기독교 대학의 기독교 교양 과목이 대학생들의 인성 개발에 끼친 영향 분석 = An Analysis on the Effect of Christian Liberal Arts Education of Christian Universities on Character Development of University Students

다국어 초록 (Multilingual Abstract)

Reflecting the purpose of Christian university establishment, Christian liberal arts education recognizes attitudes of mind, such as honesty, respect and communication, which are defined by character education, or personality-related values, as core teachings of Christianity and there is much effort to develop new education methods and diverse curriculums.
In reality, Christian universities know the necessity of character education and they are putting a lot of effort into development of character-related subjects and diverse character programs. But there is an insufficiency of studies on the effect and the result of character education.
Therefore, this study aims to provide data for development of character education methods and character programs, based on Christian liberal arts education, which is an essential liberal arts subject at many Christian universities and studied by about 90 percent of non-Christians.
This study targets students attending the Christian liberal arts course for character cultivation at Keimyung Christian University situated in Daegu and using the `Bahrom Character Scale` developed by Seoul Women`s University, a pre-test in the beginning of the semester and a post-test in the end of the semester were conducted to analyze the effect of Christian liberal arts education on character cultivation of students.
The study result showed that the students attending the Christian liberal arts course had character index scores increased in the three domains(cognitive domain, affective domain and behavioral domain) of the study. Especially, the score in the behavioral domain increased more than the scores in the cognitive domain and affective domain.
This means that the students have a will and the potential to put what they know and think into action.
Moreover, it is encouraging that this potential appeared by attending the Christian liberal arts course, not the courses for majors or normal liberal arts courses and when cognition, affection and behavior are all fulfilled, it would be possible to holistically add richness of faith, learning and character that are commonly sought after by character education and Christian liberal arts education.
In conclusion, it is important to understand that character education using Christian liberal arts education at Christian universities has to `Christian education`, not `Christianity education` and there should be more educational interests and efforts in it.

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