초록 열기/닫기 버튼
This study aims to explore modern Korea and her structural violence with the historical approach and then to suggest the transformative perspective of Christian education as the unmaking function of violence. The Koreans started their modernity, resisting the violent occupation of the Japanese ruling(1910-1945). I explore her structural violence from the Japanese occupation in three historical memories: the terrible assassination of Empress Myeongseong (1851-1895) who was the last queen of Korea, the March Independence Movement of 1919, and the comfort women who were Japan’s wartime sex slavery during the pacific war. Firstly, the assassination of Empress Myeongseong by Japanese killers is placed in the center of the icy Seoul-Tokyo relationships, because the Japanese government has never made a formal apology about such terrible violence. Korean last queen’s terrible end shows well the historical reality of structural violence within weaker nation invaded by stronger nation. Secondly, the Preamble of the Constitution of the Republic of Korea defines the March First Independence Movement of 1919 as the historical event to originate the Republic of Korea. This movement reflects the Koreans’ strong will for independence and freedom to escape from the Japanese brutal and violent occupation and to unmake the vicious cycle of violence under injustice and unequal situations. Thirdly, Korean women between 50,000 and 200,000 were in the sexual slavery system for Japanese soldiers during World War II. Japan’s wartime sexual slavery system was a terrible, egregious violation of human rights. Its historical implication moves beyond only the foreign sensitive relation between Korean and Japan and then moves into the universal horizon of social justice between the male and the female, the poor and the rich, and weaker nation and stronger nation. In this study, I focus four approaches in order to analyze the structural violence: psychological approach, social-cultural approach, political economic approach, and neuroscientific approach. These approaches are closely related to the unmaking or ceasing of violence. As the educational strategy to unmake or cease the successive chain of violence and aggression, I suggest the transformative environment in Christian education where the class members are able to enhance their mutuality and equality in the image of God. This transforming moment has three processes: (i) collecting some people’s past information and knowledge, (ii) the encountering moment between the Divine Spirit and the human spirit, and finally (iii) representing the transfigured vision. In other words, through permeating by the Divine Spirit, the human spirit experiences the transforming moment and realizes the transfigured vision in their own life span. Finally, such vision may generate mutual and equal revision in the relationship with others and then naturally unmake the issues of isolation and loneliness to make the main cause of violence in the classroom.
키워드열기/닫기 버튼
Violence, Transformative perspective, Empress Myeongseong, March First Independence Movement, Japan’s wartime sex slaves, Relationship
