신학교육 속의 성서학-그 진단과 처방 (Biblical Studies in Theological Education -A Radical Reassessment-)

서지정보

· 발행기관 : 한국기독교교육정보학회
· 수록지 정보 : 기독교교육정보 / 22호 / 7 ~ 30페이지
· 저자명 : 왕대일

초록

Biblical studies in the seminary education have been the minor role for many years. Biblical learning in the seminary curriculum has been regarded as one of disciplines such as systematic theology, church history, society and ethics, Christian education, and practical theology for those who prepare for ministry. It has been consisted of learning ancient biblical languages, introduction, History of Israel, hermeneutical methodology, exegetical study, and biblical theology. We realized that theological curriculum for biblical studies within the various theological educations in both those of university level, as well as the various confessional ecclesiastical seminaries, have in fact contributed to a turning into acquired academic formations to defending intellectual familiarity, instead of helping students to equip with the Word of God to minister faithfully in today's world. Rational, intellectual, and scientific knowledge of God have been considered as the goal of theological education.
It means that we have engaged for a long time in the study about the Bible completely detached, distanced, and in some cases even alienated, from the study of the Word of the Bible. For a long time theology has been defined as a discipline which used the methods of Aristotelian logic. Thus, rational knowledge was, has been, and in some case is still, considered as the only legitimate form of theological learning. Biblical education has gradually shifted away from its ecclesial community, which is the local context of theological education.
Biblical studies must now show well-trained discipleship within the Christian community to the witness of the presence of God. It can become a channel of spiritual renewal and of the biblical good news of the presence of God. We become aware of a lack of an authentic and profound spirituality in our praxis of theological education. Our biblical learning can not only articulate a curriculum to equip the student for ministry. It can also ensure that the process of biblical formation be relevant to individuals for learning in ministry. It must allow a ground-breaking experimental, pastor-centered approach. Our biblical learning can no longer remain in the words about God. It should always refer to the faithful expression of communion with God, which includes justice, peace, abundance of life in this global community. What comes out of such an assertion is self-evident: Our biblical studies in theological education should first and foremost go through restructuring. It should have relevance to the relational dimension of students who are in a continuous dialogue with faith community.

영어초록

Biblical studies in the seminary education have been the minor role for many years. Biblical learning in the seminary curriculum has been regarded as one of disciplines such as systematic theology, church history, society and ethics, Christian education, and practical theology for those who prepare for ministry. It has been consisted of learning ancient biblical languages, introduction, History of Israel, hermeneutical methodology, exegetical study, and biblical theology. We realized that theological curriculum for biblical studies within the various theological educations in both those of university level, as well as the various confessional ecclesiastical seminaries, have in fact contributed to a turning into acquired academic formations to defending intellectual familiarity, instead of helping students to equip with the Word of God to minister faithfully in today's world. Rational, intellectual, and scientific knowledge of God have been considered as the goal of theological education.
It means that we have engaged for a long time in the study about the Bible completely detached, distanced, and in some cases even alienated, from the study of the Word of the Bible. For a long time theology has been defined as a discipline which used the methods of Aristotelian logic. Thus, rational knowledge was, has been, and in some case is still, considered as the only legitimate form of theological learning. Biblical education has gradually shifted away from its ecclesial community, which is the local context of theological education.
Biblical studies must now show well-trained discipleship within the Christian community to the witness of the presence of God. It can become a channel of spiritual renewal and of the biblical good news of the presence of God. We become aware of a lack of an authentic and profound spirituality in our praxis of theological education. Our biblical learning can not only articulate a curriculum to equip the student for ministry. It can also ensure that the process of biblical formation be relevant to individuals for learning in ministry. It must allow a ground-breaking experimental, pastor-centered approach. Our biblical learning can no longer remain in the words about God. It should always refer to the faithful expression of communion with God, which includes justice, peace, abundance of life in this global community. What comes out of such an assertion is self-evident: Our biblical studies in theological education should first and foremost go through restructuring. It should have relevance to the relational dimension of students who are in a continuous dialogue with faith community.

참고자료

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