earticle

영어

It is well–known fact that interest in postmodernism is rapidly growing in recent time. Postmodernism is self–examination and criticism on the negative results caused by modernization or rationalization of the West, reaction to it, and also its reflection.
With such a background, pedagogical study between idea of Michel Foucault, a great philosopher from France and post–modernist, and Christopraxis, a praxis approach in Christian
education is to be attempted on this study.
Education has always been considered as an important issue in human life. And human beings have been strived multilaterally to pursue educational life. However, it is also true that such
educational activities have not only functioned as a positive role, but also functioned in negative way as well. And this also is related to the growth of Christian education. Although it difficult
to define the concept of postmodernism conclusively, this study tries to understand general concept of postmodernism. In other words, postmodernism starts from the end of modernism as a resistance against modernism. Here, Ray S. Anderson’s Chirstpraxix concept, a concept combined praxis level with concept of ancient Greek, then combined such a praxis concept to
theology and James Fowler’s Christopraxis concept, a concept combined Christopraxis to Christian education were compared.
And for last, Foucault and Christopraxis approaches were attempted in Christain education.
Foucault’s deconstruction theory is to deconstruct rational (faith) conformity functioned in our individual and social life. Rational(faith) conformity, life’s central principle, is reflected
in purpose, contents, method, of Christian education and has been inherited to us until now. However, as the rational(faith) conformity, the core of education, was deconstructed, Christian
education faced challenges in many sides. Issues of Christian education raised recently are related with postmodernism theory in deconstructional point of view. Thus, tasks of Christian
education of our time is deeply related to how to encounter such a deconstructional viewpoint and solve it. As claimed in deconstruction theory, what could be left when rational(religious) conformity is deconstructed? When rational(religious) conformity, valued much of in Christian education is deconstructed, will Christian education’s reason for being be also deconstructed? Thus, critical task of Christian education in our time is not unconditional deconstruction of existing being, but is in how to reconstruct what functioned as a limit, and the process of such reconstruction should be Christopraxis.
Thus, Christian education should be reconceptualized with transforming work to form individual within faith community to be participated in Christopraxis. And, Christian education should
conduct Christopraxis to lead participation to Christopraxis, and such a work itself is Christopraxis. In the end, all Christian educational aim of Christopraxis can be said‘ becoming witness.’

한국어

최근 들어서 포스트모더니즘에 대한 관심이 급증하고 있는 것은 주지의 사실이다. 포스트모더니즘은 서구의 근대화 혹은 합리화가 가져다 준 부정적인 결과에 대한 반성이고 비판이며, 그에 대한 반작용이며 또한 그것의 반영이다. 이와 같은 배경을 가지고 프랑스의 위한 사상가이며 포스트모더니스트인 푸코의 사상과 기독교교육학에서의 프락시스적 접근인 크리스토프락시스와의 교육학적 고찰을 시도하고자 한다.
본 연구는 포스트모더니즘의 개념을 단정적으로 정의하기는 어렵지만 일반적인 개념 이해를 해 보았다. 즉, 포스트모더니즘은 모더니즘에 대한 반발로서, 모더니즘의 종언으로부터 시작된 것이라는 점이다. 그리고 기독교교육에 있어서 프락시스적 차원을 고대 그리스철학의 개념과 이러한 프락시스 개념을 신학에 접목시킨 앤더슨(Ray S. Anderson)의 크리스토프락시스와 기독교교육에 접목시킨 파울러(James Fowler)의 크리스토프락시스 개념을 비교하였다. 그리고 마지막으로 기독교교육에 있어서 푸코와 크리스토프락시스의 접근들 시도하고자 하였다.
푸코의 해체주의 이론은 지금까지 우리의 개인적 삶과 사회적 삶에서 작용하였던 이성(신앙)적 준거를 해체하고자 한다. 삶의 중심 원리인 이성(신앙)적 준거는 기독교교육의 목적, 내용, 방식에 반영되어 우리에게 지금까지 전수되어 왔다. 그런데 교육의 핵심이었던 이성(신앙)적 준거가 해체됨에 따라 기독교교육은 여러 측면에서 도전을 받게 되었다.
최근에 들어서 제기되고 있는 교회교육의 문제점은 해체주의적 관점의 탈현대이론과 무관한 것이 아니다. 따라서 우리 시대의 기독교교육의 과제는 이러한 해체주의 관점을 어떻게 대응하고 풀어가야 할 것인가와 관련이 깊다.