| The purpose of this thesis is to analyze the present curriculum of the Presbyterian Church of Korea (PCK), and to propose a new curriculum for the future. In 2001, facing the new millennium, the PCK published the current curriculum, "The Kingdom of God: Calling and Responding ." This curriculum was based on the theories of three scholars. It used broad concepts of curriculum developed by Yong-Soo Koh based on the educational theory of Maria Harris, Reformed Church theology by Myung-Yong Kim, and cultural insights by Sung-Hee Lee based on the Korean context. This thesis analyzes the curriculum from three perspectives: educational, theological, and cultural. It examines the congruence between these foundational theories and their application in the written curriculum.;Several questions arise from educational, theological, and cultural perspectives. From an educational perspective, is the PCK curriculum true to the broad and holistic curriculum understanding of Maria Harris on which the curriculum was based? From a theological perspective, does this curriculum integrate the theological identity of the Reformed (Presbyterian) Church? From a cultural perspective, has this curriculum adequately considered the unique Korean cultural context?;This thesis answers these questions by examining the PCK curriculum based on its foundational theories and the Korean context. Applying three perspectives (educational, theological, and cultural) to the principles guiding the PCK curriculum and to the actual curriculum materials, this thesis identifies the null curricula, inadequacies, and aspects in which the written curriculum deviates from the foundational theories. In conclusion, based on these analyses, this thesis finds practical steps to solve the incongruence between foundational theory and the written curriculum. Returning to Maria Harris's educational curriculum theory and Reformed Church theology, theoretical bases for a new PCK curriculum which has educational, theological, and cultural perspectives are proposed. Furthermore, this thesis provides contextual proposals for Korean religious education in the post-modern, post-colonial, and glocalized era. |
