기독교교육학적 성경해석학의 모델 제시 = (A) study on the hermeneutical approach to Christian education

다국어 초록 (Multilingual Abstract)

Abstract

A Study on the Hermeneutical Approach
to Christian Education

Lee, Myoung-Hwa
Department of Christian Education
Graduate School of Christian Studies
Baekseok University


This thesis is to build the basis of "teacher-learning thesis" fulfilling "inheriting biblical knowledge" and "life change" by representing a model of Christian educational hermeneutics.
For this, I have tried possibilities as "teacher-learning" thesis by studying hermeneutics, which has been debated until nowadays. Through the consideration of general analytics, I have realized that education is namely the work of analysis. In this basis, I have studied hermeneutics focusing on historical and literary criticism. What I have found from that is historical criticism, which have prevailed in this first century, and literary criticism, which is the substitute for its criticism, are to search for original meaning of the bible but insufficient to represent vision in the future revealing the relation with this moment. That means considering the church history, Israel community has been the faith-education community (Shema Community).
So, this is the new attempt I tried, the analysis in Christian education. Especially I have focused on the theory applicable as "teacher-learning" model. In order to study on this, I have divided it into test-focused, experience-focused, and dialectic-focused. For Bible-focused analysis, I have considered the Text theory by Paul Ricoeur and Bible study theory for change by Walter Wink. For the experience-focused analysis, I have considered creative conflict model by Robert L. Conrad and Shared Praxis theory by Thomas H. Groome. And for dialectic analysis, traditional model by Mary E. Moore, theory for change by James E. Loder, Plot Model by Eugene L. Lowry are used. As a result through this study, I have discovered two results. First one is about the part and function of Christian education. And the parts are the role of communication and relation, the role of recognition and awareness, and the role of conversion and change.
Another result is "teacher-learning model" fulfilling "inheriting bible knowledge" and "life change" as well as involving the role and function of Christian education. By the "Analysis as change theory" by James E. Loder, I have found five communications and change element required for "teacher-learning model". And through "Plot model" by Eugene L. Lowry, I have discovered five rhetorical principals. By these results, I have been able to represent "dialectic teacher-learning model". Considering this in rhetorical view, it could be morphology united between induction and deduction. "Dialectic teacher-learning model" represents teacher-learning theory that James E. Loder could not discovered and the theory in Christian education that Eugene L. Lowry could not found.
From this study, I have realized the united form between induction and deduction is the most effective communication and teaching method in this society. However, there are still questions to be solved even though teacher-learning model, dialectic model as analytic explains the process and methods about inheriting bible knowledge and life change. The questions are as follows:
First, it is about Text. One of the most important things for biblical analysis is accuracy. By reading the bible accurately and finding the original meaning, it needs the simple method to find "Main Idea". Change should be derived from what the Bible means. The bible requires not only behavior but also the meaning of contents.
Seconds, it is about who will be a learner. There is still a problem; the variety of learners should be considered even thought the form of "teacher-learning" is complete. The form of "teacher-learning" should be changed depending on learners such as their age, knowledge, and culture. Also depending on Maturity, Interests, Teacher's ability, the size of group, allowed time, and materials, it should be changed flexibly. And the discernment of it should be required.
Third, it is about the aim of education. The teaching methods change according to lesson aims. As there are various education aims, the form of teacher-learning should be diverse. That means its form is different between when it comes to communication and when it comes to change. Also, there are not identical forms between contents-focused and self-examination-focused.
Last, it is about a teacher, teacher-learning expect teachers to have high knowledge, criticism, self-examination, connection, and unity abilities as well as be a model of change. But, there is a remaining question how they solve the lack of teachers qualified with these abilities.

목차 (Table of Contents)

• < 목 차 >
• 그림 목차 ⅳ
• 표 목차 ⅳ
• 국문 초록 ⅴ
• 제 1장 서론 1
• 1. 문제제기 및 연구목적 1
• 1) 문제제기 1
• 2) 연구의 목적 5
• 2. 연구방법 및 범위 6
• 1) 연구방법 7
• 2) 연구범위 8
• 제 2장 전통적 해석의 한계와 기독교교육학적 관점에서의 성경해석
• 10
• 1. 해석학에 대한 이해 10
• 2. 성경해석 방법론 13
• 1) 역사비평 16
• 2) 문학비평 20
• 3. 기독교교육학적 관점에서의 성경해석 26
• 1) 해석학적 접근의 배경 26
• 2) 해석학적 접근의 주요 관심 31
• 제 3장 성경해석에 대한 기독교교육학적 이론들 33
• 1. 텍스트(Text)중심의 해석 33
• 1) 폴 리꾀르(Paul Ricoeur)의 텍스트 이론 34
• 2) 월터 윙크(Walter Wink)의 변형을 위한 성경연구 39
• 2. 경험중심의 해석 44
• 1) 로버트 콘라드(Robert L. Conrad)의 창조적 갈등 모델
• 44
• 2) 토마스 그룸(Thomas H. Groome)의 나눔의 프락시스 모델
• 46
• 3. 변증법적 해석 53
• 1) 메리 무어(Mary E. Moore)의 전통화 모형 54
• 2) 제임스 로더(James E. Loder)의 변형의 논리로의 해석
• 58
• 3) 유진 로우리(Eugene L. Lowry)의 플롯 모형 64
• 제 4장 성경해석의 기독교교육학적 역할과 기능 84
• 1. 가교의 역할로서의 해석 84
• 1) 대화의 역할 84
• 2) 가교의 역할 85
• 2. 의식의 역할로서의 해석 87
• 1) 인식의 역할 87
• 2) 의식의 역할 88
• 3. 변화의 역할로서의 해석 90
• 1) 회심의 역할 90
• 2) 변화의 역할 93
• 제 5장 변증법적 교수-학습 모델 96
• 1. 해석의 선행작업 97
• 2. 변증법적 교수-학습 모델 99
• 제 6장 결론 104
• 참고문헌 109
• 영문초록 117
• 중문초록 121