• Journal of Christian Education in Korea
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• v.65
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• pp.29-54
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• 2021

In Europe, the diversity in religions, cultures, languages and historical backgrounds is enormous. World War II and the Soviet Regime have played a large part in this and the flow of refugees from other continents increases the pluralism. How can religious education add to bridging between differences? The language across European countries is different, literally between countries, but also figuratively speaking and even inside individual countries. These differences occur in cultural sense and across age groups as well. Secondary education has the task to form young people to become firmly rooted people who can hold their own in society. It is essential that they learn to examine their own core values and their roots. Recognising their values should be a main focus of religious education. However, schools are currently accommodating increasing numbers of non-religious pupils. What role do religious values still play in this situation? How do pupils feel about active involvement in religious institutions, and about basing life choices on religious beliefs? Can other, non-religious values be detected which could form the basis for value-oriented personal formation? Research of these subjects has been ongoing in the Netherlands for more than twenty years and is currently being expanded to the Czech Republic and(former East) Germany. These are also secularized countries but have a very different history. Does the history and context of these countries play a role, and does this show in the values that are important to pupils? A comparative pilot study is being conducted as start of this broadening perspective geared towards greater insight into the values of pupils in these three European countries. This information helps to design appropriate new forms of religious value-oriented worldview education.

• Journal of the Daesoon Academy of Sciences
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• v.1
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• pp.445-462
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• 1996

본 연구는 대순진리회의 종교 사상에서 제시하는 바람직한 인간 관념인 인존사상을 통하여 그것이 내포하고 있는 교육적 가치성을 제고하는데 있다. 또한 본 연구는 대순사상 자체가 가지는 학문적 의의를 밝히고 그것의 교육학적 해석을 통하여 그 학문적 영역의 저변을 확대하는데에도 의미가 있다고 하겠다. 근세 조선후기사회의 종교·문화적 배경을 검토함으로써 대순사상이 당시대의 기층 민중들에게 어떠한 종교적 메시지를 전달하고 있는가를 살피고 또한 그 기본구조를 분석하여 대순사상이 제시하는 종교적 구도를 개념화 하고자 한다. 이러한 연구의 패러다임 위에서 대순사상이 지향하는 교육이념을 중심으로, 교육적 이상 실현의 가능성을 지닌 내재적 존재로서의 인존의 형성이론을 고구하여 교육적 인간상의 이상적인 모델을 확인한다. 또한 인존사상에서 표방하는 교육적 시사성이 현대 교육의 제문제에 어떠한 비전을 제시하고 있는지를 검토해 보고자 한다.

• Journal of Christian Education in Korea
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• v.65
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• pp.215-241
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• 2021

New models for prison ministry are crucial during the current era of mass incarceration in America-a time when the potential reach of prison ministries can grow as the population of incarcerated individuals grows. In this article, I lift up one prison ministry in New Jersey as an example of how Christian evangelicals who are engaged in traditional prison ministry can bravely open their minds and hearts to models of religious education that go beyond individual conversion toward communal transformation. In this article I present an example of a neo-evangelical group named Jericho Ministries, Inc., a prison ministry that understood this and consequently tried to develop a prison ministry that was not only a charitable endeavor, but also a just one.

• Journal of the Daesoon Academy of Sciences
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• v.48
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• pp.239-268
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• 2024

Video content is often used as a means of education due to the characteristics of the medium: representation, information delivery, immersion, and experience. In particular, religious films are being used more often in public schools and religious communities to promote understanding and inspiration. The purpose of this study is to examine how Daesoon Jinrihoe utilizes video content via the film, The Road to Peace and Harmony, and the videos that were made for the Museum of Daesoon Jinrihoe Museum. The study will also make suggestions regarding the future use of such contents. In Section 2 of this study, the status of the video contents as currently used by Daesoon Jinrihoe will be examined and analyzed in terms of how the film, The Road to Peace and Harmony, and the videos produced for the Museum of Daesoon Jinrihoe are being utilized. In Section 3, the limitations of Daesoon Jinrihoe's video contents will be considered in that these materials in terms of how these videos are only used within the religious order. There is the potential that such materials could be used in broader society. Lastly, in Section 4, it is proposed that video materials produced by Daesoon Jinrihoe could be used within multicultural religious education in a public setting beyond mere in-group religious education. Through this, it is hoped that Daesoon Jinrihoe will be able to expand as a world religion in a more timely manner than what would otherwise be achieved.

• 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.

• Journal of Christian Education in Korea
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• v.74
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• pp.227-253
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• 2023

Purpose of the Study: This paper focuses on a significant historical event, namely the Bremen teachers' movement of 1905, which aimed to abolish religious classes in public schools. By examining an incident in the German history of religious education that remains unfamiliar to the Korean Christian Association, I aim to explore the interconnected diachronic and synchronic influences involved in this particular event. Contents and Method: The religious controversy sparked by the Bremen Teacher's movement of 1905 marked the first official call for reform towards neutral religious education in schools. Several factors contributed to this debate, including the rise of civil society in the 19th century, advancements in science and scholarship, the emergence of social democracy, and the conflict between the Lutheran and Reformed Churches. This paper delves into the historical context of the controversy and analyzes its impact on the develop of religious education in Germany. As reflected in the Bremen Document, the official outcome of the Bremen Teacher's Movement, educators argued for the separation of religion and education, emphasizing that religion is a deeply personal matter. The document called for the adoption of value-neutral moral education in public schools, achieved through objective Bible-History classes. This paper explores the impact of the Bremen School Dispute of 1905 on the development of religious education in Germany. Specifically, the provisions of the Bremen State Constitution of 1948 and the German Basic Law of 1949 were influenced by the controversy, with Article 141 of the Basic Law - known as the 'Bremen Clause' - providing a legal basis for the exclusion of churches from religion-classes at Schools in Bremen. The Bible-History Classes advocated in the Bremen Documents served as the basis for the present-day Bremen religious education curriculum well known for neutral objective religion-classes. Conlusion: This study analyzes the background, content, and influence of the Bremen School Controversy, which remains relatively unknown in Korea. The findings of this study can contribute to the ongoing discussion of Christian school education in Korea, with an emphasis on maintaining a Christian identity while promoting religious publicity in the classroom.

• Journal of the Daesoon Academy of Sciences
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• v.45
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• pp.69-102
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• 2023

There has been a growing demand for spiritual education in public education in recent years. In fact, the concept of spirituality was included in the national religious curriculum in 2022. However, compulsory spiritual education based on the national curriculum is different from individual or private organization-based spiritual education which can be characterized as voluntary. This article aims to discuss the potential problems that may arise when making spiritual education compulsory in public education. This discussion includes the expansion of spiritual discourse and the scope of spirituality, the contents and examples of spiritual education, and the implications of compulsory spiritual education. My perspective on this topic is that the religious curriculum, being a national curriculum, should be applicable to all schools and learners. The channels for expanding spiritual discourse include studies for measuring each individual's spirituality or religiosity and spiritual tourism. Both exclusive and inclusive spirituality coexist within spiritual discourse. Furthermore, spiritual educators criticize knowledge-based education for its tendency towards romanticization, while overlooking reflective education in national religious curriculum. Additionally, the normative nature inherent in the concept of spirituality is often overlooked, despite the potential recurrence of problems seen in faith-based education. This article suggested that the minimum principle for the nation's religious curriculum should be that "religious or normative knowledge is not to be injected or delivered but rather reflected upon." This principle aims to provide an opportunity for learners to reflect on their religious experiences or lives subjectively. When this principle is applied, spirituality becomes the object of reflection and selection for learners. Above all, learners with reflective thinking skills will be able to live independently, even if their experiences and lives change. We hope that this article will serve as an opportunity to continually reflect on the form of religious education found in public education.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.836-842
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• 2009

On April 14, 2008, National Human Rights Commission of Korea's recommendation led to severe argument that hiring qualification of religious school. it shall not be an unlawful employment practice for a school, college, university, or other educational institution or institution of learning to hire and employ employees of a particular religion if such organizations is, in whole or in substantial part, owned, supported, controlled, or managed by a particular religion or by a particular religious corporation, association, or society, or if the curriculum of such organizations is directed toward the propagation of a particular religion. An employer is a "religious organization" entitled to the exemption. So If the employer is a school, its history and mission, the religion of the faculty and students, and the religious focus of the curriculum must be examined. Consequently it is possible for religious educational institution to reject specific religionist.

• Journal of Science Education
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• v.34 no.2
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• pp.246-259
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• 2010

The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

• Journal of the Daesoon Academy of Sciences
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• v.48
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• pp.157-198
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• 2024

Aside from enriching spirituality, religiously-themed museums play a crucial role in resolving conflicts among the nations peripherally or various cultural groups in a broad sense. Relatively speaking, Korea has achieved a peaceful multi-religious society, yet the 2019 pandemic caused certain religious conflicts to surface or perhaps resurface. Since the 2000, due to the increasing number of migrants, there has been increasing awareness of the need to accommodating even greater levels of religious diversity. Accordingly, this study aims to apprehend various educational programs and exhibitions that have been developed by St. Mungo's Museum of Religious Life and Art, the State Museum of the History of Religion, and the Museum of World Religions in multi-ethnic societies such as the UK, Russia, and Taiwan. Therein, it will be determined how these museums contribute to mutual understanding and interaction and this research will suggest the development of a religiously-themed museum capable of resolving a number of social conflicts and enriching the diversity of its nation.