루터신학의 교육적 탐색

Abstract

A Search on Educational Interpretation of the Theology of M. Luther Lee, Sang-HyunMost of the schools in Germany when the Reformation began werecathedral and monastic schools. As the monasteries emptied and ties withthe Roman hierarchy were severed, primary and secondary educati onneeded new sponsorship, a broader clientele, and a new curricul um. The neweconomic activity spurred by entrepreneurship, the idea promote d by someradical reformers that the Holy Spirit was sufficient without i nstruction, andthe general disruption caused by the break with Rome led to sha rp declinesin the number of schools and in school attendance. Martin Luthe r and theReformers at Wittenburg were deeply disturbed by this developme nt andresolved to take the lead in reforming education in Germany. Others had advocated school reform earlier and had written much moreextensively about it, but it was Luther, the dynamic center of the sixteenthcentury shift in religious, ecclesiastical, and societal orient ation, who was theeffective catalyst for educational change. He put the taxing po wer of thestate behind the sponsorship of education. Pushing for universa l education,Luther urged parents to send their children to school and advoc atedcompulsory attendance. He liberalized the curriculum and kept h umanisticstudies in a dialectical relationship with the study of Scriptu re and doctrine.For these radical changes, Luther is properly called the founde r of universalpublic education.『교육철학』제32집07 ˙ 2007.10.26 6:21 PM ˘ ` 214 ˙ HP LaserJet 5100 SeriesThe recovery of the Gospel message that we are saved by grace r eceivedthrough faith was the basis of the break with the Church of Rom e. It alsobecame the primary source for the creative reordering of theolo gical doctrineand the subsequent reorganization in the societies that adopted Lutheranismas the state religion or that were significantly influenced by Reformation