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A Relational-Reflective Approach to Intergenerational Christian Education with Children

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A Relational-Reflective Approach to Intergenerational Christian Education with Children A Relational-Reflective Approach to Intergenerational Christian Education with Children by Hyunho Shin A Thesis submitted to the Faculty of Knox College and the Graduate Centre for Theological Studies of the Toronto School of Theology. In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael’s College. © Copyright by Hyunho Shin 2020 A Relational-Reflective Approach to Intergenerational Christian Education with Children Hyunho Shin Doctor of Philosophy in Theology University of St. Michael’s College 2020 Abstract In Korean society, which is strongly influenced by authoritarian Confucianism and the resulting social invisibility of children, Korean congregations struggle with generational segregation, which separates children from the entirety of congregational life and learning. One of the most challenging issues the church faces is the absence of true intergenerationality as a faith community and a failure to create a hospitable space for people of all ages to learn and grow together in faith. This is particularly true when it comes to including children in intergenerational pedagogy where they are often marginalized. In such settings, they are considered too immature, or cognitively and/or spiritually unready to participate in meaning- making through critical reflection and thereby form a sense of Christian identity and vocation. The churches are reluctant to welcome and encourage children’s participation and agency in faith education in a reciprocal way. This dissertation explores an integrative approach to intergenerational Christian education for the Korean Protestant Church. To this end, biblical metaphors and theological reflections on children in relation to the notion of genuine intergenerationality are explored. In proposing such a constructive approach, this thesis employs theologies of children and studies in children’s spiritual cognition as lenses to critically examine intergenerational education theories ii and to encourage children’s participation and reflection in Christian pedagogy, but also to reconsider the crucial role of critical reflection in socialization-oriented congregational education. In proposing a relational-reflective approach to intergenerational Christian education for Korean congregations with children, this study argues for an appreciation of children’s presence and agency in Christian pedagogy through the sort of approach that harmonizes socialization and critical reflection. iii Acknowledgements I would like to take this opportunity to express my thanks and gratitude. First of all, I want to sincerely thank my supervisor, Dr. Nam Soon Song, Knox College, the University of Toronto, for her encouragement and support throughout the entire course of my Ph.D. program. Without her constant encouragement, I could not have completed this wonderful journey with gratitude. I also offer special thanks to my thesis committee members, Dr. Thomas Reynolds, Emmanuel College and Dr. Joseph Schner, Regis College, for their willingness to join the committee and guide me throughout my doctoral program for many years. Thanks to internal examiners, Dr. Pamela Couture and Dr. Dorcas Gordon at the Toronto School of Theology and to external examiner, Dr. Kathy Dawson at Columbia Theological Seminary, who all carefully read my thesis and gave me invaluable advice. I also express sincere thanks to Knox College for academic support and financial grants. I want to extend my gratitude to two churches I served during my visit to US and Canada: Lord Jesus Korean Church, Richmond, VA, USA, and Milal Church, Toronto, ON, Canada, where I met many godchildren and godparents who inspired and taught me to dream a genuine intergenerational Christian education. Especially, I want to thank Rev. Dr. Hyun Chan Bae and Rev. Sung Hwan No, for their support and encouragement. I must also thank Rev. Dr. Syngman Rhee (1931-2015), who inspired me to pursue the vision of reconciliation in my ministry and academic journey. Indeed, he is still alive in my heart as the embodied hope of reconciliation. iv To the family and friends who have been with me throughout this whole process, I owe a tremendous debt of gratitude: my parents, Sam Sik Shin and Sun Ja Park, my parents-in-law, In Hwan Choo and Choon Ja Ko, and my wonderful friends: Rev. Yoonho Kang, Rev. Dr. Hyeongseop Shin, Rev. Dr. Duk Hee Jeong, Rev. Kyung Sam Park, Rev. Man Ho Park, and Rev. Hyoung Chae Moon. I am also deeply grateful to Rev. Sung Gi Kim in Matanzas, Cuba, for a wonderful accommodation with hospitality for me to concentrate on this thesis during my visit to Matanzas. I want to express my heartful gratitude to my wife, Jeong Soon Choo, and two sons, Yoonseo and Hanseo, for their endless support and encouragement. Without your support, encouragement, and prayer, I could not have begun and completed my Ph.D. program at all. I love you all! Finally, I thank God for everything You have done for me throughout the entire of my life: “I love you, O Lord, my strength” (Psalm 18:1-2, NRSV). v Table of Contents Introduction ................................................................................................................................... 1 1. The Problem ...................................................................................................................... 1 1.1. Historical and Sociocultural Divisions and Challenges ..................................... 2 1.2. Generational Segregation in the Korean Protestant Church ............................. 13 1.3. Imbalance in Intergenerational Christian Education ........................................ 17 2. Thesis Statement ............................................................................................................. 20 3. Methodology ................................................................................................................... 21 4. Defining Key Terms ....................................................................................................... 22 4.1. Intergenerationality ........................................................................................... 23 4.2. Socialization / Enculturation ............................................................................ 26 4.3. Critical Reflection ............................................................................................. 27 5. A Structural Outline ........................................................................................................ 27 Chapter 1 Biblical and Theological Understanding of Intergenerationality ......................... 30 1. Biblical Metaphors of Intergenerationality ..................................................................... 30 1.1. One Body in Christ (Rom 12:3–4; 1 Cor 12:12–27; Eph 2:13–16).................. 31 1.2. People of All Ages as Prophets (Joel 2:28–32; Acts 2:1–42)........................... 37 1.3. “Let the Children Come to Me”: Radical Welcome (Mark 9:33–37; 10:13–16) .......................................................................................................................... 40 2. Why Children? A Rationale for a Theology of Children................................................ 44 2.1. The de Facto Doctrine of Children: Devalued or Ambivalent Views on Children in Theology ........................................................................................ 45 2.2. Revisiting Childhood as Theological Reflection .............................................. 47 3. Children and Intergenerationality ................................................................................... 50 vi 3.1. Children in and with the Faith Community ...................................................... 51 3.2. Children and Mutuality ..................................................................................... 54 3.3. Children as Spiritual and Moral Agents ........................................................... 58 Chapter 2 An Exploration in Spiritual Cognition in Childhood ............................................ 64 1. Two Approaches to Children’s Spiritual Awareness ...................................................... 65 2. Hermeneutic Phenomenological Approach to Spiritual Awareness in Children ............ 70 2.1. Hermeneutic Phenomenology as a Framework for Children’s Spirituality ..... 70 2.2. Four Characteristics of Spiritual Awareness in Children ................................. 73 2.2.1. The Felt Sense .................................................................................... 73 2.2.2. Integrating Awareness ........................................................................ 75 2.2.3. Weaving the Threads of Meaning ...................................................... 77 2.2.4. Spiritual Questing ............................................................................... 79 3. Cognitive-cultural Approach to Spiritual Development in Children .............................. 82 3.1. Cognitive-cultural Approach to Children’s Spiritual Development ................. 83 3.2. Spiritual Cognition in Children’s Spiritual Development ................................ 86 3.2.1. Domain-specificity ............................................................................. 86 3.2.2. Intuitive ontology and counterintuitive ontology ............................... 87 3.2.3. Role of culture in shaping spiritual cognition .................................... 91 3.3. Spiritual and Religious Concepts: Supernatural Agents
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