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

• Journal of Christian Education in Korea
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• v.71
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• pp.23-59
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• 2022

This paper explored the effect of digital epistemology on Christian education. The media of an era determines the type and form of the epistemology of that era, which in turn has a decisive influence on the direction of Christian education in that era. Therefore, it consists of three parts. First, an investigation on the relationship between media and epistemology, second, an investigation on digital epistemology, and third, an investigation on the effect of digital epistemology on Christian education. In this paper, first, from the perspective of McLuhan's media theory, it was discovered that media go beyond simply expanding the our senses and change our perception through creating a new environment and way of life. This paper could characterize digital epistemology in the following four ways through comparison with the traditional epistemology of the print media era: namely "from linguistic to omnisensory epistemology", "from causality to relational epistemology", "from historical to post-historical thinking", and "from interpretive to performative epistemology". In addition, it examined the effects of that digital epistemology on Christian education. Through this study, it found that digital media can act both positively and negatively on the essence of Christian education. Therefore, the task of Christian education in the digital age is to make it a positive function rather than a dysfunctional one, and an opportunity rather than a challenge.

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

• Journal of Christian Education in Korea
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• v.63
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• pp.347-376
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• 2020

This study suggests the direction and practice of Christian education through ecological Christian spirituality required in front of the ecological crisis. Environmental destruction and ecosystem problems are recognized as a serious crisis that can threaten human survival. As a result, the development of material civilization, which humanity has taken for granted, has been questioned, and changes in human consciousness and thoughts at the root of the ecological crisis have become inevitable. The crisis of civilization demands a new spirituality, and the spirituality required in front of the ecological crisis must be a life-friendly spirituality. The discourses on the ecological crisis that have emerged since the 1970s provide a fundamental perspective on the ecological crisis. Ecological spirituality such as 'immanence', 'interrelationship', 'community', 'healing and emancipation', and 'sustainability' are concepts that can understand and aggregate the discussions of the various discourses above. Based on this, this paper examines Christian ecological spirituality by dividing it into the areas of God, humans, and body. Through this, the Christian education was proposed as a practical place for self-depreciation for a simple life through the understanding of God, who emptied himself out of the transcendent God who reigns over all things, shared the pain of all things, maintained all things together, and lived in them. There, meditation and hospitality can be a place of practical Christian education where one can enrich one's inner self for a simple life. Christian education was proposed as a place of holistic knowledge through ecological Christian spirituality that emphasizes the spirituality of the body from dichotomous thinking that belittles the body. There, the Holy Communion is important as a place where both holistic education to restore the spirituality of the body and ecological education can be held at the same time. Through this, I hope that Christian education will be a place of education not only for the reason but also for the holistic knowledge of Christ and for learning how to 'together' with the ecosystem and neighbors.

• Journal of Christian Education in Korea
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• v.70
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• pp.37-74
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• 2022

COVID-19, which occurred in Wuhan, China, made it difficult for Korean churches to face to face worship, therefore metaverse emerged as an alternative to solving these problems. metaverse is forming various platforms through technology expressed in 3I(Immersion, Interactive, virtual Image). The purpose of this study is to analyze the application plan of Christian education by applying metaverse technologies to Christian education. In order to achieve the purpose of this study, first, the definition, type, platform, and technology of the metaverse are presented to examine the key of the metaverse, second, in order to analyze the church from the theological educational aspect, the essence of the church, the mission of the church, and the metaverse church are examined, third in order to apply the metaverse to Christian education, it is classified into worship through the metaverse, education through the metaverse, service through the metaverse, the christian relationship through the metaverse, and missions through the metaverse. The application plan of the metaverse for Christian education is that first, worship can be held through metaverse. Second, education can be performed through the metaverse. Third, the metaverse can be used to fulfill the mission of service. Fourth, through the metaverse, christian can fellowship through the metaverse. Fifth, the missionary mission can be carried out through the metaverse. In conclusion, metaverse is still in the development stage, but various programs should be developed to achieve the purpose of Christian education by utilizing various platforms developed so far and utilizing the advantages of the platform. In particular, the Korean church will be able to utilize various programs such as Sunday worship, Sunday school, youth retreat, QT, Bible school, and pilgrimage through the metaverse to make good use of the characteristics of the metaverse. In addition, metaverse is an extended reality(XR) that integrates VR, AR, and MR, and its strength is an engagement in creative Christian educational activities out of the original Christian education. In the future, metaverse technology can be applied to Christian education in various ways as the fourth industrial technology is developing.

• Journal of Christian Education in Korea
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• v.70
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• pp.175-206
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• 2022

In this study, a mixed research method that collects and analyzes qualitative and quantitative data together was used to broaden the understanding of young children's faith. First of all, the contents of interviews with 18 research participants were divided into categories, and the frequency of each category was calculated. From 75 statements made in the interview, the importance of each was evaluated with a 5-point Likert scale. The means and standard deviations of the evaluation score were calculated, and sub-factors were identified through exploratory factor analysis. The frequency of categories mentioned in the qualitative interview was in the following order: faith manifested in difficulties, religious activities, Christian education at home, Christian education in the church, love and faith in God, and the formation of a Christian worldview (identity). The statement on the perception of God, theological concepts, religious activities, and Christian education at home and in the church received high scores. On the other hand, statements on developmentally difficult or abstract content, value judgment or conflict resolution based on the Word, and evangelism showed low scores. The sub-factors extracted through factor analysis were faith education through home and church, awareness of God and religious activities, identity based on the gospel, character based on the gospel, and overcoming a crisis through faith. In conclusion, the results of each of the mixed methods of looking at young children's faith were very similar-relationships with God, religious activities, Christian worldview (identity), Christian education at home and church were highlighted, even though various methods were used. This study is meaningful in that it suggests what and how to teach in early childhood Christian education.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.153-160
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• 2018

This article examines actions of the department of a university according to Higher Education Evaluation Policy as a case on the department of Christian education of A University. This article consists of background and policy Higher Education Evaluation and actions of the department of Christian education. Specialization, curriculum, management of instructional quality, educational achievement, student support and cooperation of local community as category of trends of the department of Christian education are discussed. Aim of education, model of human resource, educational objects, and key-competency as the specialization of department of Christian education are discussed. Curriculum of department suggests students career track which is related to their career. Positive guidance counseling are implemented for rate of recruit related to educational achievement. Non-subject matter program of University and Department are introduced for students's support. 60 hours of educational service and other educational activities are carried out for local community. Principal, chaplain of school and teachers are invited for educational practical affairs of education. The result of this article can be used as a basic reference for the direction of the higher education.

• Journal of Christian Education in Korea
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• v.63
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• pp.39-64
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• 2020

COVID-19 is sweeping the world, and it is in crisis in all aspects of politics, economy, culture, and religion. As people experience the beginning and spread of COVID-19, wince and re-spread, the people are living in anxiety and depression. Because of the COVOD-19 crisis, Korean churches were unable to provide on-site worship, and online worship began, and churches that started on-site worship also performed online worship. In the case of church schools, the functions of fellowship and education were paralyzed and many are offering online Sunday service only. Many people eagerly want to go back to what it was before COVID-19, but it seems difficult because COVID-19 has become a global issue and a pandemic situation. We can't wait to get better out of this. In the COVID-19 crisis, the church was unable to properly handle the church's original work and to fully fulfill the mission of education. The response of many churches was to postpone the planned ministry to the second half of 2020. Now, we should try to set a new direction and prepare specifically to move in the new direction. With this perspective, this paper studied the direction of Christian education in the post COVID-19. Specifically, the theoretical basis of the direction of Christian education in the post COVID-19 was found in the theory of Agape's encounter, Catechesis theory, and diakonia theory, and specific directions were suggested according to these theories. Specifically, based on the theory of Agape's encounter, Christian education that emphasizes the encounter with the natural environment, Christian education that emphasizes the encounter among family members, Christian education that emphasizes the encounter among citizens of the world, and Christian education that emphasizes the encounter through online were presented. Based on the Catechesis theory, Christian education copping with the attack of heresy was presented. Finally, based on the diakonia theory, Christian education of service for society and Christian education of service based on data were presented.

• Journal of Christian Education in Korea
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• v.72
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• pp.71-96
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• 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
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• v.70
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• pp.239-265
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• 2022

The purpose of this paper is to examine the Christian educational understanding of habit formation through the practical field of Christianity called worship. In the Cultural Liturgy series, James Smith criticized the intellectualistic Christian education so far and opened up a completely different level of possibility for Christian education through a unique study on habit formation. He focuses on education through actions, not education through the mind, and deals in depth with the relationship between habits and the body, between habits and knowledge, between habits and meaning systems, and between habits and human formation. Among them, it is emphasized that worship is a major liturgy that forms the identity of the participants through habits. Accepting Smith's position positively, this thesis first deals with the concept and understanding of major thinkers about habit. Second, we will look at habitual knowledge through the body. And lastly, it deals with Christian educational understanding of worship as a place of habit formation. Worship is not a one-time event, but an inseparable relationship with habit in terms of regular body practice. In particular, when we look at worship from the point of view of habits, it can be seen that the accumulation of experiences through bodily activities plays an important role in forming the horizon and background for understanding the world of the worshiper. Therefore, this thesis is meaningful in seeking and reconfirming the Christian educational possibility of worship as a habit formation.