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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.6
- 발행연도
- 2004.10
- 수록면
- 231 - 259 (29page)
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This study attempts to investigate Soren Kierkegaard's claim of truth as subjectivity in order to know what true Christianity is and its implications and insights for Christian education congruent to Christian message witnessed in the Scriptures. "Truth is Subjectivity" is probably the most important, yet controversial theme in the Kierkegaardian authorship. Disagreement as to the exact definition and nature of this theme has resulted in a wide variety of interpretations. The disagreement revolves aronnd the degree or extent to which subjectivity is truth. Thus, It is quite a signigicant endeavor for us to investigate this theme so that we may understand what Kierkegaard means when he speaks of Christianity and its implications for Christian education.
The crucial elements in understanding Kierkegaard's claim of truth as subjectivity are provided in his definition of truth explicated in Concluding Unscientific Postscript. Kierkegaard himself contends that this work establishes "the problem of becoming a Christian", which is the task of his whole authorship: how to become a true Christian. Those elements in understanding Kierkegaard's claim of truth can be explored through the following questions in a sequential manner. First, what kind of truth is involved? Second, what is the appropriation-process and why is it necessary? Third, what is an objective uncertainty and how does one appropriate it? Fourth, in what sense is this truth "the highest truth attainable for an existing individual?" Fifth, what is the risk involved and why is it so important? Attempting to answer to these questions, we may discover the fact that Kierkegaard tried to correct misled Christian faith and makes a significant contribution to reintroducing genuine Christianity.
It is important for us, then, to rethink Christian education in light of Kierkegaard's truth claim and provide educational principles which may guide Christian education so that it may be congruent to Christian message witnessed in the Scriptures. This rethinking is required because the truth is not concerned about adding another abstract doctrine to the traditional dogma but for being appropriated, experienced, and practiced by each Christian individual in their lives. In this study these educational principles and implications for Christian education are explored through critical reflection of Kierkeggardian dictum, "Truth is Subjectivity".
The crucial elements in understanding Kierkegaard's claim of truth as subjectivity are provided in his definition of truth explicated in Concluding Unscientific Postscript. Kierkegaard himself contends that this work establishes "the problem of becoming a Christian", which is the task of his whole authorship: how to become a true Christian. Those elements in understanding Kierkegaard's claim of truth can be explored through the following questions in a sequential manner. First, what kind of truth is involved? Second, what is the appropriation-process and why is it necessary? Third, what is an objective uncertainty and how does one appropriate it? Fourth, in what sense is this truth "the highest truth attainable for an existing individual?" Fifth, what is the risk involved and why is it so important? Attempting to answer to these questions, we may discover the fact that Kierkegaard tried to correct misled Christian faith and makes a significant contribution to reintroducing genuine Christianity.
It is important for us, then, to rethink Christian education in light of Kierkegaard's truth claim and provide educational principles which may guide Christian education so that it may be congruent to Christian message witnessed in the Scriptures. This rethinking is required because the truth is not concerned about adding another abstract doctrine to the traditional dogma but for being appropriated, experienced, and practiced by each Christian individual in their lives. In this study these educational principles and implications for Christian education are explored through critical reflection of Kierkeggardian dictum, "Truth is Subjectivity".
목차
Ⅰ. Exploration of the Kierkegaark‘s Phrase, “Truth is Subjectivity“
Ⅱ. Rethinking Basic Principles of Christian Education on the Basis of Kierkegaardian Truth Claim
Ⅲ. Implications from Kierkegaard‘s Thought of Subjective Truth for Christian Education
BIBLIOGRAPHY
ABSTRACT
A Response to Kyoo Min Lee/Won Il Lee
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