earticle

영어

The crisis of church education in Korea involves not only the decrease of the number of the students but also the stagnation of the church education itself. The former is a quantitative crisis, the latter is a qualitative crisis. This crisis also leads to the crisis of identity as Christians and weakens the influence of Christianity on the society of Korea. John Westerhoff Ⅲ has already suggested a ‘community of faith-enculturation paradigm’ as the alternative to the traditional ‘schooling-instructional paradigm’ in order to overcome the crisis of church education. Maria Harris has suggested an ‘educational ministry paradigm’ in her book Fashion Me A People, which also endeavors to solve the problem of the crisis of church education. Although these paradigms have allowed church education to overcome the limitations of the schooling paradigm, these alternatives have not been able to solve the problem of separation among church, family, and school. This thesis seeks to disclose that theses alternative paradigms by Westerhoff and Harris are not sufficient as true alternatives in solving the crisis of church education, and to seek one that brings together church, family and school.James Smart, in his book The Teaching Ministry of the Church, emphasizes the importance of the connections between church, family, and school. For him, the teaching ministry of the church involves not only all kinds of ministry inside the church including Sunday school, but also family and school, even public schools. The first Sunday school, as founded by Robert Raikes in 1780, was not separated from the school and the family. The teachers at the first Sunday school taught not only the Bible but also the 3Rs for poor children, and influenced the parents of the children through Sunday school. The true alternative which could solve the problem of the crisis of church education should be an integrative Christian education which connects the church with the family and school. In the actual lives of Christian children, these three contexts cannot be separated. Church education should have a total curriculum which brings together church, family, and school in order to help achieve the Christian vision for children, because the vision asks for the integration among church, family, and school.

한국어

한국 교회교육의 위기는 양적으로 교회학교 학생수의 감소로, 질적으로는 교회교육의 무기력이라는 현상으로 나타나고 있다. 이러한 위기는 교회교육의 위기를 넘어서서 ‘신앙의 대잇기’의 위기와 기독교인의 정체성 위기를 이어지고 있고, 이는 한국 교회의 성장의 정체는 물론 대 사회적 기독교의 영향력 약화라는 결과를 야기하고 있다. 본 논문은 이러한 교회교육의 위기를 극복하려는 기존의 대안들로서 존 웨스트호프의 신앙공동체이론과 마리아 해리스의 교육목회이론을 비평적으로 성찰하고자 하였다. 이러한 대안들이 기존의 학교형 패러다임의 한계를 극복하는 데에는 공헌하였지만, 여전히 교회교육이 가정과 학교와 분리되어 있다는 점에서 근본적인 한계를 지니고 있다. 본 논문은 이러한 한계를 극복하는 진정한 대안을 모색하기 위해 교회, 가정, 학교의 연계를 강조하는 제임스 스마트의 교회의 교육적 사명을 재조명하였고, 로버트 레익스가 시작한 주일학교 운동도 초창기에는 교회, 가정, 학교가 연계된 형태였음을 다시금 밝히고 있다. 마지막으로 본 논문은 한국 교회교육의 위기를 극복하는 진정한 대안으로서 교회와 가정, 교회와 학교, 가정과 학교가 연계된 통전적 기독교교육을 제안하고 있다.