Reading the saints’ life and miracle story for Christian Education
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This research explores the possibility of incorporating the reading of the saints’ lives into the curriculum of the church. The records of saints’ lives and miracle stories, hagiography contains educational motives. The most typical readers of the hagiography written in vernacular was the lay person, specifically female readers and children, and as a result contributed to the lay person’s spiritual and devotional formation. At church children, youth, and adults frequently studied biblical figures, but rarely heard about saints’ lives and their works. The protestant church has been reluctant to suggest the saints’ lives and miracle stories as Christian literatures to their congregation because they regard these books as the Catholic tradition. The saints’ life stories and miracles stand for specific devotional postures or ethical practices as a foundation for Christian’s lives during the medieval ages. Although hagiography justified the saints’ relic, the hagiographical text is to edify the reader, to teach doctrine, to inspire veneration of the saint, and to serve exemplification of Christian devoutness. But using these books as Christian literature should be done with caution because they contain Catholic teaching during the medieval period. If the church leaderships carefully guide the congregation in reading and interpreting the books, the readers acquire historical sensitivity, Christian traditions, and Christian life. This research is to provide not a survey but rather representative samplings of saints’ lives. The saint focused mainly in this paper is St. Foy, a child female saint, for analyzing eleventh century Christianity and St. Mary Magdalene, for analyzing fourteenth century Christianity, in order to demonstrate the social differences of these two time periods in the same area. Through analyzing two case studies, this paper explores how the social and historical elements affect education.
Abstract
This research explores the possibility of incorporating the reading of the saints’ lives into the curriculum of the church. The records of saints’ lives and miracle stories, hagiography contains educational motives. The most typical readers of the hagiography written in vernacular was the lay person, specifically female readers and children, and as a result contributed to the lay person’s spiritual and devotional formation. At church children, youth, and adults frequently studied biblical figures, but rarely heard about saints’ lives and their works. The protestant church has been reluctant to suggest the saints’ lives and miracle stories as Christian literatures to their congregation because they regard these books as the Catholic tradition. The saints’ life stories and miracles stand for specific devotional postures or ethical practices as a foundation for Christian’s lives during the medieval ages. Although hagiography justified the saints’ relic, the hagiographical text is to edify the reader, to teach doctrine, to inspire veneration of the saint, and to serve exemplification of Christian devoutness. But using these books as Christian literature should be done with caution because they contain Catholic teaching during the medieval period. If the church leaderships carefully guide the congregation in reading and interpreting the books, the readers acquire historical sensitivity, Christian traditions, and Christian life. This research is to provide not a survey but rather representative samplings of saints’ lives. The saint focused mainly in this paper is St. Foy, a child female saint, for analyzing eleventh century Christianity and St. Mary Magdalene, for analyzing fourteenth century Christianity, in order to demonstrate the social differences of these two time periods in the same area. Through analyzing two case studies, this paper explores how the social and historical elements affect education.
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