본 연구의 목적은 현대 신학교육의 모델들과 커리큘럼을 ‘선교적 제자도’의 관점에서 재고하는 것이다. 동시대에 가장 영향력 있는 신학교육 모델로서 베를린 모델은 교회의 필요에 따라 전문적인 사역자들을 훈련하는데 목표를 두고 있다. 그러나 그 모델은 교실 교육과 교회 현장 사이의 거리가 커짐으로써 학생들에게 실제적인 사역을 준비시키지 못하고 있다. 게다가, 다양한 과목들을 공부하면서 아카데믹한 부분을 추구하는 반면에 목회자의 신앙과 영성 그리고 인격 훈련이 도외시 되고 있다. 본 연구는 위의 모델을 배제함 없이 ‘선교적 제자도’를 위한 도제교육의 모델을 강조할 것이다. 이로써 이 연구는 신학교육 기관들이 선교적 관점에서 통합적이고 유기적인 커리큘럼의 재고를 제안할 것이다.

로잔운동이 천명하는 신학교육의 목적은 세상 속에서 수행되는 하나님의 선교를 분별하고 동참하는 교회의 지도자들을 훈련시키고 배출하는 것이다. 이러한 입장을 오늘의 신학교육에 반영한다면, 그것 은 세계화가 급속도로 진전되고 다수 세계의 교회들이 급부상하는 상황 속에서 서구의 전통적인 신학교육 프로그램을 그대로 답습하는 것이 아니라, 보다 새로운 상황에서 성경의 진리를 새롭게 이해하고 적용하는 자신학화의 노력과 새로운 상황에 적절한 상황화된 복음을 전파하는 일이 될 것이다. 그것은 또한 신학 커리큘럼을 작성함에 있어서 선교적 틀에 입각하여 선교적 차원이 모든 교과과정에 반영되도 록 하는 동시에 선교적 의도를 보다 직접적으로 드러내는 교과목들 (e.g., 전도학, 교회개척, 선교신학, 그리고 선교학의 최근 동향 등)을 추가해 나가는 것이다. 그러할 때 신학교육은 하나님의 백성들로 하여 금 하나님의 선교에 동참하도록 인도하고 훈련시키는 미셔널 지도자들 을 배출하는 본래의 역할을 제대로 감당하게 될 것이다.

네팔은 현재 기독교 역사가 일천함에도 불구하고 세계에서 가장 빨리 기독교 인구가 성장하는 나라다. 이 나라의 신학교육의 대부분을 한국인 사역자가 주도하였거나 참여하고 있다. 한편 한국인 사역자가 네팔의 신학교육을 어떻게 하고 있는지, 그리고 당면한 과제에 대한 해결점이 무엇인지에 대한 연구는 지금까지 없었다. 본 연구의 질문은 두 가지다. 첫째, 네팔에서 한국인 사역자의 신학교육 사역의 현황은 어떠한가? 둘째, 효과적인 교육 사역을 위해 필요한 것은 무엇인가? 이 연구 질문에 답하기 위해, 우선 태국, 필리핀, 인도네시아, 인도, 캄보디아 등 아시아 여러 국가에서 신학교육이 어떻게 실시되고 있는지 간략히 살펴보았다. 그리고 네팔의 한국인 사역자들의 신학교육 사역을 고찰하였다. 그리고 이어서 향후의 좀 더 효과적인 신학교육을 위한 제안을 하고자 한다. 지금까지 한국선교사들은 네팔에서 신학교 설립 및 운영, 신학교 교수 사역, 장학생 지원 사역 등의 사역을 하고 있었다. 한편 네팔의 신학교육은 새로운 도전들을 직면하고 있는데, 이 도전들을 제한된자원으로 효과적으로 극복할 방법은 연합사역이라고 이 연구는 제안한 다. 이 연구는 신학교육을 연합적으로 실시한 사례들을 필리핀, 캄보디 아, 한국, 캐나다에서 찾아 제시하였고, 연합사역의 구체적인 방안들을 제안하였다.

1974년 시작된 로잔운동은 북반부 중심의 선교에서 남반부 및 전 세계를 향한 신학자 및 목회자들의 모임이었다. 이후 1989년 마닐라 선언, 2010년 케이프타운서약에서 그 이념과 방법 등이 재확인 및 적용되었다. 로잔신학의 핵심은 창조주 하나님, 예수 그리스도의 유일 성, 성령의 역사 등이다. 또한 성경의 신적 권위를 재천명(闡明)하였다. 이 같은 내용을 중심으로 온 세계 교회를 일깨우고 ‘전도의 긴박성’, ‘사회적 책임’ 등을 강조하였다. 오늘날 ‘선교지에 진정한 선교사가 없다’라는 우려의 목소리가 커가는 중에 로잔언약에서 강조하는 ‘전도의 긴박성’, ‘교회의 선교협력’ 등은 큰 공감을 불러일으킨다. 그러나 로잔 운동이 시작된 지 40여 년이 지난 현재에도 복음운동, 로잔신학, 선교운동 등의 활동이 제한되 어 있다. 이 같은 우려를 해결하기 위해 근자에 ‘한국 로잔위원회’가 결성되어 로잔운동이 신학적으로 정립되고 그 사상과 방법적 추이가 보다 구체화되도록 연구 및 상론(相論)되고 있다. 특히 로잔언약 11항의주제를 그 모음의 구심점으로 삼아 신학교육 개선의 필요성 등을 강조하 기에 이르렀다. 이는 ‘로잔의 당위성’, ‘로잔정신의 현대 교회의 적용’, ‘로잔운동과 하나님의 통치와 정의 이해하기’ 등으로 세분하여 고찰될 수 있다. 이 같은 방법을 통하여 신학 교육이 고정된 틀 속에서 벗어나 성경적 표준에 의한 지역적 상황에 착념해야 한다. 이어진 마닐라 선언과 케이프타운 서약에서도 개혁주의를 바탕으로 한 로잔의 신학 교육의 중요성이 표출되고 있다. 비교적 근자에 시행된 케이프타운 선언에서 두드러진 사항은 선교인력의 전략적 재배치와 선교 장애적 요인을 분쇄하는 현장적응에 관한 다양성이다. 로잔운동과 이어서 발표된 선언문 등에 하나의 맥으로 흐르는 신학교육적 정책 명제는 ‘로잔신학을 이해하는 자들이 그리스도의 모범을 좇아 가난한 자를 변화시키는 곳이 예수 그리스도가 계신 곳’이 라는 확신이다.

This study of Asbury Missiology is an analysis of the theological characteristics of missiology. Through this analysis, the goal is to try to understand the direction where the American missiology is heading, to offer directives to help those who wish to study missiology in the United States, to compare the course of the Korean missiology and that of Asbury’s. Lastly, the goal is to look into which direction the course on Korean missiology, one of the categories of theological education in this global era, should be established and how it should be expanded. The first chapter is about understanding why look into this issue through Asbury Theological Seminary. The second chapter will look into the history of Asbury Theological Seminary and its theological tradition. The third chapter is about Asbury’s faculty and its missiology courses. In the fourth chapter, the characteristics of the curriculum of Asbury Missiology will be evaluated and the new alternative proposal of Stanley will be introduced and evaluated. In the fifth chapter, I will present the awaiting task that the Korean missiology academic world should solve, and finish up this text.

In the era of globalization, patriarchal system has been expanded and those on the margin of the system, including women, become poorer and their status gets lower in the hierarchy. Especially, traditional gender role division between the public and the private widens feminization of poverty. The traditional gender role division is so deeply rooted in church system and theological education that limits women's participation in church leadershi Patriarchal features of theological education vary. First of all, it is fundamentally found in its patriarchal understanding of God as patriarch. It is also found in Europe-centered theological curricula as well as in the dualistic division between teacher and learner and between theory and practical site. To critically engaging theological education in the context of Korea, the present article suggests four elements for developing a post patriarchal theological education. First, the purpose of theological education needs to focus on the development of theological personality to raise individuals that concerns justice and love of God, instead of vaguely stating its aim to raise those who serve the world and church. Second, a post patriarchal theological curricula bring intra-disciplinary courses into practice. The courses would be framed based on a subject or practical issues driven from the realities of Korea, instead of following traditional curricula that affirms sharp division of subject areas. Third, a post-patriarchal theological education seeks to establish alternative theological concepts that reflect current realities. For example, instead of understanding God according to title or human role, as like God the Father, God can be described according to the action of God, such as God the creator, God the redeemer, and God the savior. Finally, a radical change of patriarchal structure of church is necessary for the effective operation of post patriarchal theological education.

Christian Education and theological education in the secular age has to change their traditional framework. Theological Education which regards and addresses secularization as a negative phenomenon cannot properly serve the contemporary pluralistic society. The traditional understanding of both Christian Education and Theological Education is that they serve as the “light“ of world. The traditional position of theological education in the West is that education should serve as a light that brightens the dark world with the Christian spirit. Theology was considered the most superior discipline which lit the world from its ivory tower. There is the position of Christian and Theological Education as the “salt“ which purifies the secular things of the world as well as the secular aspects which have penetrated Christianity through the process of secularization. This is the position maintained by the school of fundamental Christian and Theological Education which is against secularization. The problem of this position is that, according to the dualistic world-view, the church is not willing to go into the world but attempts to purify the world and bring it into the church. Thus it does not complete the secularization of Jesus Christ who was incarnated to come and serve the world. As such, Christian Education and Theological Education has to play the role of “leaven“ in the world just as the Church has to be the leaven of the world. Education should be like leaven which spreads the Christian spirit and the Gospel by changing the world in the pluralistic fields of mission of the secular age. For this kind of education, Christian Education and Theological Education need to become concrete and practical to befit contemporary pluralism, and further to be changed into mission-oriented education. In this sense, I would like to propose the reform of Theological Education focusing on practical Biblical Theology, practical Church History, practical Systematic theology and missional Practical Theology.

1. Die Kirche steht heute vor der Herausforderung der Globalisierung. Die ernste und dringende missiologische Aufgabe besteht darin, den Kirchen und Christen zu helfen, die von den negativen Folgen der Glaoblaisierung konfrontiert sind. Es gibt unheimlich viele Probleme, die vom Prozess der Globalisierung verursacht wurden. Aber Ich halte die folgenden Probleme fuer die Gewaltigste, naemlich, die Vertiefung der Armut durch die Polarisierung, Konflik der Religionen, Gewalt, und die Zerstoerung der Vielfaeltigkeit der Kulturen. Das Ziel dieser Arbeit liegt darin, zu untersuchen, welche theologische Herausforderung die Globalisierung mit sich bringt, inwieweit diese Herausforderung im theologischen Ausbildungsprozess in Korea und Taiwan beruecksichtigt wird, und wie das Curriculum fuer den veraenderten Kontext neu konstituiert werden kann. Dafuer habe ich zwei Laenderbeispiele gewaehlt, denn Korea und Taiwan haben sehr aehnlichen historischen Erfahrungen hinter sich, bzw, die kolonialherschaft, die westliche Mission, die politische Unterdrueckung und kirchliche Widerstandsbewegung und die gemeinsamen religioesen Traditionen(Buddhismus, Konfuzi -anismus, Taoismus, Shamanismus etc.). Der Grund dafuer, warum die Tehologie sich fuer die Wirkung der Globalisierung interessiert, liegt insbesondere darin, dass der grosse Teil der Menschen von den sehr negativen Folgen der Globalisierung betroffen sind und darunter leiden. Nicht nur auf der internationalen Ebene, sondern auch auf der Ebene des Binnenlandes vertieft die Globalisierung den Kluft zwischen Armen und Reichen, die Polarisierung der Arbeit und Ausbildung durch die Integration des Weltmarktes, das FTA und die revolutionaere Entwicklung der Kommunikationstechnologie. Die Globalisierung aktiviert die internationale Wanderung der Arbeitskraft und die daraus folgenden interkulturellen Begegnungen. Das Ostasien war und ist heute noch eine multireligioese Gesellschaft. Viele Laender leiden unter der strukturellen Armut. Der ethnische und religioese Konflikt ist die latente Krise, die zu jeder Zeit explodiert werden kann. 2. In Asien haben Korea und Taiwan sehr aehnlichen historischen Erfahrungen: zuerst im sozio-politischen Sinne, die japanische Kolonialherschaft, die Unterdrueckung des autoritaeren Regimes, der Kampf fuer Demokratie, Freiheit und Unabhaengigkeit. Und dann im kirchlichen Sinne, die beiden Laender waren ein Missionsland und die Kirche, insbesondere die presbyterianische Kirche war gepraegt von der kontextuelle Theologie auf Grund der politischen Situation. Dies fuehrte zur Vernachlaessigung des interreligioesen Dialoges. Im Curriculum der theologischen Ausbildung ist der interreligoese Dilaog entsprechend wenig berucksichtigt. Die theologische Ausbildung began in Asien etwa vor 200 Jahren und war von der europaeischen und amerikanischen Mission bestimmt. Die theologische Ausbildung war auch ein Produkt der Missionarischen Theologie. Aber dennoch hat sich die theologische Ausbildung inzwischen sehr viel veraendert durch die aktiven oekumenischen Bewegungen. Der oekumenische Merkmal der theologischen Ausbildung muss sichtbar werden im offenen Verhaeltnis zu anderen religioesen Traditionen, zu anderen theologischen Versuchen und im aktiven Engagement der Laien. Die Theologische Ausbildung in Korea orientierte sich lange auf die USA und Europa und zeigte weinige Interesse fuer die Entwicklung der asiatischen Theologie. In anderen asiatischen Laender ist es m.E nicht viel anders. Es ist an der Zeit, dass die Kirchen in Asien voneinander lernen und versuchen, im kulturell und historisch gemeinsamen Kontext theologisch zusammenzuarbeiten. Die oekumenische Theologie ist nicht ein Disziplin oder ein Anhang der Theologie. Oekumene bestimmt den Charakter und die Orientierung der Theologie ueberhaupt. Theologie ist ihrem Wesen nach oekumenisch oder nicht oekumenisch. Oekumene wird im weiteren Sinne als 'Haushalt' verstanden, bzw. als 'lebendig machen aus der Kraft des Todes'. Die oekumenische Theologie richtet sich nach Leben und Gleichheit des Menschen. Es kann keine Theologie geben, wenn sie die Wirklichkeit der Zerstoerung des Lebens stilschweigend duldet und Gott des Lebens nicht verkuendet. Oekumenische Theologie im Zeitalter der Globalisierung zu treiben, beginnt zuerst mit grundsaetzliche Veraenderung des traditionellen Curriculums aus der Sicht des Lebens, also aus der Perspektive des leidenden Volkes.

The number of North Korean defectors has increased in the 1990's. One particular fact is that many North Korean defectors are religious persons living in South Korea. Their motivation for accepting religion was that they had received various types of support from Christian missionaries and/or Christians in foreign countries, or in South Korea itself. This is the result of missionary work on their behalf. There were many who joined churches which had helped them when they came to South Korea. A few of them entered theological college or seminary. Among them some had theological education at underground seminaries in China and performed ministry for North Korean defectors. They entered theological schools for more systematic education. Some started theological education by themselves. Some began it because of North Korea mission. Some are practicing ministry for other North Korean defectors, while others have established churches. This is a very positive aspect for/by North Korean defectors themselves, and area of will continue as mission for North Korean defectors after the reunification of Korea. North Korean defectors convey their difficulties in theological education, but express their need for it. Having a religious life and studying theology are different matters. Many of them stayed outside of the traditional school system for a long time. This makes them quite challenged when adapting to school life. Many also experience the difficulties of foreign languages, and different educational systems, which exist between North and South Korea. The students are lonely and need faithful friends. Although they study theology, they need counseling, to help them have balance and succeed in a new and different environment. Moreover, tuition is one of their real problems and often blocks them in their studies or ability to study. Most of them serve churches, as Sunday school teachers or serve on a North Korean Mission committee within the church. There are many churches in South Korea, but only a few provide these students with a meaningful position in the church setting. Although the students may experience trial and error, in their new life, it is necessary for them to be provided for in the ministerial fields. For their future and the future of the two Korea, it is important for them to have practical experiences of ministry in various fields. South Korean churches should face up to the fact that it is important not only send them to theological schools, but to also nurture them and train them to be faithful and Christ driven ministers. Before entering theological schools, North Korean defectors must seriously consider whether they have a conviction to study theology. Second, it is important for them to have a confession of faith that they live with Jesus Christ as their Savior. Third, they should have correct understanding of theology. Fourth, they must have healthy view of ecclesiology. Fifth, they should open their heart to serve not only in the North Korean mission field, but also in varied areas of ministry. Sixth, although it seems that North Korean defectors have a good Christian faith, it is not desirable to recommend North Korean defectors to study theology without considering their faith and calling. South Korean churches or other supporters should select North Korean defectors through careful conversations and counseling. South Korean churches should nurture North Korean defectors as they grow in their Christian faith. Some of the churches will want to prepare them as future missionaries to their home towns after reunification. They will be in the vanguard of missionaries to North Korea after reunification. Their missionary work probably will be more effective than that of others who will enter the North for the first time.

본 논문은 4세기 예루살렘 교회에 초점을 맞추어 초기교회 입교절차의 신학적 메시지와 교육적 가치를 탐구하고, 한국 개신교회를 위한 몇 가지 시사점을 제시했다. 입교절차는 키릴로스의 세례 전 사순절 카테케시스와 세례 후 미스타고지에 근거해 재구성했고, 에제리아의 증언에 도움을 받았다. 입교절차는 세례예식 전, 세례예식, 세례예식 후의 세 단계로 구성되어 있고, 가르침과 예식이 치밀하게 짜인 거룩한 사회화 과정이라는 특성을 갖고 있다. 주된 신학적 메시지는 사탄의 통치에 대한 포기와 하나님의 통치에 대한 수용, 그리고 그에 따른 세계관과 가치관, 윤리관과 삶의 양식의 변화를 의미하는 회심과 성화다.

This is a study on the curriculum of church history of the Korean Presbyterian Seminary from 1901 to 1935. The Korean Presbyterian Seminary was established in 1901. The seminary was built for the spread of the gospel not for the research of theology. W. L. Swallen was one of the founders of the seminary and he wrote the first textbook of church history in the Korean language in 1913. The book was entitled Kyohoisaki (敎會史記) : the Book of Church History. The editorial system of the Kyohoisaki was a dictionary of history. The theological foundation of the book was evangelical. A new text of church history of Presbyterian Seminary was published in the 1930’s. The new text’s theological foundation was evangelical, the same as Swallen’s text. But the level of study of church history was developed further. The new text included the advanced objectivity of historical description, methodology of history and the system of editing. The Presbyterian seminary could offer the academical curriculum of the church history in the 1930’s.