• Journal of Christian Education in Korea
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• v.63
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• pp.121-150
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• 2020

The important developmental tasks of young adults are based on encounter and identity. These problems of encounter and identity are also connected to the instinct of longing for the "face" of primary caregivers, who acknowledge and affirm themselves as their cherished children. James Loder emphasizes that human "face pursuit instinct" later reaches "formal-operational stage" and leads to religious yearning for God as "the Eternal Face." This pursuit of "face" and "the Eternal Face" is an existential and ontological move to find out "Who am I?" through meaningful encounters. Religious psychologist Carl Jung also points out that scientific thinking has contributed to the liberation of humans from superstitious beliefs. But this has also led to the loss of the precious value of human spirit and the sense of unity with nature. Jung emphasizes that "symbolic play" should help learners and counseler face-to-face with their unconscious mind. By doing so, learners can overcome the wounds and scars of unconsciousness and mature toward the true self. James Loder is a scholar who critically introduced Jung's "unconscientious confrontation" therapy to his educational theory. Beyond Jung's unconsciousness and "symbolic play," Loder proposed transformational education for the learners to participate in meaningful changes through interaction between human spirit and the Holy Spirit. With many young adults wandering around in their existential voids, it is clear that functional and socializational education cannot overcome their problems and developmental crisis. This developmental crisis requires a foundation of identity and intimacy in the encounter with God, the "Eternal Face." Therefore, this study suggests that when Jung's "unconscious confrontation" and Loder's "transformation logic" are employed, transformational Christian education for the healthy self-identity and intimacy of young adults can be accomplished. This inquiry presents not only theoretical reflection, but also the reactions of young adults and actual feedback obtained through implementing transformational Christian education for young adults. Through all of these endeavors, this inquiry was completed by proving that "Transformational Christian Education for Young Adults" is an educational theory that can yield actual results and abound fruits. (This enquiry was undertaken by the support of the research fund of PUTS 2020.)

• Journal of Families and Better Life
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• v.32 no.6
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• pp.1-18
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• 2014

This study explored the sandplay therapy case of a middle school-aged boy having severe conflicts with his mother, from the viewpoints of initiation. The goal of the therapy was to lessen the boy's conflicts with his mother within the free and protected space in sandplay therapy. Thirty-seven therapy sessions were held. The client showed the scene of having fun in the water in the most unconscious part of the tray in the initial phase of therapy (1, descending into the unconscious). In the intermediate phase of therapy (2~33, a period of suffering, confrontation with death and trials), he showed suffering, was confronted with death and underwent trials. In the final phase of therapy (34~37, seeking masculine principles and rebirth), he began to seek masculine principles instead of having conflicts with his mother and was reborn. Using sandplay therapy in a free and protected space, this study showed the effectiveness of sandplay therapy since the boy's severe conflicts with his mother were lessened. This study also confirmed the existence of an archetypal pattern in the male adolescent's psyche.