The teacher's every move
It is a piece of the gospel.
A person who teaches the gospel and lives the gospel,
That's a teacher.

This book was written to reestablish the identity and calling of teachers in the rapidly declining Sunday school system of Korean churches.
The author diagnoses today's crisis not simply as a problem of teacher shortage or declining student numbers, but as a collapse of the entire church's faith transmission system.
Low birth rates, secularization, the disappearance of religious education at home, the atheistic atmosphere of public education, and the post-pandemic online-centric culture are all seriously threatening the faith formation of the next generation.

Part 1, titled "Looking for a Teacher," confronts the reality of why Sunday school teachers have become "extreme servants."
In an era where teacher supply is difficult, the role of teachers goes beyond Bible education to include pastoral care, relationship building, and caring for students' lives.
Comparing it to the past Western churches where dedicated teachers were the main agents of revival, he emphasizes that today's churches must regain the mission of teachers.

Part 2, titled “I Dream of Being a Teacher,” asks what makes a teacher a true teacher.
Beyond just teaching skills, becoming a good Christian is the starting point for a teacher.
A teacher is a co-worker of the Lord who ‘carves the Word into life’ and nurtures disciples with its truthfulness.
Deeper theology, a biblical worldview, connecting faith with social justice, and communicating with the digital generation become the challenges of teacher education.
The author declares, “Now is the most important time, and now is not too late.”
They say that the future of the Korean church begins not with large-scale revival meetings, but with the seeds of faith planted by a single teacher.
Sunday school teachers remain the most important spiritual prophets in the midst of the crises of our times.

What are the realistic alternatives for Sunday school teachers in this situation? At this point, Sunday school ministry seems in need of a change of direction.
First, we must pursue theological depth.
We must move beyond simple entertainment or emotional approaches and shift to faith formation education centered on questions and discussion, addressing the essence of the gospel, that is, doctrine.
It is to encourage children to explore intensely why they should believe in God and how faith relates to their lives.
Second, religious education linked to social justice is necessary.
We must be able to connect the environment, standing on the side of the weak, and living an honest life with Christian identity, not just simple moral education.
The goal is to help children experience that becoming a Christian makes them better people.
Third, we must open the way for religious dialogue with the parental generation.
To restore the collapse of family faith, it is necessary to strengthen faith education programs for parents.
It is difficult for children's faith to grow unless their parents first become models of faith.
Fourth, there must be a balance between online and offline.
Online worship has become a fixture since the pandemic.
Rather than denying this, we must strengthen offline relationships and community experiences while taking advantage of the characteristics of online media.
Fifth, we need to restore genuine faith.
We must break away from the pragmatic belief that “go to church to be successful” and restore the essence of discipleship as a follower of Jesus Christ.
It conveys the depth of faith that goes along with hardship and dedication.

--- pp.14-15

I have no objection to the church using visual aids.
However, the degree needs to be controlled.
God designed that faith should be gained by hearing the Word.
For faith comes from hearing.
If we believe that salvation comes through hearing and believing the Word without seeing, isn't it time to find a balance? The key, and the challenge, is how to train children unfamiliar with this.

--- p.31

And we must diligently teach that love to our children, our spiritual neighbors.
In a sense, the Shema passage is a call to practice ‘love of God’ (verses 4-6) and ‘love of neighbor’ (verses 7-9).
Parents love their children.
If so, parents will want to give their children the most precious things they own.
It is about making known who God is and what He has done for us.
It is teaching the Bible.
Whether at home, on the road, sleeping or waking, we must always preach the word of God.

“Tie them to your wrists as a sign to me” (verse 8).
This means that you should read it yourself, never forget it, and use it as a guide for your life.
Also, “Bind them as a sign between your eyes” (verse 8) means to show others that you are a person who fears God.
“Write on the doorposts of your house” (verse 9) is for family members.
It is a sign that the family will live by the word.
“Write it on the outer gate” (verse 9) means to let the townspeople know that our family is a believer in God.

--- p.44

Where can children exposed to atheistic evolution in school receive their only religious education? Sunday school.
As time goes by, we can see how important the role of Sunday school is.
One hour of Sunday school can determine the life or death of the souls of the next generation.
Sunday school teachers are equally important.
Since regular school teachers have given up on character education and parents are unable to provide religious education, the role of Sunday school teachers is infinitely important.

--- p.55

So, what realistic goals can teachers have for their students? Shouldn't they want them to be excellent students? Of course they can.
There is nothing wrong with wanting to be a good student.
If you really want your students to do well, there are things you must do as a teacher.
It is up to the teacher to become a good Christian himself.
Good students are created under good teachers.
The principle that a disciple is good when he does as well as his teacher applies.
The level of the teacher is the level of the student, and the higher the teacher's skill, the higher the student's skill.

--- pp.97-98