칼 바르트(Karl Barth)의 교회론에 터한 기독교교육의 한 시도 = An Attempt of Christian Education Based on Karl Barth's Theory of th Church

다국어 초록 (Multilingual Abstract)

It is said that Postmodernism which can be regarded as the feature of contemporary thought, has a positive aspect in which it lays stress on the diversity and the spaciality of the contemporary society. However, as it is connected with theology and developed to pluralism in religion, it seems to go so far as to shake the truth that the love of God for the salvation of man appears as reconciliation through Jesus Christ. Recently, the issue on understanding of the church appears to be the issue on the crisis of identity. All thoughts in the world can be changed, but the Word of God which is eternal truth cannot allow any kind of compromise and concession. Truth includes exclusiveness to the others in itself.
During the christian history of 2,000 years, whenever this sort of disorder appears, leaders in charge of education in the church have alleged new theology or have applied the earlier effective theological theory again in order to end the disorder.
The aim of this study is to introduce Karl Barth's theology as an alternative proposal on today's situation and to suggest an attempt of christian education based on it.
1. Karl Barth throughly tried to establish theology as a study of the church. He thought three elements: 'Acts of Divinity', 'the Bible as a testimony of revelation', and 'Ecclesia as a field of theology', as a starting point in his theology. So he regarded Ecclesia as a house of theology. His theology has much contributed to the church since it was 'a study for the church' and 'a study of the church'.
Barth's methodology of theology is based on revelation. He dealt well with an issue on the formation of christian education which is bound to the bible and an issue on godly community that takes charge of historical problems through his theology.

2. Barth's five basic elements in theology are like these: God as a subject of act, Jesus Christ as an objective act, Holy Ghost as a subjective act, Man as an object of act, and the Church as a field of act. According to his theology, when Man who was reconciled with God lives a responsive life, it is arranged by dint of relation among God, Man, and the world.
In the light of this respect, we can find that christian education based on Barth's theology has to deal with God, Man the church, and the world at the same time. These four elements has to the contents and the scope of christian education.
3. When we recognize that the aim of contemporary christian education is individual communion by means of revelation of God, we can easily find that Barth's methodology of theology has much influenced on a reorientation of christian education. The church where takes place act of reconciliation of God is the place that each person receives it by dint of his own subjective act. Christian education which helps each person to reconcile with God must pay attention to the dynamic relation between these two elements. On is the relation between the whole community as a body of Christ and the individual, the other is the communion among the individuals in the community.

4. One of two methodological frames is the personal communion(Koinonia) between teacher and student, the other is personal dedication(Diakonia) to community life. Barth argued that as the church, community of Jesus Christ, was brought to the world by God, it has to be a being for the world in order to find the true meaning there. In this point, we must pay attention to the fact that the real methods of christian education are Koinonia by reconciliation and Diakonia to the community.

5. Karl Barth's theology suggests a desirable way toward the situation of contemporary Korean church to the extend that the view to the church as a practical field of theology shakes, and that comes to a crisis of identity. An attempt of christian education by dint of his theology can solve the problems: radical separated churches, sectarianism, the numeral corpulence of the church, the gulf of attitudes to the participation of the society, and so on It can also solve the rise of radical theological theory not based on the field of the church and serious bad influences by some various educational field depart from the organic church system. The heritages of his theology awaken a mission of the church that in the tradition of christian history, the church has to contribute to contribute to rehabilitation of true man according to the suggestion of the bible.
As it did in the early twentieth century, I think the methodology of Barth's theology can suggest the right way toward loss of orientation of contemporary christian education. I'm looking forward to vitalizing new attempts of christian education based on Barth's theology.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 칼 바르트 신학의 특징 이해
• Ⅲ. 칼 바르트 신학의 요소
• A. 교회론
• B. 기독론
• C. 인간이해
• Ⅳ. 칼 바르트 신학과 기독교교육
• A. 기독교교육에 끼친 영향
• B. 기독교교육에로의 한 시도
• ; 목적, 내용, 방법,
• Ⅴ. 결 론