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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
오류제보하기
We have to clarify the purpose of M.Div. education in the seminary for the proper curriculum revision, first of all. Is it to produce scholars with classroom teaching abilities or to develop ministers who are able to build up churches? H the latter is the one, shift from education for delivering theological knowledge to minister formation approach is needed. M.Div, education in the seminary is to form ministry professionals, similar to the disciplines for raising medical doctors and lawyers; not theorists.
To raise effective church ministers, secondly we have to get the picture of final products in M.Div. education. Graduates of our M.Div, program should be 1. ministers with theological discernment and reflection, 2. experts in Bible, 3. shepherds with spirituality and honorable characters, 4. Spiritual Leadership with capacities in spiritual guidance and 5. skillful professionals in diverse church ministries. For this purpose, 1. functional elements of ministry, 2. theological education, and 3. basics of christian leadership should be considered and redefined. It is different from the traditional seminary education approach which is built up according to the subjects of dogmatic systems and theological categories in theological schools. Major functional elements of Christian ministry are such as shepherding for the pastoral care, various communication abilities for mission competency, and community and relationship building capacities. Not only considering these macro levels in M.Div. curriculum revision, but also micro level revision like changing education or training methods in each course by redesign of course description is important. Each courses in M.Div. curriculum must be clearly rewritten for any professors to educate students primarily for building pastors with local church ministry abilities. To achieve above goals, in addition to various practical suggestions I exposed current problems in M.Div. education, for example: separation of practice and theory in theological education, fragmented departmental education system, theoretical education of theological concepts and knowledge, lack of relevance to culture and diverse local church settings and too heavy loads caused by too many courses caused by 2 credit hours systems in some seminaries.
And I emphasized the importance of spiritual formation and Christian character building as well as theological curriculum revision. Finally adding supervised ministry program into requirement courses is highlighted to complete the whole process of M.Div. curriculum revision to ensure developing pastors with effective ministry competencies.
To raise effective church ministers, secondly we have to get the picture of final products in M.Div. education. Graduates of our M.Div, program should be 1. ministers with theological discernment and reflection, 2. experts in Bible, 3. shepherds with spirituality and honorable characters, 4. Spiritual Leadership with capacities in spiritual guidance and 5. skillful professionals in diverse church ministries. For this purpose, 1. functional elements of ministry, 2. theological education, and 3. basics of christian leadership should be considered and redefined. It is different from the traditional seminary education approach which is built up according to the subjects of dogmatic systems and theological categories in theological schools. Major functional elements of Christian ministry are such as shepherding for the pastoral care, various communication abilities for mission competency, and community and relationship building capacities. Not only considering these macro levels in M.Div. curriculum revision, but also micro level revision like changing education or training methods in each course by redesign of course description is important. Each courses in M.Div. curriculum must be clearly rewritten for any professors to educate students primarily for building pastors with local church ministry abilities. To achieve above goals, in addition to various practical suggestions I exposed current problems in M.Div. education, for example: separation of practice and theory in theological education, fragmented departmental education system, theoretical education of theological concepts and knowledge, lack of relevance to culture and diverse local church settings and too heavy loads caused by too many courses caused by 2 credit hours systems in some seminaries.
And I emphasized the importance of spiritual formation and Christian character building as well as theological curriculum revision. Finally adding supervised ministry program into requirement courses is highlighted to complete the whole process of M.Div. curriculum revision to ensure developing pastors with effective ministry competencies.
목차
Ⅰ. MDiv 커리큘럼 개정을 위한 신학교육 목표 규명
Ⅱ. 신대원 MDiv 커리큘럼 설계를 위한 교과목 구성과 주의할 점
Ⅲ. MDiv 커리큘럼 개정을 위한 현황과 문제점 파악
Ⅳ. 더 나은 MDiv 교육과정 개정과 운영을 위한 제안
참고문헌
Abstract
참고문헌 (17)
참고문헌 신청
1. [학술지(정기간행물)] - 고용수 / 1998 / 한국신학생들의 신학교육에 대한 태도연구 / 교회와 신학 9
2. [단행본] - 장신대 개교 100주년 기념 국제학술대회준비위원회 / 2002 / 21세기의 신학교육 / 장신대출판부
3. [단행본] - 길, 로빈 / 2002 / 21세기에 이론과 실천을 통합하는 신학교육 (Theological Education: Toward the Integration of Theory and Practice in the 21st Century) in : 21세기의 신학교육 / 장신대출판부
4. [단행본] - Harris, Maria / 1997 / 회중형성과 변형을 위한 교육목회 커리큘럼 / 한국장로교출판사
5. [단행본] - Cully, Iris / 1993 / 커리큘럼의 계획과 선택 / 한국장로교출판사
2. [단행본] - 장신대 개교 100주년 기념 국제학술대회준비위원회 / 2002 / 21세기의 신학교육 / 장신대출판부
3. [단행본] - 길, 로빈 / 2002 / 21세기에 이론과 실천을 통합하는 신학교육 (Theological Education: Toward the Integration of Theory and Practice in the 21st Century) in : 21세기의 신학교육 / 장신대출판부
4. [단행본] - Harris, Maria / 1997 / 회중형성과 변형을 위한 교육목회 커리큘럼 / 한국장로교출판사
5. [단행본] - Cully, Iris / 1993 / 커리큘럼의 계획과 선택 / 한국장로교출판사
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