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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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According to the current notions of the neutrality and publicity of eduction which are articulated in the article 6 of the organic law pertaining to education in Korea, any specific religion or religious belief cannot be taught in public areas of education. Nonetheless, Byung-Heon Ko says, “one cannot give up the importance of religious dimension itself, although certain religion cannot be specifically educated.” For human being has inner dimension, which gives life meaning. This is none other than religion. Therefore, there is a need for inspiring such religious dimension in areas of general education, in which inner or transcendent dimension has been relatively neglected, whereas there is in the area of religious education a need for an alternative which overcomes the disadvantages of the indoctrination of religious dogma and belief.
Regretably, the mainstream of religious education in our society still consists of doctrine-centered education based upon religious scriptures as texts. It makes its educatee to simply recite and repeat propositional or predicative sentences from the scriptures, and it thus confines religious education to its cognitive and knowledge-based aspects. In this context, it has been criticized for its inability to not make one experience a transcendental being in the inner depth of human being and to not lead to the praxis by which one changes his/her life. Thus, traditional religious education has its limitation of not inspiring and bringing out the change of life, which is the purpose of real education. Just for this inability of religious education, teaching religion in public education has been forbidden or tabooed.
This article explores a possibility of religious education based upon story as its text, that is, as an alternative to overcome such limitations of scripture-centered teaching. It means that this article proposes storytelling-based teaching as the alternative, while it seriously recognizes the limitation of religious education soley focusing on scriptures as texts. Thus, this article assumes that human being is story-telling animal, and it examines some educational features of storytelling and its effect upon human life. Then, it takes story for children as instrumental medium to the transcendent dimension of life, which has been overlooked in education, and brings into relief the religious and educational features of the storytelling. Finally, this article looks into a children’s story, Gloves, and tries to find religious educational motives in it. In so doing, it examines the power of children’s story as storytelling and suggests a possibility of religious education based upon story as its text.
Regretably, the mainstream of religious education in our society still consists of doctrine-centered education based upon religious scriptures as texts. It makes its educatee to simply recite and repeat propositional or predicative sentences from the scriptures, and it thus confines religious education to its cognitive and knowledge-based aspects. In this context, it has been criticized for its inability to not make one experience a transcendental being in the inner depth of human being and to not lead to the praxis by which one changes his/her life. Thus, traditional religious education has its limitation of not inspiring and bringing out the change of life, which is the purpose of real education. Just for this inability of religious education, teaching religion in public education has been forbidden or tabooed.
This article explores a possibility of religious education based upon story as its text, that is, as an alternative to overcome such limitations of scripture-centered teaching. It means that this article proposes storytelling-based teaching as the alternative, while it seriously recognizes the limitation of religious education soley focusing on scriptures as texts. Thus, this article assumes that human being is story-telling animal, and it examines some educational features of storytelling and its effect upon human life. Then, it takes story for children as instrumental medium to the transcendent dimension of life, which has been overlooked in education, and brings into relief the religious and educational features of the storytelling. Finally, this article looks into a children’s story, Gloves, and tries to find religious educational motives in it. In so doing, it examines the power of children’s story as storytelling and suggests a possibility of religious education based upon story as its text.
목차
I. 들어가는 말
II. 이야기를 통한 교육
III. 종교교육의 새로운 텍스트로서의 동화
IV. 나가는 말
참고문헌
Abstract
참고문헌 (42)
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UCI(KEPA) : I410-ECN-0101-2017-230-000775109