Journal of Christian Education in Korea (기독교교육논총)

The Korean Society of Christian Religious Education (한국기독교교육학회)
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Viewing the Bible as Symbols : Theoretical Reflections of Symbol Didactic

성서를 상징으로 바라보기 : 상징교수학의 이론적 고찰

  • Won Seok Koh (Presbyterian University & Theological Seminary)
  • 고원석 (장로회신학대학교)
  • Received : 2024.05.19
  • Accepted : 2024.06.29
  • Published : 2024.06.30
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Abstract

The purpose of this study is to theoretically explore symbol didactic, which serves as a mediator and integrator of human experience with biblical experience. Based on a deep consideration of the functions and roles of symbols, as studied in psychology, philosophy, religious studies, and theology, this study aims to examine representative theories of Bible didactic that have introduced symbolic action into Christian education. By exploring these theories, we aim to provide a comprehensive understanding of the role of symbols in Christian education and their impact on the learning process. This study is divided into two main parts. In the first half, it examines the meanings of symbols and their functions as discussed by prominent scholars from various disciplines who have paid attention to symbols, including S. Freud and C. Jung in psychoanalysis, E. Cassirer and P. Ricoeur in philosophy, M. Eliade in religious studies, and P. Tillich in theology. In the second half, the study critically analyzes and discusses representative theories of symbol didactic, such as those proposed by H. Halbfas and P. Biehl, which have applied the symbolic action of neighboring disciplines to Christian education. Symbol didactic differs from traditional biblical didactic, which aims to transmit content, by using symbols as a medium to facilitate dialogue between the learner's experiences and those of the Bible. This approach enables learners to experience the deep relationship between the content of the Bible and the experiences of biblical figures with their own experiences, and provides an opportunity to deepen that experience.

연구 목적 : 본 연구의 목적은 인간의 경험과 성서의 경험을 중재하고 결합시키는 상징교수학을 이론적으로 고찰하는 것이다. 이미 심리학, 철학, 종교학 및 신학에서 상징의 기능과 역할이 깊이 고찰되었던 것을 바탕으로 하여, 상징작용을 통한 성서교육에 도입한 대표적인 성서교수학 이론을 고찰하고자 한다. 연구 내용 및 방법 : 본 연구는 크게 두 부분으로 구성된다. 전반부에는 이웃 학문, 즉 정신분석학 철학 종교학 및 신학에서 상징에 주목하여 탐구한 대표 학자들을 중심으로 그들에게 상징이 어떤 의미였는지를 살펴본다. 후반부에는 그러한 이웃학문의 상징작용을 성서교수학에 적용한 대표적인 상징교수학 이론, 즉, 할프파스(H. Halbfas)와 비일(P. Biehl)의 상징교수학을 살펴보고 비판점을 논의하고자 한다. 주로 문헌연구 방법을 사용한다. 결론 및 제언 : 상징교수학은 내용전달을 목적으로 하는 전통적인 성서교수학과 달리 상징이란 매개체를 통해 학습자들의 경험과 성서 속의 경험이 만나 서로 대화할 수 있게 한다. 이를 통해 성서의 내용과 성서 인물의 경험이 학습자들의 경험과 깊은 관계를 이루고 있다는 것을 경험케 하며 그 경험을 더 깊어지게 하는 훈련의 기회를 제공한다.

Keywords

Acknowledgement

2024 이 논문은 년도 장로회신학대학교 학술연구비 지원을 받아 수행한 연구임.

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