The article introduces the educational dimensions of worship. First, the ontological grounds for of Christian education indicates the triune God"s life of self-revelation. Secondly, this divine self-revelation is translated into educational experiences through the languages and rhetorical rules of t...
The article introduces the educational dimensions of worship. First, the ontological grounds for of Christian education indicates the triune God"s life of self-revelation. Secondly, this divine self-revelation is translated into educational experiences through the languages and rhetorical rules of the worship, that is, the responsive human reaction to the divine revelation. This means that the form, place, or medium of Christian education is worship. Third, the educational vision opened through worship in nature is communal, cosmological, and eschatological. This fact could be corrective to individual, human-centered, and ideological educational languages. Fourth, the language of Christian education as the language of faith is by nature symbolic. The place in which meaningless and powerless language is recharged and healed and where a new language of faith emerges is a liturgical tension in which the ordinary is broken and revealed through its sacramental dimension. Fifth, Christian education encourages and prepares the congregation"s active, conscious, and full participation in the performative worship by teaching the words, actions, and symbols of the ritual. Sixth, one of the tasks of Christian education is to keep the rhetorical rule acute and sharp. Here the rhetorical rule is to juxtapose the old world to the trinitarian ministry of God. Lastly, Christian education prevents the congregation from being alienated or distorted regarding its self-identity by exercising ideological criticism. The purpose of revealing the liturgical dimensions of Christian worship is to point out the fact that worship is an important element to be reconsidered in forming the vision, form, and task of Christian education.
The article introduces the educational dimensions of worship. First, the ontological grounds for of Christian education indicates the triune God"s life of self-revelation. Secondly, this divine self-revelation is translated into educational experiences through the languages and rhetorical rules of the worship, that is, the responsive human reaction to the divine revelation. This means that the form, place, or medium of Christian education is worship. Third, the educational vision opened through worship in nature is communal, cosmological, and eschatological. This fact could be corrective to individual, human-centered, and ideological educational languages. Fourth, the language of Christian education as the language of faith is by nature symbolic. The place in which meaningless and powerless language is recharged and healed and where a new language of faith emerges is a liturgical tension in which the ordinary is broken and revealed through its sacramental dimension. Fifth, Christian education encourages and prepares the congregation"s active, conscious, and full participation in the performative worship by teaching the words, actions, and symbols of the ritual. Sixth, one of the tasks of Christian education is to keep the rhetorical rule acute and sharp. Here the rhetorical rule is to juxtapose the old world to the trinitarian ministry of God. Lastly, Christian education prevents the congregation from being alienated or distorted regarding its self-identity by exercising ideological criticism. The purpose of revealing the liturgical dimensions of Christian worship is to point out the fact that worship is an important element to be reconsidered in forming the vision, form, and task of Christian education.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.