초등학생의 종교의식- A 교회를 중심으로
지도교수 조 성 윤
제주대학교 대학원
<차 례>
Ⅰ. 서 론··············································································································· 1
1. 문제 제기 및 연구 목적·················································································· 1
2. 연구 내용 및 논문의 구성··············································································
3 가. 연구 내용 ······································································································
3 나. 연구 대상········································································································ 3
Ⅱ. 이론적 배경··································································································· 5
1. 종교 다원주의 ·································································································· 5
2. 기독교의 종교적 배타성·················································································· 9
3. 해방 이후 한국 사회의 개신교와 주일학교 교육······································ 10
Ⅲ. A 교회의 주일학교를 통해 본 종교의식···································· 13
1. 종교의식 형성에 영향을 미치는 유형화된 틀·········································· 13
가. 12제자에서 비롯된 반 구성 ···································································· 13
나. 교실 분위기 ···································································································· 2 6
다. 주보 ················································································································ 2 7
라. 신입자 환영 및 등반 ················································································ 31
2. 종교의식 형성에 영향을 미치는 사람들···················································· 32
가. 담당 교역자 ································································································ 3 2
나. 주일학교 교사 ···························································································· 3 5
3. 초등학생의 종교의식 ···················································································· 43
가. 예수님 안 믿으면 지옥 가요······································································ 43
나. 뉘우치면 용서받고 하나님 나라에 가요 ················································ 47
다. 예수님처럼 살겠어요·················································································· 47
Ⅳ. 결 론 ··········································································································· 4
9 참고 문헌··············································································································· 5
3 부 록····················································································································· 5
6- iii <표 차례>
<표 1> 조사 대상자································································································· 4
<표 2> 교회학교 조직··························································································· 14
<표 3> 교재의 구성······························································································· 18
<표 4> 신입방 교재의 내용················································································· 20
<표 5> 주일학교의 아동부 주일예배 차례······················································· 23
<표 6> 주일학교 유년부 연간 계획··································································· 25
<표 7> 주일학교 초등부 연간 계획··································································· 25
<표 8> 주일학교 소년부 연간 계획··································································· 26
<표 9> 교회에서의 예산 편성 자료··································································· 29
<표 10> 교육부 예산····························································································· 29
<표 11> 교회학교의 세부 예산··········································································· 30
<표 12> 주일학교 교사 현황··············································································· 37
<그림 차례>
<그림 1> 유년부의 공과공부··············································································· 16
<그림 2> 초등부의 공과공부··············································································· 16
<그림 3> 유년부 신입 반교육··············································································· 32
<그림 4> 초등부 신입 반교육··············································································· 32 -
iv Ⅰ. 서 론
1. 문제 제기 및 연구 목적 우리가 농경생활을 하던 옛날에는 사람이 태어나면 평생 한곳에서 살다가
삶을 마감하는 경우가 거의 대부분이었다.
오늘날은 산업사회의 발달로 많은 사람들이 직장이나 그 외의 다른 이유로 사는 곳을 옮기는 경우가 많아서
한곳에 정착하여 살기가 매우 힘든 실정이다.
이런 불안정하고 불확실한 시대 상황은 사람들에게 종 교에 대한 갈망을 갖게 한다.
그래서 사람들은 종교를 필요로 하게 되었고 그 종류 가 다양하여 다원화된 사회에서 살게 되었다.
우리나라에도 수많은 종교가 다양하게 존재한다.
종교가 사람들에게 희망과 구 원을 약속한다는 전제 아래 어떤 종교든 각기 그 나름대로의 영원성과
절대성을 주장하게 되며 다른 종교와 종파들에 대해 강한 배타성을 가진다.
그러므로 자신들의 교리와 신념체계를 절대화하면서 타 종교를 인정하기란 쉽지 않다.
한국 개신교는 한국의 종교 가운데 가장 적극적이며 강한 배타성을 지닌 종교라 할 수 있다.
이러한 적극성은 때때로 타 종교에 대한 갈등과 공격의 형태로 나타나 게 된다.
이제 겨우 1학년 어린이에게서 타 종교를 매도하거나 무시하는 일이 무의 식 중에 일어나고,
때때로 신문이나 방송에 보도되는 불상 파손 사건, 사찰 방화사 건, 무교와 개신교의 갈등, 단군상이나
불상을 훼손하는 일 등은 개신교가 자신의 종교에 대한 절대성만을 강조하고 다원성을
인정하지 않는 데서 오는 대표적인 갈 등 현상이다.
이런 일들은 작게는 개신교 인과 불교인의 갈등을 초래하지만 크게 본 다면 한국 사회 전체의 갈등으로
이어질 수 있는 가능성이 있다. 일반적으로 종교 간 갈등은 다른 사회적 갈등 요소들과 중첩될 때 자주 나타난다.
사실, 주변에서 개신교 신도들의 배타적이고 이기적인 행태들이 다른 사람들에게 비판받는 경우를 보는 일은
그리 어려운 일이 아니다. 부모를 섬기는 효 사상에서 비롯된 제사 지내는 풍습을 미신이라고
단정 짓는 데서 오는 친척들 간의 갈등, 타종 교를 무조건 배타적으로 여기고 무시하는 우월성,
개신교를 믿는 사람끼리의 결혼, 초상집에 가서도 절을 하지 않는 태도,
하나님을 믿는 사람들만 구원받는다는 선민- 1 의식 등이 특히 개신교를 믿는 사람들에게 만연해 있다.
그만큼 종교적인 배타성은 다원주의 사회에서 사회관계를 지속시키는 데
부정적인 영향을 미치는 주요한 요인의 하나이다. 더구나 ‘예수님 안 믿으면 지옥 간다’,
‘예수님을 안 믿는 사람은 악마다’라고 자 신 있게 말하는 개신교 초등학생들을 자주 보게 된다.
이런 강한 배타성을 가진 종교의식이 어린 시절부터 형성된다면
큰 사회문제로 이어질 것이란 생각을 하게 되었다.
어릴 때 교육은 그 어느 때보다 직접적인 의식 형성의 기제로서 작용하므로 어릴 때의
종교의식이 어떻게 형성되는가에 관심을 가지게 되었다.
종교가 가지고 있는 특성상, ‘위험사회’(울리히 벡, 2000)에서 종교가
우리 생활에 미치는 영향은 점점 커질 것이다.
그런데 어릴 때부터 오직 자기가 믿는 종교만 중요하고 다른 종 교는 모두 나쁘다는 종교의
절대성에 관한 교육을 받고, 이런 식의 종교교육을 지속적으로 한다면 수많은
종교를 믿는 여러 사람들이 자신과 다른 종교를 믿는 사람들을 받아들이지 않게 되어
더욱 배타적이 될 것이다. 서로 화합하지 못하고 불안한 사회가 되어 끊임없이
문제가 발생하는 사회로 변할 것이다. 이렇게 되면 종교가 사람을 위해 있는 것이 아니라
사람이 종교를 위해서 있는 것이 되고 말 것이다.
따라서 본 논문에서는 개신교 초등학생들의 종교의식 형성 과정에 중요하게 영향을 미치는
주일학교 교육에 대하여 분석하였다. 교육이라는 건 어릴 때의 기반이 중요하므로
주일학교 중에서도 초등학생의 종교의식에 대하여 조사하였다.
설문지 사를 통해 종교의식을 조사하는 것도 좋지만 그 방법보다 심층 면접을 실시하였다.
많은 사람을 심층 면접하기는 현실적으로 어렵기 때문에 주일학교와 관련된 몇 사람을 선정하였다.
이들과의 만남은 주일학교를 통해 내면에 형성되는 종교의식을 들여다볼 수 있는
창구이자 자료수집의 방식이었다. 현시점에서 어린이들의 종교의식을 파악하고,
어릴 때부터 바른 종교교육을 통하여 상 대방을 인정하고 수용하는 태도를 갖게 하는 것은
다종교 사회인 우리 사회에서 매우 중요 한 일이 될 것이다.
한국 사회의 3대 종교라고 할 수 있는 개신교, 가톨릭, 불교의 어린이 종교의식을 조사하여
비교해 보는 일은 뜻있는 일이 될 것이나, 이 논문에서는 우선 개신교 어린이들의
종교 의식만을 조사하여 타 종교에 비해 개신교 어린이들이 가지고 있는 배타적인 의식이 어떻게
형성되는지를 살펴보았다. 그런 점에서 이 논문은 대단히 제한적이다.