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Abstract A Paradigm Shift in "Knowing" and Its Implication in Curriculum of Christian Schools Eun-Soo Hyun (Part-time Lecturer, Chongshin University) This paper starts from an assumption that the problem of modern public education lies in epistemology. Objectivist epistemology, such as empiricism and rationalism, currently rules the modern school education. This paper purposes to criticize errors in this epistemology and replace with Christian epistemology, so that implications of substantial 'knowing' may be found in the context of teacher, student and education content - three elements of school education, which is a field for the practice of actual teaching and learning, and that such finding may be related to God the Trinity in order to look for a possibility of establishing a new community of school education. Objectivist epistemology supports impersonal connection and non-interaction between the knower and the known. A new epistemology has emerged, which is rooted in the Bible and criticizes the errors of objectivist epistemology. In new epistemology, knowing is personal, communal and participatory. The new epistemology tells what is the origin and purpose of knowledge on the comprehensive view, and how to teach, learn and live in school and the world. This kind of paradigm shift into a new epistemology will be surely helpful to build a relationship and life and to make learning and knowing not futile, destructive or deathlike.


Abstract A Paradigm Shift in "Knowing" and Its Implication in Curriculum of Christian Schools Eun-Soo Hyun (Part-time Lecturer, Chongshin University) This paper starts from an assumption that the problem of modern public education lies in epistemology. Objectivist epistemology, such as empiricism and rationalism, currently rules the modern school education. This paper purposes to criticize errors in this epistemology and replace with Christian epistemology, so that implications of substantial 'knowing' may be found in the context of teacher, student and education content - three elements of school education, which is a field for the practice of actual teaching and learning, and that such finding may be related to God the Trinity in order to look for a possibility of establishing a new community of school education. Objectivist epistemology supports impersonal connection and non-interaction between the knower and the known. A new epistemology has emerged, which is rooted in the Bible and criticizes the errors of objectivist epistemology. In new epistemology, knowing is personal, communal and participatory. The new epistemology tells what is the origin and purpose of knowledge on the comprehensive view, and how to teach, learn and live in school and the world. This kind of paradigm shift into a new epistemology will be surely helpful to build a relationship and life and to make learning and knowing not futile, destructive or deathlike.