성서비평에 대한 도전: 성서해석과 성서교육의 새로운 패러다임으로써 교육비평을 읊조리면서 (Challenge to the Biblical Criticism: Educational Criticism as a New Paradigm of the Biblical Interpretation and Education)

서지정보

· 발행기관 : 한국기독교학회
· 수록지 정보 : 한국기독교신학논총 / 94호 / 331 ~ 359페이지
· 저자명 : 소태영

초록

This study explores the relationship between the Biblical criticism (historical criticism, literary criticism, canonical criticism) and the Biblical education, and suggests that the Bible had been a canon as a textbook for the faith community. Why did the faith community orally transmit its stories from generation to generation? Why did the faith community collect and edit its stories? Why did the faith community canonize the Bible? This study answers to the question with the following: “to educate the faith community.” The Bible had been orally transmitted, collected, edited, and canonized by the faith community for the purpose of educating itself. Furthermore, this study identifies faith community with education community because the process of canonization had been identified with religious curricula of faith community.
As a result, this study crafts “the educational criticism” as an new approach of the Biblical interpretation and education. This study searches for several Biblical texts as inner evidence of the educational criticism. As an example of the educational criticism, this study also analyzes and compares four Gospels (Matthew, Mark, Luke, John) which were four distinctive textbooks for four distinctive faith communities.
The four Gospels had been orally transmitted, edited, and canonized in order to educate distinctive faith community with distinctive educational goal and subject matter under distinctive educational environments. This study does not deny that the educational criticism is influenced by the canonical criticism that puts emphasis on the faith community which determined the final form of the Bible. However, this study contributes to revealing the truth that the faith community accepted the Bible as the Canon, which is the textbook for the faith community, and canonized it to educate itself.

영어초록

This study explores the relationship between the Biblical criticism (historical criticism, literary criticism, canonical criticism) and the Biblical education, and suggests that the Bible had been a canon as a textbook for the faith community. Why did the faith community orally transmit its stories from generation to generation? Why did the faith community collect and edit its stories? Why did the faith community canonize the Bible? This study answers to the question with the following: “to educate the faith community.” The Bible had been orally transmitted, collected, edited, and canonized by the faith community for the purpose of educating itself. Furthermore, this study identifies faith community with education community because the process of canonization had been identified with religious curricula of faith community.
As a result, this study crafts “the educational criticism” as an new approach of the Biblical interpretation and education. This study searches for several Biblical texts as inner evidence of the educational criticism. As an example of the educational criticism, this study also analyzes and compares four Gospels (Matthew, Mark, Luke, John) which were four distinctive textbooks for four distinctive faith communities.
The four Gospels had been orally transmitted, edited, and canonized in order to educate distinctive faith community with distinctive educational goal and subject matter under distinctive educational environments. This study does not deny that the educational criticism is influenced by the canonical criticism that puts emphasis on the faith community which determined the final form of the Bible. However, this study contributes to revealing the truth that the faith community accepted the Bible as the Canon, which is the textbook for the faith community, and canonized it to educate itself.

참고자료

· 없음