루터신학의 교육적 해석

A Search on Educational Interpretation of the Theology of M. Luther

&nbsp;&nbsp;Most of the schools in Germany when the Reformation began were cathedral and monastic schools. As the monasteries emptied and ties with the Roman hierarchy were severed, primary and secondary education needed new sponsorship, a broader clientele, and a new curriculum. The new economic activity spurred by entrepreneurship, the idea promoted by some radical reformers that the Holy Spirit was sufficient without instruction, and the general disruption caused by the break with Rome led to sharp declines in the number of schools and in school attendance. Martin Luther and the Reformers at Wittenburg were deeply disturbed by this development and resolved to take the lead in reforming education in Germany.<BR>&nbsp;&nbsp;Others had advocated school reform earlier and had written much more extensively about it, but it was Luther, the dynamic center of the sixteenth century shift in religious, ecclesiastical, and societal orientation, who was the effective catalyst for educational change. He put the taxing power of the state behind the sponsorship of education. Pushing for universal education, Luther urged parents to send their children to school and advocated compulsory attendance. He liberalized the curriculum and kept humanistic studies in a dialectical relationship with the study of Scripture and doctrine. For these radical changes, Luther is properly called the founder of universal public education.<BR>&nbsp;&nbsp;The recovery of the Gospel message that we are saved by grace received through faith was the basis of the break with the Church of Rome. It also became the primary source for the creative reordering of theological doctrine and the subsequent reorganization in the societies that adopted Lutheranism as the state religion or that were significantly influenced by Reformation thinking. These teachings provided the foundations on which educational programs were developed.