Integrating Biblical Exegesis, Theology, and Christian Education in Teaching the Bible: Teaching Diakonia in Terms of the Decalogue
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Though an integration of biblical exegesis, theology, and Christian education in teaching the Bible is crucial, such cases rarely occur in the educational context of the Korean church. Such lack causes fragmentation between content and methods of teaching and also initiates a method-centered approach to teaching without attention to sound and deep understanding of the contents of the text. Another problem in teaching the Bible is the individualized and privatized understanding of Christian faith. Taking these issues into consideration, this paper attempts to propose an alternative approach that can integrate biblical exegesis, theology, and theory of Christian education as well as teach diakonia in terms of the Decalogue for volunteers serving in high-poverty neighborhoods. The Decalogue has been chosen as the theme of Bible teaching in an attempt to transform the privatized personal and ecclesial practices of the current Korean Christians and church, thus calling attention to the importance of diakonia as core practice of the church. Based on literature-based methodology, this paper first gives exegeses on the text of the Decalogue in the book of Exodus 20:1-21 in dialogue with biblical theology. Then this paper aims to relate the theological method and content of Bible teaching in terms of Minjung theology, especially focusing on its concept of “confluences of the two stories.” In addition, Thomas Groome’s “theory of shared praxis” joins in the conversation with biblical theology and Minjung theology. Thus, 1) the exegesis on the text of the Decalogue, 2) Minjung theology’s “confluences of the two stories” for the poor and, 3) dialectical conversation between the Story and our story, in terms of Groome’s “theory of shared praxis” are confluenced when teaching diakonia. This type of teaching that integrates theory and praxis is called “incarnational teaching,” which lies at the focus of this paper. Finally, an example of the teaching-learning plan and questions for group work are proposed for practical use.
Abstract
Though an integration of biblical exegesis, theology, and Christian education in teaching the Bible is crucial, such cases rarely occur in the educational context of the Korean church. Such lack causes fragmentation between content and methods of teaching and also initiates a method-centered approach to teaching without attention to sound and deep understanding of the contents of the text. Another problem in teaching the Bible is the individualized and privatized understanding of Christian faith. Taking these issues into consideration, this paper attempts to propose an alternative approach that can integrate biblical exegesis, theology, and theory of Christian education as well as teach diakonia in terms of the Decalogue for volunteers serving in high-poverty neighborhoods. The Decalogue has been chosen as the theme of Bible teaching in an attempt to transform the privatized personal and ecclesial practices of the current Korean Christians and church, thus calling attention to the importance of diakonia as core practice of the church. Based on literature-based methodology, this paper first gives exegeses on the text of the Decalogue in the book of Exodus 20:1-21 in dialogue with biblical theology. Then this paper aims to relate the theological method and content of Bible teaching in terms of Minjung theology, especially focusing on its concept of “confluences of the two stories.” In addition, Thomas Groome’s “theory of shared praxis” joins in the conversation with biblical theology and Minjung theology. Thus, 1) the exegesis on the text of the Decalogue, 2) Minjung theology’s “confluences of the two stories” for the poor and, 3) dialectical conversation between the Story and our story, in terms of Groome’s “theory of shared praxis” are confluenced when teaching diakonia. This type of teaching that integrates theory and praxis is called “incarnational teaching,” which lies at the focus of this paper. Finally, an example of the teaching-learning plan and questions for group work are proposed for practical use.
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