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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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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.
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