DOI QR코드

DOI QR Code

The Study on the Application for Christian Education by Moed, Jewish Mishnah

유대교 미쉬나 모에드(Moed)의 기독교교육을 위한 적용방안

  • Received : 2023.08.22
  • Accepted : 2023.09.28
  • Published : 2023.09.30

Abstract

Purpose of study: The purpose of this study is to analyze the origins and texts of the Jewish scriptures, the Mishnah Moed, and to examine them from the perspective of educational theology to suggest practical application methods for Christian education. Research content and method: In order to achieve the purpose of the research, the contents were set as follows. First, for analyzing the origin and text of Mishnah Moed, the historical process until Mishnah Moed was edited was reviewed, and the contents of the text of Mishnah Moed were classified into 2 groups of 12 Masekkot from the viewpoint of the researcher; The first group is the contents Shabbath and Festivals : Shabbat, Pesahim, Yoma, Sukkah, Rosh haShanah, Megillah and the other group is as a rule to keep the festival, Erubin, Sheqalim, Betzah, Taanith, Moed Qatan, Hagigah. Second, in order to analyze the mishnah moed in educational theology, the church calendar for the festivals currently used in Christianity was analyzed by dividing it into the origin of the church year, the contents of the church year, and the scriptures of the church year. Third, as an educational model for applying Mishnah Moed to Christian education, the goal of seasonal education, the content of seasonal education, and the method of seasonal education were presented. Conclusions and Suggestions: The conclusion of the research is as follows; First, seasonal education based on the teachings of the Bible must be conducted within the Christian community. Second, The education is needed for leading a life that correctly understands and practices the historical process of the Christian festivals. Third, various church education programs should be developed and utilized according to the Christian Bible routine. Fourth, numerous symbols symbolizing the Christian festivals must be created and educated. Fifth, except for the festivals of the sufferings of Jesus Christ, the rest of the festivals must be observed as Celebration.

연구 목적 : 유대교 경전 미쉬나 모에드(Moed)의 기원과 텍스트를 분석하고, 교육신학적인 측면에서 고찰하여, 기독교교육에 실제로 적용할 방안을 제시하는 것을 연구 목적으로 한다. 연구내용 및 방법 : 본 연구의 목적을 달성하기 위하여 연구내용을 다음과 같이 설정하였다. 첫째, 미쉬나 모에드의 기원과 텍스트를 분석하기 위하여 미쉬나 모에드가 편집되기까지의 역사적 과정을 살펴보고, 미쉬나 모에드의 텍스트의 내용을 연구자의 관점에서 12개 마섹콧에 대해, 첫째, 안식일 및 절기에 관한 내용으로, 샤밧(안식일), 페사임(유월절), 요마(속죄절), 숙카(초막절), 로쉬 하샤나(신년), 메길라(두루마리), 절기를 지키기 위한 규정으로, 에루빈(제휴), 쉐칼림(세켈), 베이짜(달걀), 타아닛(금식), 모에드 카탄(소절기), 하기가(축제) 등으로 분류하여 살펴보았다. 둘째, 미쉬나 모에드를 교육신학적으로 분석하기 위해 현재 그리스도교에서 활용하고 있는 절기에 대한 교회력을 교회력의 기원, 교회력의 내용, 교회력의 성서일과 등으로 나누어 분석하였다. 셋째, 미쉬나 모에드를 기독교교육에 적용하기 위한 교육모형으로, 절기교육의 목표, 절기교육의 내용, 절기교육의 방법으로 나누어 제시하였다. 결론 및 제언 : 본 연구의 결론은 다음과 같다. 첫째, 그리스도교 공동체 안에서 성서의 가르침에 기초를 두는 절기 교육이 이루어져야 한다. 둘째, 그리스도교 절기의 역사적 과정을 올바로 이해하고 실천하는 삶을 살도록 인도하는 교육이 필요하다. 셋째, 그리스도교 성서 일과에 따라 다양한 교회교육 프로그램을 개발하여 활용해야 한다. 넷째, 그리스도교 절기가 상징하는 수많은 상징들을 만들어 교육해야 한다. 다섯째, 예수 그리스도의 고난과 수난을 당하는 절기를 제외한 나머지 절기들을 축제로 지켜져야 한다.

Keywords

Acknowledgement

이 논문은 한신대학교 학술연구비 지원에 의하여 연구되었음

References

  1. Kim, N. Y. (2015). Question Generation Strategy and Havruta Faith Community Education. Journal of Christian Education in Korea, 43, 169-198. https://doi.org/10.17968/jcek.2015..43.007
  2. Kim, S. J. E. (2019). Introduction of Mishnah: This… These are the feasts of the LORD, which you shall proclaim as solemn convocations". Christian idea, 723, 125-136.
  3. Kim, S. Y. (2016). Introduction to Modern Worship Studies, Seoul: Korean Presbyterian Publishing House.
  4. Kim Y. G. (2019). The Need of the Weeks of Creation and its Practice of Worship: Centered on the PROK(Presbyterian Church in the Republic of Korea), Sinhagsasang 185. 17-49.
  5. Park, G. W. (2000). Today's Worship, Seoul: Korean Christian Society.
  6. Park, J. K. (2020), A Study on the Application of Havruta in Religious Education in Christian University: A Relational Approach, Theology and Praxis, 71, 529-552. https://doi.org/10.14387/jkspth.2020.71.529
  7. Park, J. S. (1996). Stories and Christian Education, Journal of Christian Education in Korea, 1, 77-96.
  8. Bae, C. H. (2012). Horoz: The Principle of Mishnaic Interpretation. A Journal of Regious Studies, 30, 1-17.
  9. Ok, J. H. (2011). A Study on The Holistic Christian Education: According to the Faith Education in the Talmud, Unpublished Doctoral Dissertation, Sungkonghoe University.
  10. Lee, J. H. (2000), The Story of Seasonal Worship for Christians in Korea, Seoul: Korean Christian Society.
  11. Yoon, E. J. (2000). Critical Christian Education, Seoul: Dasingeulbang.
  12. Yang, K. H. (2010). A Study about Story and its Religious educational Dimension, Journal of Christian Education in Korea, 23, 181-211. https://doi.org/10.17968/jcek.2010..23.007
  13. Jung, S. Y. (2013). National level curriculum: International Israel Comparative Study II Seoul: Ministry of Education.
  14. Jung, J. B. (1985), Introduction to Worship, Seoul: Jong Book.