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This paper aims to explore the possibilities of Christian education for the development of the whole personality. For this purpose Comenius' school theory is compared with Erikson's ego development theory. Although two theories have some differences of the times and the fields of study, they have same 8 steps of life-span development and same goals of the human development including religious perspectives.
The first part of this paper suggests an interdisciplinary research in the field of Christian education in this modem society. Human beings are having trouble in deprivation of the whole personality in this grandiose technological and informational modem society. Christian education can gain an insight and possibility for the restoration of the whole personality from psychology. Therefore, a dialogue between psychology and Christian education is needed to explore the possibilities of Christian education for the development of the whole personality. For this interdisciplinary research Comenius' school theory is suggested to compare with Erikson's ego development theory.
The second part of this paper shows Comenius' school theory according to 8 steps of life-span. In this part, Comenius' perspectives and three elements of the holistic human education are commented.
The third part of this paper presents Erikson's ego development theory according to 8 steps of life-span development. The establishment of identity is essential to Erikson's ego development theory. In this part, the developmental task of ego is depicted according to 8 steps of life-span.
Finally, this paper reconstructs the model of Comenius' school theory in the light of Erikson's ego development theory. In other words, it recommends the developmental task of ego following to Comenius' school theory. This reconstruction of the model of Comenius' school theory owes to Erikson's positive perspectives of religion.
With this thesis as a turning point it is hoped that the interdisciplinary research in the field of Christian education will be studied more actively and deeply. Furthermore, it is hoped that practical programs will be developed for Christian education for the whole personality based on ego development theory.
The first part of this paper suggests an interdisciplinary research in the field of Christian education in this modem society. Human beings are having trouble in deprivation of the whole personality in this grandiose technological and informational modem society. Christian education can gain an insight and possibility for the restoration of the whole personality from psychology. Therefore, a dialogue between psychology and Christian education is needed to explore the possibilities of Christian education for the development of the whole personality. For this interdisciplinary research Comenius' school theory is suggested to compare with Erikson's ego development theory.
The second part of this paper shows Comenius' school theory according to 8 steps of life-span. In this part, Comenius' perspectives and three elements of the holistic human education are commented.
The third part of this paper presents Erikson's ego development theory according to 8 steps of life-span development. The establishment of identity is essential to Erikson's ego development theory. In this part, the developmental task of ego is depicted according to 8 steps of life-span.
Finally, this paper reconstructs the model of Comenius' school theory in the light of Erikson's ego development theory. In other words, it recommends the developmental task of ego following to Comenius' school theory. This reconstruction of the model of Comenius' school theory owes to Erikson's positive perspectives of religion.
With this thesis as a turning point it is hoped that the interdisciplinary research in the field of Christian education will be studied more actively and deeply. Furthermore, it is hoped that practical programs will be developed for Christian education for the whole personality based on ego development theory.
목차
Ⅰ. 서론
Ⅱ. 코메니우스의 8단계 학교론
Ⅲ. 에릭슨의 8단계 자아발달론
Ⅳ. 예릭슨의 자아발달론 관점에서 재구성한 코메니우스의 학교론: 전인성 교육을 위한 학교론의 모델
Ⅴ. 결론
참고문헌
Abstract
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