본 연구는 다문화사회에 대한 원불교의 관점을 바탕으로 종교교육에 대하여 정리한 연구이다. 먼저 다문화사회에 대한 원불교의 교리적 근거로 소태산의 일원주의, 정산의 삼동윤리, 대산의 종교연합운동을 들 수 있다. 또한 처처불상(處處佛像)ㆍ사사불공(事事佛供), 동포보은, 강자ㆍ약자진화상 요법은 외국인노동자, 결혼이주여성, 새터민 등 다문화사회의 주체들을 대하는 마음가짐과태도를 구체적으로 제시하고 있다. 특히 다문화사회와 관련한 원불교 종교교육의 사례로서 한겨레중ㆍ고등학교를 살펴보았다. 그결과 한겨레중ㆍ고등학교의 종교교육은 새터민 청소년들에게 남북한의 문화차이를 이해하기 위한반편견적이고, 개방적인 수용의 태도를 갖도록 준비시켜주는 다문화ㆍ다종교사회의 종교교육에 적절한 교육프로그램이라고 평가할 수 있다. 아울러 새터민 청소년을 위한 종교교육과 관련한 제언은 다음과 같다. 첫째 교육대상에 적합한교육목표, 교육과정과 내용, 수업방식을 포함한 교수학습 프로그램은 물론이요, 방향성과 과제를명확하게 설정하고 제시해야 한다. 둘째 종교교육의 실행을 위한 종교과목 교육과정 및 교과서의내용 조직에 있어서 학생들로 하여금 그들 자신의 이해를 구성할 수 있도록 도와주어야 한다. 셋째 종교교육에서 중시해온 가치ㆍ덕목들과 다문화사회가 요구하는 시민성과의 상호관련성을 높이는 방향에서 내용 선정 및 구성을 새롭게 시도할 필요성도 제기된다. 넷째 다문화ㆍ다종교적 능숙함을 보여줄 수 있는 종교교사를 양성해야 한다.

This study aims at providing suggestions for improving the effectiveness of religious education based on the Won-Buddhist perspective for a multi-cultural society. Won-Buddhism offers a number of relevant doctrinal grounds for religious education in the multi-cultural society: there are the way of Il-Won of Sotaesan, the Ethics of Triple Identity of Chungsan, and the United Religions movement of Daesan. In addition,‘Everywhere a Buddha Image, Every Act a Buddha Offering’, ‘Gratitude to Fellow Beings’, and ‘The Essential Dharmas Regarding How the Strong and the Weak May Evolve’ present the necessary mental attitude and preparation for understanding and dealing with the subjects of the multi-cultural society, such as foreign labor, immigrant women, saeteomin, who are defectors from North Korea, and so on. In particular, I examined the programs of Hangyeore Middle & High School as examples of the religious education of Won-Buddhism in relation to the multi-cultural society. As a consequence, the religious education of the school can be evaluated as a proper educational program in the multi-cultural and multi-religious society. It is then possible to assess its role in helping the young generations of Saeteomin to understand the cultural differences between South and North Korea so that they can find an unbiased acceptance and open-hearted attitude, and prepare for their future. Based on my examination of these programs, I make certain suggestions related to religious education for the young generations of saeteomin, as follows: First, religious educators should clearly institute an educational direction and tasks, and suggest an appropriate educational purpose, curriculums, contents, and training programs for teachers including teaching guidelines. Second, religious educators should help students understand the curriculums, and the subjects and contents and structures of the textbooks for religious education, by themselves. Third, religious educators need to renew the selection and configuration of programs toward elevating the interrelationship between those valuable virtues that are emphasized in the religious education and citizenship, for example, social responsibility and mutual communication, required by a multi-cultural society. Fourth, religious educators should cultivate teachers who are skillful in providing religious education in the multi-cultural and multi-religious context.

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Multi-cultural Society, Multi-religious Society, Won-Buddhism, Religious Education, The way of Il-won, The Ethics of Triple Identity, United Religions, North Korean Young Defector,Hangyeore Middle & High School