earticle

영어

This article is about how we can provide church with peace education programs for the
adolescent-becoming-young adult in post-modern culture. The reason why the author would like to research this question is that school violence in Korea has been getting increased very seriously and widespreadly and most of it has been committed by the youth. The author regards that such youth violence disproportionately affects youth ages and disappointedly results in such the problems as injury, death, psychological harm, mal-development, or deprivation.
Thus the author begins with the questions about who the youth is, what kinds of characteristic the
youth has, and what the crucial causes of violence are. So he focuses on the specific-transitional age of the adolescent-becoming-young adult between ages of 16 and of 25. Looking at many socio-psychologists' theory such as Erik H. Erickson’s, Lawrence Kohlberg’s, James W. Fowler’s, Sharon Parks', and Daniel Levinson’s one, first of all, the author describes the psychological characteristics of the adolescent-becoming-young adult. Through / by their theories, the author summarizes the characteristics of the adolescent-becoming-young adult as three important factors: independence, identity, and intimacy.
And also the author depicts a concept of prejudice as one of the causes of violence, and esearches what prejudice is and how to be related to violence in that age. Particularly from both Gordon W.
Allport’s brief definition of prejudice and socio-psychologists’ explanation of the youth characteristics, the author brings out that the age is apt to be more repressed, defensive, aggressive and to have a more prejudiced mental life than the other ages. By the author, their vulnerability, dichotomy, and estrangement resulting from the socio-psychological problems in that age are closely regarded as the development of prejudice and discrimination.
Futhermore, the author develops the issue of youth prejudice into an educational approach, peace
education in church, that will contribute to overcoming(or reducing) youth prejudice. He is convinced that the prejudice issue in this age is one of the most crucial subjects in church to teach new generations in the age of globalization and post-modern culture. In conclusion, herefore, the author shows conceptually how to approach the peace and justice education beyond prejudice and violence in youth ministry. For the peace education beyond prejudice and violence, he suggests briefly the educational process of non-authoritarian, Christian tolerance, self-esteem, cross-cultural experience, and diversity in church.