이 논문의 연구목적은 기독교의 특수개념으로 간주되어 온 영성의 의미를 교육인간학적 관점에서 새롭게 인식하고, 영성형성 교육의 가능성과 필요성을 탐구함으로써 현대 지성교육의 한계를 극복하기 위한 대안을 모색하는 것이다. 이 연구의 모티브는 오늘날 우리 교육이 실패한 지성교육의 대안으로서 영성에 대한 교육인간학적 인식관심에서 시작하였다. 우리가 영성을 기독교의 특수개념 혹은 실체적 특성으로만 이해하는 편협성은 그것을 교육인간학적 관점에서 그 의미를 탐색하고 조직화하는데 한계로 작용한다. 현대 지성교육의 왜곡과 문제 극복의 절박성과 새로운 인간 교육의 길을 모색하는 교육학자들의 '열린 마음'이 전제되지 않는 한 영성형성의 교육인간학적 의미 탐색은 의미가 없다. 이 글에서는 영성과 교육의 의미연관 구조를 체계적으로 조직화하여 제시한 그룸(Groome)과 팔머(Palmer)의 논의를 중심으로 영성형성의 교육인간학적 의미를 고찰하였다. 그 결과는 다음과 같다. 첫째, 영성은 약동하고 활기 있는 삶의 전체적인 방식을 요청한다. 교육 상황에서 가르치는 자는 매우 긍정적이고 생명을 주는 영성을 가지도록 배우는 자를 인도할 책무가 있다. 그러므로 가르치는 자가 먼저 자신의 영혼을 세심하게 보살펴야 한다. 즉, 인간화 교육 혹은 전인적 교육이란 가르치는 사람이 우선적으로 영적 비전을 형성한 후 가르침을 실천함으로써 가능하다. 한마디로 가르치는 사람의 영성형성의 선위성(先位性)이 대단히 중요하다. 둘째, 영성형성 교육의 핵심은 가르치는 자와 배우는 자의 영성훈련을 통해 상실된 공동체주의 및 공동체적 진리를 회복하고, 과학주의 및 객관주의 신화에 젖어 있는 학교교육을 해체하며, 가르치고 배우는 자 및 앎과 삶의 온전한 관계 맺기를 새롭게 형성하는 것이다. 한마디로 영성형성 교육론은 우리의 인식론, 가치론, 존재론을 재(再)형성하는 일종의 개혁교육학적 속성을 지니고 있음이 확인되었다. 또한 이러한 영성형성 교육론은 이념, 내용, 방법, 교사론의 준거를 통하여 체계적으로 조직화될 수 있음도 자명해졌다.
This paper aims to study on meaning and methods of spirituality formation in teaching and learning through anthropological-pedagogical research method. In general, the term of spirituality is regarded as specific conceptual word of christian world. Really, there are concrete limitation in study or examine on importance of spirituality in education and this fact makes difficult in extension of educational concern or knowledge formation. Our open mind is necessary for understanding originality of spirituality and relation on educational idea and it's formation. But on the other hand, there are new trial or trends in researching academic attitudes for revised educational philosophy. In this article, the author analyses recently released book on spirituality of man, especially T. H. Groome and P. J. Palmer's articles and books. They focussed on the anthropological meaning and teaching methods for spirituality formation. The results of studying on this theme are as followings. First, the originality of spirituality is energy for vitalized each person as well all man, Especially in the all educational situation, this scheme(圖式) of understanding for spirituality is most meaningfully functioned. In other words, teachers have a accountability for leading all learners on the possibility of each spirituality for their whole(holistic) development and not de-humanization but humanization in the educational situation. Second, the essence of spirituality formation in education is wholeness of whole man and holism of each person. The meaning of wholeness and holism of it's used by education are all contents of connection or context, interpersonal mutuality, hope, love, care, emotional space, meditation, tolerance, humility, belief, kindness, openness, safety, etc.. Third, it is holistic practice in learning and teaching through the education for spirituality formation that recover missing community's spirit, destructing school system, connecting knowledge and lives of all man's life. In Conclusion, internal relationship formation on spirituality and education is most important and necessary for reforming present public education which make dehumanizing all people and each person. Now we organized anthropological-pedagogical theory on spirituality formation education not only systematical organ but institutionalized form in educational policy.
This paper aims to study on meaning and methods of spirituality formation in teaching and learning through anthropological-pedagogical research method. In general, the term of spirituality is regarded as specific conceptual word of christian world. Really, there are concrete limitation in study or examine on importance of spirituality in education and this fact makes difficult in extension of educational concern or knowledge formation. Our open mind is necessary for understanding originality of spirituality and relation on educational idea and it's formation. But on the other hand, there are new trial or trends in researching academic attitudes for revised educational philosophy. In this article, the author analyses recently released book on spirituality of man, especially T. H. Groome and P. J. Palmer's articles and books. They focussed on the anthropological meaning and teaching methods for spirituality formation. The results of studying on this theme are as followings. First, the originality of spirituality is energy for vitalized each person as well all man, Especially in the all educational situation, this scheme(圖式) of understanding for spirituality is most meaningfully functioned. In other words, teachers have a accountability for leading all learners on the possibility of each spirituality for their whole(holistic) development and not de-humanization but humanization in the educational situation. Second, the essence of spirituality formation in education is wholeness of whole man and holism of each person. The meaning of wholeness and holism of it's used by education are all contents of connection or context, interpersonal mutuality, hope, love, care, emotional space, meditation, tolerance, humility, belief, kindness, openness, safety, etc.. Third, it is holistic practice in learning and teaching through the education for spirituality formation that recover missing community's spirit, destructing school system, connecting knowledge and lives of all man's life. In Conclusion, internal relationship formation on spirituality and education is most important and necessary for reforming present public education which make dehumanizing all people and each person. Now we organized anthropological-pedagogical theory on spirituality formation education not only systematical organ but institutionalized form in educational policy.