v.72
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• pp.7-24
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• 2022

Christian education for the world after COVID-19 needs to use rapid changes in the surrounding situation as an opportunity to overcome a new crisis so that the church can achieve its educational mission. If the biggest dilemma in the post-Corona era is that there is no authoritative educational prescription anywhere, the most reasonable option for church education in this situation is to emphasize and cultivate learners' ability to flexibly cope with rules that are completely different than before COVID-19. As a natural result of the crisis, Christian education needs to be more interested in the trend of social change in the pandemic era(glocalization, digital transformation, economic inequality, educational environment change, church crisis) and actively reflect its contents in education. In addition, while operating a mobile(or online) church school that combines offline and online, there is an urgent need for an innovative transition to a core church school where certain church schools and churches cooperate with each other, a church school that guarantees a safe learning space, and an ecological church school that is interested in education dealing with climate change and ecology.

• Journal of Christian Education in Korea
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• v.67
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• pp.377-414
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• 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
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.456-465
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• 2021

A recent report cited environmental issues, including climate change, as the most likely threat to Earth in the 2020s. Therefore, it is necessary to recognize that environmental problems today are not just problems of any particular region or country, but also problems of the future, and problems of the present day in which we live. Various interests and research on environmental issues have been conducted within Christianity based on the Christian worldview based on creation, degradation, and restraint. This interest began mainly in the Catholic camp in the early days, but gradually efforts have been made to link global care to Christian responsibility in evangelical Christian camps, including the World Council of Churches (WCC). At a time when interest in earth care is growing, the study suggested as follows for the Christian community: First, it is necessary to change from environmental protection and ecological preservation to life theology. Second, there is a need for a change of understanding of ecology that looks at nature. Third, at the Christian level, there should be a genuine recovery movement that is differentiated from secular environmentalism. Fourth, the church should be able to realize a society that can realize a true community with the world of creation while looking forward to the kingdom of God.

• Journal of Christian Education in Korea
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• v.70
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• pp.107-140
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• 2022

This study is a review of the role of Christian education in the face of ecological crisis and the task of its recovery from the perspective of Moltmann's creation theory. Mankind has achieved epoch-making industrial development through several industrial revolutions. However, as a result, the ecosystem has suffered severe physical aches and has reached the point of revealing anomalies. In the face of such destruction and suffering of the ecosystem, Christian education needs to approach the ecological sensitivity toward the natural world more holistically and present a practical alternative. Moltmann reminds us that today's growing exploitation of nature by humans stems from a human-centered ecological consciousness that the world belongs to humans. At the same time, it suggests a transition to a God-centered ecological world consciousness. 'A community of creation', 'the fellowship of the Triune God', and 'eschatological new creation through the Sabbath' are key concepts that integrate God-centered ecological world consciousness. Based on Moltmann's creation theory, this article examines the ecological sensibility that Christian education should pursue from the point of view of the sacramental creative community, and reviews the role and practical alternatives of Christian education. Through this, it was derived that the world, including humans, is not owned by humans, but is a sacramental community that is built together toward the end as a part of nature and reveals the glory of God. In addition, it was suggested that Christian education need to be recognized as a suffering subject which mediates humanity and the nature of the mutual fellowship of reconciliation. in the fellowship of God. Sabbath keeping education, which celebrates God's creation and aims for the completion of the eschatological creation, will become a practical area for Christian education to practice for the restoration of the collapsed ecosystem. Moltmann's creation theory is significant in that it provides a meaningful Christian educational insight to restore the ecological environment as well as interest in the ecological environment that has been overlooked or ignored by Christian education.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.91-104
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• 2013

The Rothschild family in the UK and the Rockefeller in the USA installed a number of private organization with which they could exert their influence on the world, recruited world renowned figured and spread out their arguments via global visual media worldwide. Their ultimate goal was to reshuffle the world in a new global order. They attempted to persuade people to accept their messages by reiterating them via their visual media. They deliver their own value of existence, efficiency and future convenience via their visual media regarding politics, economics and religion. If such is seen in a Christian perspective, they replace the place and existence of God with their own power and attempt to reorganize the world in a new global order. Their desire seems to be that of Anti-Christ, i.e. the Satan in the Bible. This study attempts to reveal that reality of visual media is fictitious from the Christian perspective.

• Journal of Christian Education in Korea
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• v.63
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• pp.377-406
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• 2020

The purpose of this study is to present a model for Christian peace education requested in the era of globalization. Globalization increases interdependence and unifies the global economy due to the development of innovative communication and transportation systems. The world is currently experiencing a period of unlimited competition without borders. Globalization has promoted growth and development, but has also caused problems. In the face of this absence of peace, this study was conducted to determine whether a Christian understanding of peace and peace education can serve as a way to overcome the challenges facing modern society and to meet people's desire for peace. It examines the concept of globalization and the situation of the absence of peace due to problems in the era of globalization, and examines the concept of peace and peace education from a Christian perspective. After that, the concept of Christian peace required in the era of globalization and the peace capability to be strengthened in peace education will be presented, and how to proceed. The christian peace education model strengthens students' peace capabilities which can be used to build a peaceful future world. The purpose of christian peace education in the face of globalization is to develop a peaceful relationship with oneself, others, the world, and the environment. The goal of christian peace education is to cultivate peaceful human beings by strengthening their peace capabilities, namely peace sensitivity, nonviolent communication, and peace imagination. This study's significance is that it presented an christian peace christian education model that strengthens learners' peace capabilities through a biblical and theological approach in the face of non-peaceful situations arising as a result of globalization.

• Journal of Christian Education in Korea
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• v.70
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• pp.267-302
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• 2022

Digital transformation, which is accelerating in each area of society due to the COVID-19 pandemic, is also having a profound effect on Christian education. A representative example of digital transformation is the emergence of a digital world called the metaverse. This study understands the metaverse as an expanded space for Christian education and explores digital storytelling as a method for faith formation. It is argued that the characteristics of digital storytelling through metaverse spaces are characterized by interactivity, agency, audiovisuality, sociality, and openness, and that modification through Christian educational frames is necessary in order for this approach to be appropriated to Christian educational practice. To this end, this study examines Anne Wimberly's story-linking approach, and Mary Hess' approach on digital storytelling, which is understood as a way of faith formation for the liberation and Christian vocation through storytelling in a digital space, focusing on authority, authenticity, and agency. It is argued that Christian education on the Metaverse should be a place for change in the Christian life and formation of vocation, and a space where participants' active responses to God's grace be practiced in a digital space in a reciprocal way. This means that learners are encouraged to participate in expressive and relational education that is practiced in the form of play and creation, responding to God's initiative in the metaverse. This study argues that for digital storytelling through the metaverse to become a process of faith formation, it is necessary to connect stories of participants with the story of God's Kingdom in the expanded digital world, aim for a reciprocal space through hospitality and listening, and promote immersive participation and holistic reflection.

• Journal of Christian Education in Korea
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• v.68
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• pp.11-40
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• 2021

The coronavirus pandemic has brought about significant negative changes in our society to the point where it has to be divided into 'Before Corona'(BC) and 'After Corona'(AC). Typical examples include economic difficulties and medical inequality of some social excluded groups as well as individuals who die alone because they are alienated from social networks, and hate and violent discrimination against Asian immigrants, which are rapidly increasing in Western countries in these days. In addition, the pandemic is at a global level, ranging from the vaccine gap between the first and third worlds, triggered by competition for securing vaccines between countries that put their own interests first, the income gap due to changes in the economic environment and financial market, and the bankruptcy of individuals and corporations. In 'all'(pan) and 'people'(demos) became a limit situation that could not be avoided. There is also the opinion that the world could witness the worst catastrophe if the pandemic spreads to poor countries at risk of increasing violence, poverty and famine. The purpose of this paper is to examine the changes in society caused by the Coronavirus pandemic and to suggest the direction of Christian education accordingly. To this end, this paper analyzes the medical, economic, and psychological crises that society faces in the post-corona era. Next, we look at the changes in Christian theology, mission, and worship, which are strongly required for fundamental changes in the context of the pandemic. Based on the above discussion, we propose a new direction for Christian education necessary in the post-corona era.

• Journal of Christian Education in Korea
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• v.74
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• pp.33-55
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• 2023

This study aims to explore the direction of Christian public practice in the post-COVID era, seeking to overcome the uncanny feeling caused by increased division and exclusion during the pandemic period. Firstly, we will investigate the unequal impact of COVID-19 on the labor market and examine ways to achieve economic justice in the post-COVID era. Subsequently, we will deliberate the role of Christianity in establishing publicness in the digital world and virtual spaces. Finally, viewing COVID-19 as a catastrophe caused by an anthropocentric worldview and exploitation driven by greed, we will explore the tasks of Christianity to overcome the crisis of the Anthropocene. Christian public practice should fulfill its mission of care and stewardship not only in social context but also in an ecological dimension. The author proposes "planetary citizenship education" for a harmonious relationship between human species and the Earth they inhabit.