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영어

Namgang, Lee Seung Hoon (1864-1930) was a true model Christian leader,teacher and activist in times of national tragedy of Korea. This paper aims to earninsight as to how we can find a clue to save the country. Comfort was no friendof Namgang. Due to difficult situation, he had to learn to stand with his own feetand had to survive against Japanese oppression. Chosun (Korea) was in jeopardyin the late 19th century until 1945. With imperialistic greed, countries such asEngland, France and Japan were eager to swallow the sleeping countries such asChina and Korea. Japan brutally invaded Korea by force after achieving victoriesover Russia and China. Korea was at stake but only a few realized the dangeroussituation. Namgang heard Ahn, Chang Ho’s challenging speech and found a wayof life for his people. Ahn asserted that only way to save the country was toeducate the young so that they will be capable of leading the country in the nearfuture. Namgang, at once, cut his bad behavior and devoted his mind to establishthe school for the young in his hometown, Jungjoo, North Korea. When the Osan School launched in 1907, 7 students came. When Lee GwangSoo and You Young Mo came to Osan as teachers, they made a huge impact onthe minds of young people. Namgang’s purpose at the Osan School was toeducate the young for restoring glory of Korea. But in August 29, 1910 Korea fellto Japan. Namgang and all of Koreans fell in great despair. Namgang heard thegospel through Rev. Han Suk Jin at San Jung Hyun Church and was converted toChrist. After his conversion, the Osan School bagan to adopt Christian educationin the curriculum along with teaching the Bible. Namgang not only ran the schoolbut sought ways to liberate the country by organizing liberation system in andoutside of Korea as well. Of course Japanese government did not like him at all,and he was imprisoned many times and total of 9 years he served in jails. Hewas even deported to Jeju Island, but the more Japan bind him the stronger hebecomes. He spread the spirit of liberation and the importance of educating thefuture generation all throughout the nation. Wherever he was, he shared thegospel of freedom and responsibility. He was a true Christian educator whosedeeds were in line with words. He served both the Osan School and Church, and became an elder for hischurch in 1915. His passion for the church and flexible skill for buildingrelationship with many church leaders became the fundamental cornerstone forMarch 1, 1919 Liberation Movement. Namgang was a great leader for all Koreansbut a great threat to Japanese government. The Osan School he founded played amajor role for rebuilding the nation and it actually produced many great leaderssuch as Ham Suk Hun (thinker and activist), Kim So Wol (poet), Lee Joong Sub(artist), Joo Ki Chul (martyr), Han Kyung Jik (founder of Youngnak PresbyterianChurch), not to mention all. These people left significant marks on the minds ofKoreans. All of these were only possible due to the total devotion anddetermination of nurturing the young by Namgang. His legacy did not end withhis death. He left a will that his skull, bones, and organs should be used for hisstudents, but his will was not fulfilled due to Japanese government’s interference. His will though was finally came through with his disciple Ham Suk Hun in 1989upon his death. Ham left the same will as his teacher, Namgang to honor histeacher’s will. His skull and bones were given to medical school and his brainand organs were given to students at the Osan High School which was relocatedin Yongsan, South Korea. Namgang’s legacy of loving one’s own country andGod by nurturing the young still remains in the hearts of most Koreans. ThoughNamgang did not write any book of his own and did not get much educationdue to poor living condition and his social status while he was young, heactually touched many minds of the young and saved Korea. The writer of thispaper believes that this world would be a better place when we have anotherNamgang for every generation and Korea would lead the world wholistically.

한국어

오늘날 한국교회는 위기 상황에 처해 있다. 교회의 신뢰도는 하락의 추세로 가고 있으며, 교인들은 감소하는 추 세를 보이고 있고 교회 청소년의 40퍼센트 이상이 자살을한번쯤 생각해 보았다고 할 만큼 내⋅외적인 측면 모두 교회는 위기를 맞이하고 있다. 특별히 교회교육에 있어서도 이러한 위기는 마찬가지이다. 경제적 위기감 속에서 축소되는 교육에 대한 지원뿐 아니라 다음세대를 길러내고자 하는 열정과 헌신은 그 어느때보다 식어가고 있는 실정이다. 역설적으로 숨 가쁜 변화 속에서 다가오는 미래 속에서 교회가 하나님 나라의 전파자로서 사명을 감당해야 하는 역할을 하기 위해서 는 그어느 때보다도 교육에 대한 미래적 전망과 다음세대에 대한 교육에 대한 열정을 새롭게해야 하는 때임에도 불구하고 현실은 그러하지 못한 것이다. 이러한 원인과 이유에 대하여는 목회자의 교육현장에 대한 관심의 부재, 전문적 교회교육리더 양성에 대한 체제 및 투자 부족, 입시와 사교육의 지나친 팽창, 신앙교육에대한 관심 부족, 교회의 신뢰도 하락에 의한 교회교육에 대한 참여부재 등을 살펴 볼수 있을 것이다. 그러나 이러한 현실의 상황과 더불어 주목해야 하는 또 한 가지는 열악한 여건에도 불구하고 오늘 날의 한국교회를 가능케 했던 동력, 즉 교육에 대한 열정을 가졌던 선구적 교육 자들의 헌신과 열정을 회복하는 교육 지도자의 양성에 대한 문제이다. 교육의 질이 교사의 질을 넘지 못한다는 것은 강조할 필요가 없는 교육적 현실이다. 따라서 오늘날 미래시대를 준비하는 기로에 선 한국교회가 다시금 우리의 교육현장에서 초점을 맞추어야 할 것은 기독교적 가치를 전수하며 신앙의 인재들을 키워냈던 교육자들 에 대한 재조명일 것이다. 본 논문에서는 이러한 맥락에서 교육지도자중의 한명인 남강 이승훈의 삶과 사상을조명하므로 오늘날 교회에 이야기하는 교육적 통찰에 관하여 남강의 사적인 삶의 궤적과 공적인 삶의 궤적을 살펴보고 남강의 사상적 배경 이 된 고난과 역경 그리고 신앙을통한 나라사랑과 민족운동과 남강의 교육사상을 고찰할 것이며, 마지막으로 남 강의 삶과 교육활동에 대한 기독교교육적 성찰을 통해 대안을 제시하고자 한다.