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논문 기본 정보

자료유형
학술저널
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한국기독교교육학회 기독교교육 논총 기독교교육 논총 제19호
발행연도
2008.1
수록면
81 - 94 (14page)

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In comparison with children and teenagers, adults have accumulated a foundation of knowledge and life experiences. They need to connect to learning to this knowledge and experience base. While adults are autonomous and self-directed, they also need to be free in order to share their stories and direct themselves. However, the traditional approaches to Christian adult education are generally limited to teaching theological principles and doctrines through teacher-centered, lecture-oriented modalities. Freire and Mezirow’s educational theories aim to create an environment that puts the adult learners in great control of their learning situation, by empowering them with the tools and information to make decisions about their own directions based on critical thought and reflection. Their theories address some critical concerns to the churches as approaches for adult education. This study deals with three concepts that is attributed to Christian adult education. The first of these concepts is that churches are challenged to consider the value of life-related learning, which is the best approach to engage in generative learning because learning and life are two coordinates which start and end together. The second concept that Freire and Mezirow have developed is that of the horizontal teacher-learner relationship, which is seldom valued in the Korean church adult education. Freire and Mezirow view the role of the teacher as a facilitator and see learner as a co-investigator of knowledge, reality, and truth, The teacher, as a facilitator, constantly reform his reflections in the reflection of the learners. The third concept is that of fostering a dialogical learning community in teaching-learning process as an important approach that helps a person grow towards maturity as a Christian in all areas of life. Lecture has been a primary modality in traditional church education. For Freire and Mezirow, however, dialogue that promotes critical reflection and transformation among people replaces lecture as the primary modality. In this sense, this article explores Freire and Mezirow’s educational concepts that impact directions in adult education and discusses how educational philosophy of both theories can be integrated into Christian adult education.
#Adult education #Freire and Mezirow #Banking education #Life-related learning #Facilitator #Dialog #Dialogical learning community

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참고문헌 (17)

참고문헌 신청
Bellett, Eileen / 1998 / Religious education for liberation: A perspective from Paulo Freire / British Journal of Religious Education 20 (3) : 133 ~ 143 google schola Downs, Perry G. / 1994 / Teaching for spiritual growth. Grand Rapids / Zondervan Publishing House google schola Freire, P. / 1993 / Pedagogy of the oppressed (Rev. ed.), (Myra Bergman Ramos, Trans.). New York: The Continuum Publishing Company. (Original work published 1970) google schola Gadotti, Moacir / 1994 / Reading Paulo Freire: His life and work / State University of New York Press google schola Hawkins, Thomas R. / 1997 / The learning congregation: A new vision of leadership / Westminster John Knox Press google schola

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