• Journal of Christian Education in Korea
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• v.73
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• pp.117-137
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• 2023

This is a case study of an extra-curricular program that designed and implemented maker education based on design thinking to foster a Christian worldview. The program was designed at K university in the course of 10 sessions as following stages; tinkering, providing a special lecture for motivation, finding issues, empathizing, making, sharing and reflecting. A total of 15 students in 5 teams participated in the program, progressed through each stage in the process of solving the problems they found around them so that their neighbors and the creative world could become better. As a result of operating this program, the participants became concerned about their neighbors and community and reflected on the change of perspective of the world from a Christian worldview. As a suggestion for follow-up research and projects, to develop a model of maker education based on design thinking for cultivating a Christian view of the world is proposed in order to support to easy design and management of the program even if there is a lack of professional related knowledge and experience. In addition, it is needed to develop a manual and guide book including a facilitator's role and an assessment tool like a rubric that can give feedback on the performance of the program and make improvement.

• Journal of Christian Education in Korea
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• v.72
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• pp.367-392
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• 2022

The purpose of this study present directions and a model of Christian ecological spirituality education in the post-corona era, and to expand Christian education beyond the private to the public. There are various problems in today's modern society. The 4th Industrial Revolution and COVID-19 has changed daily life and standards over the past few years As a result, the post-corona discourse is becoming more active. In this context, this study conducted a study on what educational alternatives should be prepared in terms of Christian education for the post-corona era. Especially, one of the urgent problems that modern society needs to solve today is the problem of the ecological environment, and I tried to prepare an alternative in perspective of Christian spiritual education. To this end, the causes of today's ecological environmental problems were examined in three perspectives: global, social, and personal. It could be summarized as the problems of neoliberal globalization, anthropocentrism, and ecological ignorance, respectively. To solve this, the direction of Christian ecological spirituality education was presented as the spirituality of participatory responsibility, the spirituality of ecocentrism, and the spirituality of ecological conversion. The specific model of Christian ecological spirituality education was established by presenting educational purposes and goals, educational methods and contents, educational environment and evaluation.

• 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.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.511-523
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• 2022

This study attempts an appropriate Christian understanding and application of the metaverse. To this end, the general concept, type, and utilization of the metaverse were examined, and the main characteristics of the metaverse were analyzed in three main categories by the association of the concepts and the common factors. Based on this, the main focus of the Christian understanding of the metaverse found in this study is, first, the "transcendental worldview" of the metaverse. Applications include restructuring the Christian worldview and creating a Christian metaverse environment for future generations. Second, it is a "fusion and composite on- and offline" understanding of the metaverse. An integrated on- and off-line understanding of the church, worship, mission, and the missional acceptance of the metaverse are its applications. Third, in the metaverse, it is an "extension of the functionality of the avatar." This presents its application tasks, such as establishing human identity, expanding the concepts of empathy and communication, and expanding Christian ethics and economic views. At the heart of the Christian understanding of the metaverse is worldview, mission, and understanding on human being.

• Journal of Christian Education in Korea
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• v.73
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• pp.21-37
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• 2023

Several tensions are visible in contemporary Dutch society, including those around refugees and sexual diversity, and the place of (strict) religion in society has changed. From both a theoretical and empirical perspective, we examine what this means for Christian education in general and for teachers in conservative Protestant schools in particular when it comes to citizenship education. It is concluded that the role of the school board and management is important in supporting teachers and promoting a shared vision within the school. In thinking about Christian citizenship education, a focus on Christian attitudes instead of morals has become more important, as it is in religious education.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.447-448
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• 2014

본 연구는 강의실에서의 면대면 교육이 아닌, 온라인 교육모델을 혼합한 하이브리드 모델 가운데 어떠한 모델이 기독교 대학에서의 기독교 과목 교육에 가장 적절할 것인지를 알아보고 이 모델의 효과적인 교육 결과를 도출하기 위한 다양한 변수들을 확인하는데 그 목적이 있다.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.305-324
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• 2008

This study investigated conditions and teachers' perceptions of the Christian preschool curriculum in Korea. Participants were 119 teachers in Christian preschools(84 teachers in preschools attached to churches and 35 teachers in non-attached Christian preschools). They responded to a questionnaire developed for the study. Most of the Christian preschools used appropriate educational aims clearly reflecting a Christian world view and the purpose of Christian education. However, teaching methods and instructional media were limited. Type of educational institution, academic background, and years of teaching in Christian institutions affected the results.

• Journal of Christian Education in Korea
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• v.68
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• pp.245-277
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• 2021

The purpose of this study was to investigate the trend of Christian picture book-related research. The purpose of this study is to present basic data for various and balanced research and development in the Christian picture book field by analyzing the research period, research content, and research method related to Christian picture books. For this study, 45 domestic master's and doctoral dissertations were extracted through the National Assembly Library and the Academic Research Information Service (RISS) with the keywords of 'Christian picture book', 'Bible picture book', 'Christian story', and 'Bible story'. The frequency and percentage were calculated by analyzing Christian picture book-related studies according to four criteria: research period, research content, research method, and research subject. As a result of the study, first, the trend of Christian picture book research papers by research period from 1999 to 2021 was 43 master's articles (95.6%) and 2 doctoral articles (4.4%), focusing on Christian picture book-related studies. Second, the trend by research content was found to be 12 basic studies (26.6%) and 33 practical studies (73.4%). Research related to Christian picture books is being actively conducted focusing on practical research rather than basic research. Third, the trend by research method was in the order of 33 quantitative studies (73.4%), 11 literature studies (24.4%), and 1 qualitative study (2.2%). Research related to Christian picture books is centered on quantitative research, and literature research and qualitative research account for a relatively low proportion. Fourth, as for the trends by study subject, there were 35 human subjects (77.8%) and 10 physical subjects (22.2%). Among human subjects, 33 single subjects (73.4%) and 2 mixed subjects (4.4%) were found, and among single subjects, 30 studies (66.7%) targeting children were high. In other words, research on Christian picture books had a higher proportion of studies with children as a single subject than mixed subjects between children and children, children and teachers, and between children and parents.

• Journal of Christian Education in Korea
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• v.64
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• pp.445-477
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• 2020

The topic of school community is considered very important in Christian education because the Christian religion is based on relationships. However, the studies on school community in Christian education are insufficient. Therefore, this study intends to explore the characteristics of school communities in Christian elementary school through descriptive approach. For this, data was collected through a ten-week participant observations and ten-time interview with the teachers, students, and parents, and artifacts collection. The result of the analysis, students were growing up with experiencing inner conflicts when they have a good relationship with their friends as a member of one community. This study gives suggestions to Christian school and public school communities as follows. First, studies on Christian schools' community have to be based on the Christian worldview. Second, The community of justice needs to be included in Christian school communities. Third, Christian school students experience continuous inner conflicts when practicing Christian values, thus the classroom community needs to be a place where students can talk about it openly. Fourth, public schools only consider the abilities to cultivate community competence, but it needs to apply the Christian school community where it is comfortable and acceptable to reveal weakness. In this way, the community will become a more humanistic environment.