기독교 대학 종교교육에서의 하브루타 적용 연구: 관계적 접근

Abstract

The purpose of this article aims to explore the problematic situation of transmissive religious education in Christian university and the possibility of applying havruta to overcome it. The transmissive lecture could be effective in conveying much information to large group learners in a relatively short period of time. However, the one-way transmissive religious education of Christian university separates between: learner-text; learner-learner; learner-teacher, and further weakens Christian identity. In that sense, we need to investigate the possibility of utilizing relationship-oriented havruta as an alternative to overcome the limitation of transmissive religious educational paradigm in Christian university. Havruta is a tool to convey Jewish beliefs and traditions and strengthen Jewish identity. At the same time, havruta is a relationship-based educational method. From a relational perspective, havruta is performed only in relationship. Focusing on the relationships between: learner-text; learner-learner; learner-teacher, one practices havruta with a sense of responsibility in part for each other’s learning. In this article, I intend to explore havruta, which pursues relationship as an alternative to overcome the one-way lecture-style religious education of Christian university as follows. First, I examine the situation of segregation of learner-text, learner-learner, and learner-teacher relationship, which is the problem of religious education in Christian university. Second, I scrutinize the main concepts of havruta by focusing on the definition, principles, and stages, Korean educational model of havruta from a relational point of view. Third, I investigate the possibility of applying havruta in religious education to form and reinforce diverse relationships through the case of B religious education at A Christian University. Finally, I conclude by presenting how Christian university should move forward in religious education through havruta. Therefore, in the mutual cooperative relationships among text, learner, and teacher, we expect havruta to surmount the paradigm of transmissive religious education in Christian university and to further strengthen the identity of Christian university.