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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국기독교교육정보학회 Journal of Christian Education & Information Technology Journal of Christian Education & Information Technology Vol.5
- 발행연도
- 2004.4
- 수록면
- 157 - 181 (25page)
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In the face of religious and cultural pluralism and contextual changes in theological education, the nature of theological education has been confronted with serious questioning. Many scholars have criticized the clerical paradigm, the theory-to-practice paradigm, the fragmented structure of theological education and curriculum, as well as the distance from human suffering taken by theological education. These problems have resulted in a critical dichotomy between theological education and congregations, between theory and practice, between the content and process of education, as well as between the community of faith and society's problems. A need exists for bridging the gap between now separate facets of theological wholeness.
This paper proposes a conversational model that requires theological education to engage in authentic conversation in order to attend to the problems of theological education. This conversational model can provide an atmosphere and an environment in which students are supported and challenged to carry on conversations with conversational partners who may have different perspectives. The model can also empower people who participate in such conversation to bridge the existing dichotomies. Moreover, guiding principles for curriculum are proposed, based on the conversational model, which foster genuine conversation in theological education. In this curriculum, conversations are carried on between theological education and congregations, between Christianity and various religious traditions, between dominant cultures and minority cultures, as well as between the community of faith and the world However, these conversations are to be conducted within an overarching conversation between the Christian tradition and human experienoe. As Taylor argues, that synchronic strategy needs to be complemmted by a diachronic strategy. In other words, a conversation with Christian tradition needs to complement these conversations between theological education and the present situation, brought about by pluralism in society.
Even though the conversational model for theological education has some limitations, however, this model would be one alternative to conventional theological education, enabling a bridge between dichotomies which are prevalent in theological education.
This paper proposes a conversational model that requires theological education to engage in authentic conversation in order to attend to the problems of theological education. This conversational model can provide an atmosphere and an environment in which students are supported and challenged to carry on conversations with conversational partners who may have different perspectives. The model can also empower people who participate in such conversation to bridge the existing dichotomies. Moreover, guiding principles for curriculum are proposed, based on the conversational model, which foster genuine conversation in theological education. In this curriculum, conversations are carried on between theological education and congregations, between Christianity and various religious traditions, between dominant cultures and minority cultures, as well as between the community of faith and the world However, these conversations are to be conducted within an overarching conversation between the Christian tradition and human experienoe. As Taylor argues, that synchronic strategy needs to be complemmted by a diachronic strategy. In other words, a conversation with Christian tradition needs to complement these conversations between theological education and the present situation, brought about by pluralism in society.
Even though the conversational model for theological education has some limitations, however, this model would be one alternative to conventional theological education, enabling a bridge between dichotomies which are prevalent in theological education.
목차
Ⅰ. Introduction
Ⅱ. Recent Phenomena in Theological Education
Ⅲ. A New Paradigm for Theological Education
Ⅳ. Christian Curriculum for the Conversational Model
Ⅴ. Conclusion
BIBLIOGRAPHY
ABSTRACT
참고문헌 (29)
참고문헌 신청
[단행본] - Ackermann, Denise M / 1998 / Liberating Faith Practices: Feminist Practical Theologies in Context / Bondenotenlaan: Peeters
[단행본] - Belenky, Mary / 1986 / Women's Ways of Knowing: The Development of Self, Voice, and Mind / New York: Basic Books
[단행본] - Browning, Don S / 1987 / Practical Theology and Religious Education (Formation and Reflection: The Promise of Practical Theology) / Philadelphia: Fortress Press : 79 ~ 102
[단행본] - Chopp, Rebecca S / 1995 / Saving Work: Feminist Practices of Theological Education / Louisville, Kentucky: Westminster John Knox Press
[단행본] - Eisner, Elliot / 1994 / The Educational Imagination: On the Design and Evaluation of School Programs / New York: Macmillan College Publishing Company
[단행본] - Belenky, Mary / 1986 / Women's Ways of Knowing: The Development of Self, Voice, and Mind / New York: Basic Books
[단행본] - Browning, Don S / 1987 / Practical Theology and Religious Education (Formation and Reflection: The Promise of Practical Theology) / Philadelphia: Fortress Press : 79 ~ 102
[단행본] - Chopp, Rebecca S / 1995 / Saving Work: Feminist Practices of Theological Education / Louisville, Kentucky: Westminster John Knox Press
[단행본] - Eisner, Elliot / 1994 / The Educational Imagination: On the Design and Evaluation of School Programs / New York: Macmillan College Publishing Company
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