This thesis aims for a paradigm shift of the Christian education from monologism based on schooling-instruction to dialogism based on a transactional communication. If the transactional dimension of dialogue is deprived in educational activities, learners become nothing but passive receivers or onlookers, not participative subjects. For this reason, a community of faith needs a “dialogical” Christian education. This thesis probes for four basic principles to fashion the dialogical Christian education: (1) otherness and a surplus of seeing, (2) double-voiced discourse, (3) unfinalizability and blank space, (4) polyphony and dialogical conflict. Because an dialogue is a simultaneous dialogue of two (or more) different voices, the Christian education should be able to deal with the matters of differences and conflicts between them. Therefore, a nest task of this thesis is to explore how to deal with differences and conflicts by exploring the technique of “dialogical clashes”, “polyphonic dialogue” among characters in the Gold-Crowned Jesus. In this process, this thesis finally proposes the dialogical Christian education which accepts the other, affirms conflict and difference as factors to get to conjunctive stage of Fowler’s faith development as well as a starting point for dialogue, and practices Christian “love” in a faith community.
Ⅰ. From Monologism To Dialogism
Ⅱ. Communication Models
Ⅲ. The Lack of Dialogue
Ⅳ. Basic Principles of Dialogical Christian Education
Ⅴ. Dialogization of Differences in The Gold-Crowned Jesus
Ⅵ. A Mission of the Christian Education: To Remove the Monologic Golden Crown