Verbum Vitae, 2012, T. 21

Stały URI dla kolekcjihttps://theo-logos.pl/handle/123456789/24959

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Jezus wychowuje swoich uczniów w Mk 1,35-39
Kotecki, Dariusz (Katolicki Uniwersytet Lubelski Jana Pawła II, 2012)
The article focuses on the issue of Jesus as the master educator of his disciples in Mark 1:35-39. The study provided is based on the principles of narrative and contextual analysis. The article consists of three parts: (1) Analysis of Mark 1:35-39; (2) Mk 1:35-39 in the context of 1:14-20; (3) Jesus master educator in 1:35-39 in the context of the Gospel of Mark. The pericope shows a certain tension between what Jesus must accomplish in terms of his mission given by the Father and what his disciples expect from him. The attitude of Simon and his companions (Andrew, Jacob and John) is expressed in Peter’s actions (“pursued him [Jesus]”) and in the apostles’ common words: “Everyone is looking for you” (1:37). He shows that they have not yet reached the ideal personality as proposed by Jesus, which should be expressed in the attitude of repentance and faith (cf. 1:15). Their attempt to limit Jesus’ mission to Capernaum shows also that they are not yet ready to meet the goal of their vocation i.e. become fishers of men. In such context, through his command “Let us go somewhere else to the towns nearby, so that I may preach there also; for that is what I came for” (1:38), Jesus corrects their attitude and invites them to strengthen their bond with him in the perspective of a universal mission. In this way Jesus reveals himself as an educator, who encourages his disciples by his own example and his own words (encouragement, commands, reproaches, prohibitions and questions) to absolute clinging to him.
Motyw „próby” jako element procesu wychowywania w tekstach Pięcioksięgu
Lemański, Janusz (Katolicki Uniwersytet Lubelski Jana Pawła II, 2012)
The notion of “trial” as an element of the bringing up of Israel. In this article we have tried to prove the thesis that the notion of “trial” derives from Deuteronomy. The “trial” was then combined with another metaphoric motive which depicted the relationship between JHWH and Israel as the relationship between father and son. From the canonic point of view, Israel did not stand up to the trial. Postexilic theology chose Abraham to be a positive example of going through the trial as he represents hope for the future.
Upbringing in the Book of Daniel – the Ideal of a Young Jewish Man According to Daniel 1:3-7
Parchem, Marek (Katolicki Uniwersytet Lubelski Jana Pawła II, 2012)
Opowiadanie w Dan 1 przedstawia Daniela i jego towarzyszy, którzy deportowani przez Nabuchodonozora do Babilonu mają w trzy lata uczyć się „pisma i języka Chaldejczyków”. Ta babilońska edukacja młodzieńców żydowskich ma na celu wychowanie lojalnych dworzan, którzy będą służyć królowi. W Dan 1,3-7 zostają ukazane predyspozycje młodzieńców umożliwiające im pobieranie nauki – zarówno fizyczne (brak jakiejkolwiek skazy, piękny wygląd), jak i intelektualne (mądrość, wiedza, inteligencja). Temat edukacji młodzieńców żydowskich pojawia się w Dan 1 w kontekście zachowania tożsamości narodowej i religijnej Żydów żyjących w diasporze, a więc z dala od ojczyzny, oraz w obcym pogańskim środowisku. Autor Dan 1 akceptuje możliwość „pogańskiej” edukacji Żydów, ale pod warunkiem że pozostaną oni wierni Bogu i narodowym tradycjom. Postać Daniela jest ukazana jako ideał – wzorzec do naśladowania – Żyda, który mimo pogańskiego wychowania pozostaje wierny Bogu. Tego rodzaju „model” postępowania staje się bardzo aktualny w czasach ostatniego redaktora Księgi Daniela z czasów machabejskich, gdy podstawowym problemem było zachowanie swej odrębności narodowej i wierności Bogu wobec nasilającej się hellenizacji.
Wychowanie do mądrości – dydaktyczna perswazja w Jk 3,13-18
Muszytowska, Dorota (Katolicki Uniwersytet Lubelski Jana Pawła II, 2012)
The Letter of James is a didactic piece of writing. Its genre of parenetic letter or protreptic discourse and abundant usage of diatribe indicate that the author wants to show his readers the proper attitude to Christian life. James’ appeal is based on double-track argumentation: what is good and profitable vs. what is bad and unprofitable. Into this reasoning is inserted the argumentation of Jas 3,13-18, focused on appealing to Christian fellows to live their lives wisely. James distinguishes between worldly wisdom and God’s wisdom, and urges Christians to live according to the latter because it bears good fruits in the life of the community, such as justice, peace, concord, truth, gentleness. On the other hand, earthly wisdom, which he calls demonic, results in opposing negative values that can be noticed in social life. These are attitudes like quarrel, discord, envy, boastfulness, negation of truth. The conclusion that has to be deduced by the reader is evident – only the life guided by God’s wisdom is worth living.
Wychowanie według Syracydesa
Pudełko, Jolanta Judyta (Katolicki Uniwersytet Lubelski Jana Pawła II, 2012)
The problem of biblical instruction and education is present in various aspects in the Book of Ben Sirach. This book contains a synthesis of tradition of biblical Israel but also shows openness to many positive elements of the Greek culture. Ben Sirach proposes a model of education based on the solid foundation of the Law of God contained in Torah. This model, respected through the attitude of fear of God, leads to true divine wisdom. Man in this process remains free. He can accept or reject Sirach’s request for education. Accepting it he must be aware of the effort connected with the educational process and the goal this process should achieve. The process begins in adolescence although it will last for the rest of man’s life. The best model of education should be the very life of wise men, who by their attitude are the best invitation for prospective students.

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