• Journal of Christian Education in Korea
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• v.67
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• pp.45-75
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• 2021

The purpose of this study is to explore a new paradigm for Bible didactics in the context of the contemporary times and it turns its gaze to the midrash, the old tradition of Hebrew Bible interpretation. In order for the current Bible study to be meaningful and effective in today's situation, it is an effort to connect the Bible and us well, more than educational contents or materials. The word "midrash" itself means "textual interpretation", or "study", derived from the root verb darash, which means "to seek," "to seek with care," "to enquire," "to require" forms of which appear frequently in the Hebrew Bible. Midrash means an exegesis and interpretation of the Hebrew Bible (Torah) as well as a group of works that are the result of specific interpretations of the rabbis. This rabbinical tradition provides specific interpretative guidelines dealing with the Bible. These interpretive guidelines were passed down and formed an attitude of interpreting the Bible that is still relevant today. The rabbinical interpretative guidelines in midrash lead to the discovery of the following biblical didactical meanings. First, the Bible requires an attitude of listening and learning. Second, an attitude of inquiry is needed. Third, an exploration through the empty space is essential. Fourth, it leads us to recognize the importance of mutual respect and communication. Fifth, through the Words that challenge me, the meaning of biblical teaching is discovered. These interpretation guidelines have much in common with Bibliodrama, which applies midrash to the didactic of Bible. Bibliodrama is a dramatic inquiry, where the effect of in-depth inquiry and consideration that midrash aimed at can be expected. In addition, bibliodrama is a process of communal interaction that leads to a new experience and a richer understanding of the Bible through different positions and viewpoints. Exploring the "white fire" of the Bible, we listen to what God says to us, which causes us to change and form an identity. The biblical didactical meaning found in midrash's interpretation guidelines and the biblical didactical application of midrash through the bibliodrama can be presented as a new alternative to Christian education for the past, the present and the future. This will be able to present a new paradigm for biblical didactics with the word of God living and working in the present, not the Bible of the past, which is far from our present life.

• Journal of Christian Education in Korea
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• v.69
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• pp.45-75
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• 2022

The purpose of this study is to explore the implementation of Bibliodrama on the metaverse platforms. In other words, to create interesting and effective Bible education for modern learners, this study took a didactical approach to the implementation of Bibliodrama through the metaverse. The main reason to be enthusiastic about using the metaverse for education is because users, who have been only content consumers, now able to experience and create values. As a Bible didactical approach, Bibliodrama is a an emphatical and communicative learning method in the form of role play. Bibliodrama seeks to interact with the world of the learner and the world of the Bible through improvisational acting, to study the Bible. Through the Bible didactical approach, the meeting of Bibliodrama and the metaverse can have a positive effect on modern learners, in terms of improving learning environment and, above all else, increasing learning interest. In terms of biblical didactics, implementing Bibliodrama in the metaverse has the following advantages. First, it helps to construct a dramatic situation and environment so that the meaning of the biblical text can be proved relevant to today's learners, not something belonging to the past. Second, in the metaverse, the historical space and characters of the Bible can be realized in virtual reality to produce a 'situational play'. Demonstrating freedom, imagination and creativity in the metaverse learners play in Bibliodrama. This way they also become aware of the hidden meaning of the blank pages in the Bible. Third, the metaverse environment is not static but dynamic and interactive; Bibliodrama pursues an interpretation that harmonizes spirit and body. Therefore, through the dynamic activities of discovering the meaning and significance of the Bible, it is possible to form a holistic faith in which spirit and body act as one.

• Journal of Christian Education in Korea
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• v.62
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• pp.101-133
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• 2020

This study is an attempt to grasp the fundamental characteristics and core structures of Bibliodrama, which has recently received a lot of attention in various fields including Christian education. Bibliodrama is a guided form of process-oriented staging of biblical texts in groups with the aim of mutually opening up the text and the biography of the participants in the implementation of holistic encounters (H. Aldebert). In the background of the birth of Bibliodrama can be found the hermeneutical efforts of the biblical scholar Walter Wink who sentenced the bankruptcy of historical criticism. He laid the biblical interpretative foundation for Bibliodrama which combines Bible and body. German theologian Gerhard Marcel Martin had a new experience of seeing the Bible through body activity during his life in New York, and based on that experience he began to work on the Bibliodrama. And the New Testament scholar Tim Schramm, who focused on the TCI (themecentered interaction) movement, found the optimal methodology to embody the interaction of biblical studies in Bibliodrama. On the other hand, Peter Pitzele, who wanted to realize the Bibliodrama in the tradition of Midrash, has developed a new type of Bibliodrama (Bibliolog) that is different from the European Bibliodrama. When we put together the positions of the pioneers of Bibliodrama, it turns out that it has three fundamental characteristics: body, interaction, and the empty space of the Bible. The body refers to the personality of learners participating in the Bibliodrama. They are not passive participants, but voluntary and active participants. Interaction is realized through the dramatic way of Bibliodrama. Bibliodrama aims for a dynamic process in which hermeneutical interaction occurs. The empty space of the Bible, which Bibliodrama pays attention to, allows us to understand why the Bible is not a fixed word but a living word that is still heard today. In order to understand the Bible as the content of education, Bibliodrama liberates the text that is fixed in a literal way and gives life by paying attention to the empty space of the Bible and reading it slowly.

• Journal of Christian Education in Korea
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• v.70
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• pp.207-238
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• 2022

Faith education focuses on 'changing the direction of life' that pursues the life of Christ. This is possible only when the message of the Bible is embodied in life, not by accumulating biblical knowledge. Today, however, faith education does not allow biblical messages to be embodied in life. This is the result of focusing on knowing the Bible itself, instead of guiding the faith education to meet the Bible and the experience of human life. Church education emphasized the inner faith of individuals rather than changes in life and practice, preparing for the afterlife, and mostly for the training and quantitative growth of the church. As a result, in the COVID-19 era, Protestants showed an immature appearance that only cared about the safety of the church, and social trust in Protestants was lost. Therefore, faith education should educate what life of the Bible and the experiences of the learner will meet and respond to God in order for the Bible's message to be realized in life. I tried to find out how to prepare for this faith education in detail. So I would like to look at "The preparation process for religious classes related to experience" compiled by the German Protestant Lutheran Bavarian Presbyterian Church and present tasks for application to the Korean Church. Preparation for experience-related religious classes consists of five courses. It is a personal meeting, a theological orientation, a pedagogical orientation, a pedagogical decision, and a summary of the progress plan. The main purpose of this process is to learn how biblical believers interpreted their experiences in life from the perspective of faith and tried to overcome the problem. Faith education related to experience deals with the essence of faith education, not one of the Bible teaching methods. Although the field of education is in the social change of expanding from the real world to the virtual world, the essential nature of faith education cannot change. Therefore, research and application of faith education related to experience in Korean churches will help the biblical message to be embodied in Christian life.