성서교육에 있어서 수사학적 성서해석의 활용연구

Abstract

It has been no doubt to say that Christian education in the Korean church has been strongly based on Bible study. Teaching the Bible has held a key post in the curriculum of church education. It has not only defined the goal of education in church but also provided the church with content of education. The problem is, how far the church education can make a contribution to doing Bible study, and how much all the programs activated in the church education are grounded on teaching the Bible. The strange silence of Bible study in Christian education, however, becomes now an issue in our Christian education. We care nothing for Bible study. We care instead events or activities as items of the education program. It has been my experiences to find that students are converted by learning the word of God in the Bible and not by participating in a special program which forms a church activity. This is the reason why I become interested in building the Bible study in our Christian education. How then can we accomplish a creative Bible lesson? What kind of Bible studies do we have to do, if we want to realize the life of students being changed? Rhetorical understanding of the Bible, developed in the recent book Rhetorical Criticism(1994) by Phyllis Trible, an Old Testament scholar at Union Theological Seminary, become the center of my interest in this study. Phyllis Trible is well-known feminist scholar. Since many valuable works on the exegesis of the Old Testament texts were written by Trible, various attempts have appeared in order to comment on Trible from the feminist perspective. Yet, few has given thought to Trible's exegetical tool, namely, rhetorical criticism. This paper proposes from the standpoint of Christian education a critique that has worked in Trible's rhetorical criticism. Chapter Ⅰ introduces the aim of treatise and its scope. Chapter Ⅱ sets the context of rhetorical analysis and gives samples of the art of persuasion and the art of composition. One of the frustrations of Bible study, for instructor and students, is the perceived distance between the learning experience of the students and the textbooks being explored by the hermeneutical methods in the critical biblical discipline. Often we find the issues raised irrelevant to the Bible study in the context of church education. This chapter sets out a solution in order to overcome such issues. Chapter Ⅲ deals with a close reading of the book of Jonah explored in Trible's book Rhetorical Criticism(19941, and enables the relationship between artistry and message to emerge with clarity. The infusion of rhetorical strategies into the interpretation of the Bible requires careful attention to both assessment of what is rhetorical criticism and teaching design of how it carries into effect in Christian education. Chapter Ⅳ investigates how the rhetorical interpretation of the Bible provides a useful laboratory for thinking about what the implications of the text is. Following the principle of Phyllis Trible's rhetorical reading of the Bible, this presentation explains how Trible enables us to understand the biblical text effectively, and how we can be encouraged to use the rhetorical way of reading as a means of studying the Bible in the classroom of church education. The way how we understand the biblical text in a rhetorical way is described as a process of studying the Bible and proposed to be a teaching-learning model. A study of Genesis 12:1-20 is set out as an examination of the model in which a learning process of the Bible in the rhetorical understanding is based. Finally, chapter V offers a proposal that Christian education should be grounded on Bible study with the legitimate methods and rendered great services to the formation of Christian style of life.