성경적 제자양육 개념과 토마스 레너드 코칭 이론의 통합적 분석에 관한 연구 : 마태복음 28장 19-20절 중심으로 = An Integrative Analysis of the Biblical Concept of Discipleship and Thomas Leonard’s Coaching Theory, with Special Reference to Matthew 28:19?20

국문 초록 (Abstract)

본 연구는 마태복음 28장 19–20절을 중심으로 성경적 제자양육과 토마스 레너드의
코칭 이론을 통합적으로 분석할 수 있는 이론적 가능성과 타당성을 탐구한다. 기존
연구에서 제자훈련과 코칭은 종종 병렬적이거나 실천적 차원에서 융합되어 논의되어
왔으나, 본 논문은 두 영역이 보다 근원적인 변화 구조를 공유하고 있음을 전제하고,
이를 통합적 분석의 관점에서 규명하고자 한다.
이를 위해 본 논문은 토마스 레너드 코칭 시스템에 대한 분석적 문헌연구를
수행하며, WHO–PULL–OUTCOME 패러다임과 15 Coaching Proficiencies를 중심
으로 그의 이론을 구조적으로 분석한다. 분석 결과, 레너드의 코칭 이론은 단순한 대
화 기법이나 관계적 태도의 집합이 아니라, 인간 변화가 어떻게 발생하고 지속되는지
를 설명하는 일관된 이론 체계임이 드러난다. 특히 15 Proficiencies는 존재 가치 인
식, 책임을 통한 자발성 촉진, 그리고 자발적 실행을 통한 미래 가능성 확장이라는
세 차원을 통해 변화가 일어나도록 작동하는 핵심 엔진으로 기능함을 논증한다.
이러한 분석을 통해 본 연구는 Awareness–Responsibility–Volitional
practice(ARV)을 토마스 레너드 코칭 이론에 내재된 메타-구조로 정식화한다. ARV
는 본 연구자가 자의적으로 설정한 모델이 아니라, 코칭 문헌의 내적 논리를 분석하
는 과정에서 도출된 해석적 구조이다. 본 논문은 이 ARV 메타-구조를 분석의 기준틀
로 삼아, 마태복음 28장 19–20절에 나타난 성경적 제자양육의 구조를 재조명한다.
성경 본문은 단순한 명령의 집합이 아니라, 예수 그리스도의 임재 약속과 성
령의 동행 안에서 제자들이 변화되어 가는 관계적·형성적 과정으로 분석된다. 본 연구
는 제자들이 그리스도 안에서의 정체성을 인식하는 단계(Awareness), 말씀에 대한
책임 있는 순종을 수용하는 단계(Responsibility), 그리고 성령의 인도하심에 따라 자
발적으로 삶과 사명을 실천하는 단계(Volitional practice)가 구조적으로 연결되어 있
음을 논증한다. 이를 통해 성경적 제자양육과 토마스 레너드의 코칭 이론은 신학적
토대와 목적에서는 구별되지만, 인간 변화의 구조적 논리 차원에서는 깊은 상응성을
지님이 드러난다.
본 논문은 ARV를 공유된 메타-구조로 제시함으로써, 코칭을 형성적 변화 과
정으로 이해하는 이론적 토대를 강화하고, 제자양육에 코칭을 도구적으로 적용하는
수준을 넘어서는 통합적 모델을 제안한다. 이는 실천신학, 코칭학, 그리고 제자훈련
연구 간의 학제적 대화를 확장하며, 향후 제자도 코칭, 목회자 훈련, 영적 형성 연구
에 중요한 이론적·실천적 시사점을 제공한다.

다국어 초록 (Multilingual Abstract)

This study investigates the possibility and validity of an integrated
analytical framework that brings together biblical discipleship and Thomas
Leonard’s coaching theory, with particular focus on Matthew 28:19–20.
While discipleship and coaching have often been discussed as adjacent or
convergent practices, this research argues that they share a deeper
structural affinity that can be articulated through an integrated analysis
rather than a superficial convergence.
To this end, this dissertation conducts an analytical literature study
of Thomas Leonard’s coaching system, centering on the WHO–PULL
OUTCOME paradigm and the 15 Coaching Proficiencies. Through a
structural analysis, the study demonstrates that Leonard’s coaching theory
is not merely a collection of techniques or relational attitudes, but a
coherent theory of human transformation. The analysis reveals that the
Proficiencies function as an internal engine that facilitates change through
three interrelated dimensions: recognition of the value of existence,
promotion of spontaneity through responsibility, and expansion of future
possibilities through volitional practice.
Through this analysis, the study identifies Awareness–Responsibility
Volitional practice (ARV) as a meta-structure embedded within Leonard’s
coaching system, explicating the process by which transformation occurs.
Rather than being an arbitrarily constructed or externally applied model,
ARV is articulated as an interpretive structure that emerges from the
internal logic of the coaching literature itself. On this basis, the study
employs the ARV meta-structure as an analytical lens to re-examine the
biblical structure of discipleship articulated in Matthew 28:19–20.
The biblical text is analyzed not as a set of prescriptive commands
alone, but as a relational and transformational process grounded in Jesus’
promise of abiding presence through the Holy Spirit. The study argues that
this promise enables disciples to move from awareness of identity in Christ,
through responsible obedience, toward voluntary and sustained participation
in God’s mission. In this way, biblical discipleship and Leonard’s coaching
theory are shown to share a common transformational structure, even
while remaining distinct in theological grounding and ultimate purpose.
By articulating ARV as a shared meta-structure, this dissertation
contributes to both coaching studies and practical theology. It offers a
rigorous conceptual foundation for understanding coaching as a formative
process and provides a theoretically grounded model for integrating
coaching principles into discipleship without reducing theology to technique
or coaching to spirituality. The study concludes by discussing implications
for discipleship coaching, pastoral formation, and future interdisciplinary
research.

목차 (Table of Contents)

• 국문 초록 ···································································································································i
• 감사의 글 ·································································································································iii
• 목 차····································································································································v
• 표 목차 ································································································································xii
• 그림 목차 ·······························································································································xiii
• I 서론 ·········································································································································1
• 1. 연구 배경 ·························································································································1
• 1.1 사회적 배경 ···············································································································3
• 1.1.1 제자훈련의 사회적 왜곡과 프로그램화 현상 ···············································3
• 1.1.2 현대 사회 구조와 교회 성장주의의 영향 ·····················································4
• 1.1.3 신학적 평가와 제자도의 상실 ········································································6
• 1.2 학문적 배경·················································································································8
• 1.3 본 연구의 문제의식과 학문적 기여 가능성························································11
• 2. 연구의 필요성과 목적···································································································13
• 2.1 연구의 필요성 ·········································································································13
• 2.2 연구의 목적···············································································································15
• 3. 연구문제···························································································································16
• 4. 연구방법 및 ARV 존재 해석 구조의 구성 원리······················································18
• 4.1 연구 설계의 철학적 기초·······················································································28
• 4.2 연구절차 ···················································································································20
• 4.3 ARV 존재 해석 구조의 정식화·············································································21
• 5. 용어의 정의 ···················································································································23
• 6. 종합 결론 ·······················································································································28
• II. 성경적 제자양육 개념에 대한 문헌연구- 마태복음 28:19-20을 중심으로 -········34
• 1. 선행연구···························································································································35
• 1.1 제자양육에 관한 선행연구 ···················································································35
• 1.1.1 신구약 성경에서의 제자양육 개념의 전개 ·················································35
• 1.1.2 현대 복음주의 제자훈련 운동과 한국교회의 수용 ···································37
• 1.1.3 학문적 제자도 신학의 심화와 평가 ····························································38
• 1.1.4 제자도 담론의 전환: 프로그램에서 형성으로 ···········································39
• 1.1.5 소결·····················································································································40
• 1.2 코칭과 신앙훈련에 관한 선행연구········································································41
• 1.2.1 현대 코칭의 발전과 학문적 기반 ································································42
• 1.2.2 코칭과 영성·신앙 형성의 접목 ·····································································43
• 1.2.3 국내에서의 코칭 연구와 신학적 수용··························································44
• 1.2.4 코칭과 제자도 담론의 접점에 대한 논의·····················································45
• 1.2.5 소결·····················································································································46
• 1.3 한국교회 제자양육 담론의 변천과 한계 ··························································46
• 1.3.1 1970–1980년대: 부흥과 제자훈련의 제도화 ·············································47
• 1.3.2 1990–2000년대 초반: 프로그램화와 성장 중심의 양육···························48
• 1.3.3 2000–2010년대: 위기와 반성, 영성 회복의 흐름······································49
• 1.3.4 2020년대 이후: 포스트 팬데믹 시대의 제자양육 과제·····························50
• 1.3.5 소결·····················································································································51
• 1.4 제자양육과 교육학적 패러다임의 연계································································52
• 1.4.1 교육학적 패러다임의 변화: ‘지식의 전달’에서 ‘존재의 형성’으로·········52
• 1.4.2 기독교 교육학의 형성 패러다임····································································53
• 1.4.3 코칭과 학습이론의 접점: 실천적 제자 양육의 가능성······························55
• 1.4.4 소결·····················································································································56
• 1.5 제자양육 연구의 통합적 동향과 연구의 공백····················································57
• 1.5.1 제자도 담론에 나타난 신학적.철학적 변화: 존재 이해의 심화···············58
• 1.5.2 학습이론과 제자도의 교육학적 공명····························································60
• 1.5.3 코칭 담론의 대화 구조와 제자도의 실천적 형성·······································61
• 1.5.4 제자도 담론의 언어 구조 변화: 교육.권위.전달 중심 모델에서 형성.관계
• 대화 중심 모델로·······························································································63
• 1.5.5 소결: 연구의 공백과 본 연구의 기여···························································65
• 2. 제자도·제자훈련·제자양육의 개념적 구분··································································66
• 3. 제자도 개념의 신학적·역사적 형성 배경···································································68
• 4. 주석적 분석: 마태복음 28:19-20을 중심으로··························································70
• 4.1 본문비평(Textual Criticism)················································································70
• 4.1.1 본문과 사역(NA27)···························································································70
• 4.1.2 본문비평 해설···································································································71
• 4.1.3 본문비평 논의···································································································72
• 4.1.4 외적 증거···········································································································73
• 4.1.5 내적 증거···········································································································75
• 4.1.6 본문비평 평가···································································································76
• 4.2 문장론 분석···············································································································77
• 4.2.1 본문 및 구조 서술 분석··················································································77
• 4.2.2 본문 어휘의 분포와 통계적 특징 분석························································79
• 4.2.3 어휘 및 품사 분석···························································································81
• 4.2.4 삼위일체 구조와 명사의 격 일치··································································83
• 4.2.5 인칭 대명사와 강조 구조의 신학적 의미·····················································83
• 4.2.6 형용사의 품사적 일치와 전면성 강조··························································84
• 4.2.7 접속 관계 분석·································································································85
• 4.2.8 문체적 특징 분석·····························································································87
• 4.2.9 구조 및 단락 구분 분석··················································································90
• 4.3 의미론적 분석: 마태복음 28:18-20·····································································97
• 4.3.1 의미장 분류에 따른 어휘 구성······································································97
• 4.4 수사학 분석············································································································102
• 4.5 마태복음 28:18–20의 화용론적 분석································································107
• 4.6 성경적 제자양육 개념에 대한 문헌연구의 종합··············································111
• 5. 종합 결론 ···················································································································113
• III. 토마스 레너드 코칭 이론에 관한 문헌연구·······························································115
• 1. 코칭의 본질과 분석 기준 설정··················································································116
• 2. 토마스 레너드 코칭의 핵심 패러다임: WHO–PULL–OUTCOME······················118
• 3. 코칭의 본질···················································································································120
• 3.1 코칭의 본질 ①: 존재 가치 인식과 15 Coaching Proficiencies···············121
• 3.1.1 존재 가치 인식의 이론적 의미····································································122
• 3.1.2 Reveals the Client to Themselves: 존재 인식 전환의 핵심 엔진··122
• 3.1.3 Respects the Client’s Humanity와 Enjoys the Client Immensely123
• 3.1.4 Champions the Client와 존재 가치의 언어화·······································124
• 3.1.5 소결 ·················································································································124
• 3.2 코칭의 본질 ②: 자발성 촉진과 책임의 내면화···············································125
• 3.2.1 자발성과 책임의 구조적 관계······································································125
• 3.2.2 Navigates via Curiosity: 통제에서 탐색으로의 전환···························126
• 3.2.3 Communicates Cleanly와 Shares What Is There (선택 공간의 형성)127
• 3.2.4 Relishes Truth와 Engages in Provocative Conversations············127
• 3.2.5 소결···················································································································128
• 3.3 코칭의 본질 ③: 미래 가능성 확장과 자발적 실행·········································128
• 3.3.1 미래 가능성 확장의 의미: 문제 해결을 넘어 삶의 재설계로················129
• 3.3.2 Enters New Territories와 Expands the Client’s Best Efforts······129
• 3.3.3 Designs Supportive Environments························································130
• 3.3.4 Client Deliverables와 자발적 실행의 가시화·········································130
• 3.3.5 소결···················································································································131
• 3.4 15 Coaching Proficiencies의 통합 구조 분석과 ARV 메타-구조 도출··132
• 3.4.1 분석 종합의 필요성: 목록에서 구조로·······················································132
• 3.4.2 Awareness 영역: 존재 인식의 전환을 담당하는 Proficiencies·········132
• 3.4.3 Responsibility 영역: 선택의 주체성과 책임의 내면화··························133
• 3.4.4 Volitional practice 영역: 가능성의 실행과 구조화·······························134
• 3.4.5 소결: ARV 메타-구조의 이론적 의미························································134
• 4. 종합 결론·······················································································································135
• IV. 토마스 레너드 코칭 이론의 신학적 재해석······························································137
• 1. Awareness(자각)과 회개–존재론적 전환을 촉발하는 신학적 인식···················139
• 1.1 Awareness의 존재론적 심층 구조····································································141
• 1.2 Awareness와 회개의 구조적 통합····································································143
• 1.3 제자 형성에서 Awareness의 기능····································································146
• 1.4 소결··························································································································148
• 2. Responsibility(책임)과 순종 – 자기결정성에서 신적 응답성으로 전환되는 영적
• 구조································································································································149
• 2.1 책임의 신학적 재정의: Responsiveness(응답성)···········································150
• 2.2 순종의 신학적 구조: 의무가 아닌 관계적 반응···············································150
• 2.3 코칭 Responsibility의 신학적 확장··································································151
• 2.4 제자 형성에서 Responsibility의 실제적 기능·················································151
• 2.5 소결: Responsibility와 순종의 형성적 통합···················································154
• 3. Volitional practice(자발성)과 성령의 이끄심– 인간 내면에서 작동하는 영적
• 동력의 상응 구조········································································································155
• 3.1 성령의 감동과 인간 의지의 신학적 관계··························································155
• 3.2 ‘기쁨으로 순종’의 영성학적 의미·······································································156
• 3.3 코칭 Volitional practice과 성령 응답성의 구조적 상응성··························156
• 3.4 제자도 실천에서 Volitional practice의 역할·················································157
• 3.5 성화(Sanctification)와 자발적 실천의 상호작용············································157
• 3.6 자발성의 영적 동학: 자유와 순종의 긴장 속 조화·········································158
• 3.7 소결··························································································································159
• 4. ARV 메타-구조와 제자도 신학의 구조적 공명·····················································160
• 4.1 삼위일체적 구조와의 해석학적 접점: 구조적 유사성·····································161
• 4.1.1 삼위일체론적 구조·························································································161
• 4.1.2 인간론적 구조·································································································165
• 4.1.3 성화론적 구조·································································································168
• 4.1.4 교회론적 구조·································································································170
• 4.1.5 소결···················································································································173
• 5. 종합 결론·······················································································································175
• Ⅴ. 연구 결과 및 논의 ·······································································································177
• 1. 연구 결과 요약: ARV 메타-구조의 도출································································177
• 2. 이론적 기여와 학문적 의의: 토마스 레너드 코칭 이론의 재정의······················179
• 2.1 코칭 이론 연구에 대한 기여: 기술 중심 이해에서 구조 중심 이해로의 전환········180
• 2.2 토마스 레너드 코칭 이론에 대한 기여: ARV 메타-구조를 통한 내적
• 논리의 정식화 ········································································································ 180
• 2.3 통합 분석 연구로써의 기여: 코칭과 제자양육의 구조적 대화 가능성········181
• 2.4 학문적 의의 요약··································································································· 181
• 3. 연구의 한계와 후속 연구 제언·················································································· 192
• ⅤI. 결 론 ····························································································································· 183
• 1. 연구의 목적과 접근의 재확인··················································································· 183
• 2. 연구의 핵심 결론: ARV 메타-구조의 확립···························································· 184
• 3. 토마스 레너드 코칭 이론 재해석의 학문적 의의··················································185
• 4. 성경적 제자양육 이해에 대한 기여·········································································· 186
• 5. 연구의 종합적 의의와 향후 전망·············································································· 186
• 참고문헌 ································································································································ 188
• 영문초록·································································································································· 200