THE DOUBLE EMBRACE

I completed the first draft of my book, The Double Embrace: Theological Anthropology, Cognitive Science, and Psychological Integration. Now, I am waiting for initial feedback from some of my colleagues. I am excited. While I don't think I am completely done, this is a crucial milestone.

I will walk my path

"Whatever the circumstances, I will walk my path. I may meander and falter, yet I will keep moving forward." -Yung Suk Kim (Jun 2026)

"어떠한 상황 속에서도 나는 나의 길을 걸어갈 것이다. 때로 방황하고 비틀거릴지라도, 나는 계속해서 앞으로 나아갈 것이다." -김영석

 

Endorsement by Demetrius Williams

Treasures and Thorns

A Concise Critical Commentary on 2 Corinthians

Yung Suk Kim (Cascade, July 2026 forthcoming)

In Treasures and Thorns, seasoned New Testament scholar Yung Suk Kim models the kind of honest and courageous scholarship Pauline studies needs. Refusing both uncritical admiration and dismissive rejection, he wrestles thoughtfully with the complexities of 2 Corinthians, illuminating its liberating vision while confronting its difficult passages. Combining intellectual rigor, pastoral sensitivity, and theological insight, Kim invites readers into a deeper engagement with Paul's heartfelt letter. It’s an indispensable resource for scholars, students, clergy, and thoughtful readers alike.

-Demetrius K. Williams, Professor of Comparative Literature and Religious Studies
University of Wisconsin-Milwaukee

Mapping a New Journey: Biblical Interpretation, the Human Mind, and Mental Health

-Yung Suk Kim

PDF

For more than 20 years, my life has been deeply rooted in the classroom and the archives, teaching biblical interpretation and New Testament studies in a theological seminary. It has been a profound privilege to walk alongside students, dissecting ancient languages, exploring historical contexts, and unearthing the radical, transformative messages of early Christian texts.

Yet, scholarship is not static. If the texts we study are truly alive, they must continuously speak to the immediate realities of human existence.

Lately, I have felt a strong pull toward a new horizon. Moving forward, I see myself aiming for a more innovative, interdisciplinary, and incisive scholarship. Specifically, I am turning my focus toward the profound intersections between biblical interpretation, the human mind, and mental health.

Why the Human Mind?

Ancient writers did not possess modern psychological terminology, but they were deeply preoccupied with the inner life. When Paul speaks of the renewal of the mind, or when the Gospels address anxiety, despair, and peace, they are touching on foundational aspects of the human experience.

By bringing theological anthropology into direct dialogue with contemporary cognitive science, we can begin to understand how we read and how those readings shape our inner architecture. The human mind is the bridge through which ancient text becomes modern meaning. Understanding its mechanisms allows us to approach scripture with greater awareness, nuance, and critical depth.

Scripture as a Space for Mental Health and Healing

We cannot ignore that biblical interpretation has a dual nature. Historically, rigid or dogmatic readings of text have sometimes been weaponized, causing deep psychological distress, guilt, and spiritual trauma.

But it does not have to be that way.

I believe that an ethical, critical, and compassionate approach to scripture can be a powerful catalyst for mental health, personal healing, and human transformation. My goal in this next phase of my research is to explore how text and reader interact. How can biblical narratives help us navigate modern anxieties? How can a healthy theological framework foster resilience, emotional well-being, and a deeper sense of wholeness?

The Road Ahead: Ongoing Book Projects

This intellectual shift is already taking shape in my current writing. I am actively working on two book projects that anchor this new direction:

• The Fourth Horizon: The Mental World as a Critical Lens for Hermeneutics and Homiletics – This project introduces a new interpretive dimension, exploring how the mental world of both the text and the reader reshapes how we understand and preach scripture.
• The Double Embrace: Theological Anthropology, Cognitive Science, and Psychological Integration – This volume directly bridges the gap between theology and modern science, examining how our understanding of the human person benefits from cognitive science and psychological wellness.

To my long-time readers, students, and colleagues: I am incredibly excited to share this new chapter with you. We will be asking hard questions, breaking down the walls between disciplines, and looking at familiar texts through an entirely new lens.

Thank you for walking this path with me for over two decades. The journey continues, and the best conversations are still ahead.

Expanding Horizons: Integrating Cognitive Science, Psychology, and Biblical Interpretation

-Yung Suk Kim

Four years ago, I could not have anticipated that my research would expand into publishing books at the intersection of biblical interpretation, cognitive science, psychology, and neuroscience. Today, I view my work as fundamentally interdisciplinary. This integrative approach allows me to examine our place in the cosmos through a broader lens and raise critical questions about human existence. At the heart of this quest lie several central questions: What constitutes a good life? How do we live it? How can we repair past damages to achieve restoration? Ultimately, what is the role of religion, and how does Christianity speak to this human condition?

Driven by this inquiry, I am currently developing two book projects. The first explores the mental landscape within scriptural texts, examining how we can read the Bible through the perspective of the mental world and how this lens can transform contemporary preaching. The second project focuses on psychological integration, synthesizing theological anthropology, cognitive science, and psychology to offer a holistic framework for human restoration.

PRSt special issue, Fall 2027

I am glad to serve as the guest editor for the Fall 2027 special issue of Perspectives in Religious Studies (PRSt), where I am also a member of the editorial board. The issue will focus on the theme: "Reading a Samaritan Story in Luke 10 from Racialized Scholars’ Perspectives: Reclaiming People, Rebuilding Community, Pursuing Justice." For some time, my colleagues and I had been discussing this topic with plans to produce a book. Thanks to this special invitation, we are turning it into a journal issue instead. It is a wonderful match that brings our ideas to a highly accessible platform for readers.

Rethinking Paul

I grew up with a Presbyterian church background. Because of this, I always wished to publish with a Presbyterian publisher during my academic career, even though I have already published many books with other presses. Finally, my edited volume project was approved by Westminster John Knox Press. The project title is timely and important: Rethinking Paul: Critical Conversations for Our World. If all goes well, the book will be out in 2028. It is very exciting!

This collection features critical, contextual scholarship on Paul by seasoned scholars who offer fresh readings and bring them into dialogue with our contemporary world. It explores Paul’s life, theology, and identity; his relationship to Jesus’ teaching; and his views on the cross, politics, gender, ethnicity, and sexuality. I hope it will become a milestone contribution to Pauline scholarship and to our understanding of Paul, who is often misrepresented or, at best, only shallowly understood. This book seeks to fill important lacunae in the field.

I extend my sincere thanks to the contributors for their commitment to producing such high-quality chapters.

TABLE OF CONTENTS

1. Introduction
—Yung Suk Kim

2. Who Is Paul? Biography, Calling, and Letters
—Efraín Agosto

3. Did Paul Invent Christianity? Continuities and Discontinuities between Jesus and Paul
—Greg Carey

4. How Does Paul Portray Jesus and the Cross? Salvation, Empire, and Imitation
—Demetrius K. Williams

5. What Did Paul Teach about Faith, Communities, and the Spirit?
—Jung Choi

6. What Is Paul’s Teaching on Gender and Sexuality?
—Janelle Peters

7. How Does Paul Address Politics, Economics, and Ethnicity?
—Sze-kar Wan

Why I Choose Faith in a Crazy World: The Resistant Spirit of Hope in a Harsh Reality

Why I Choose Faith in a Crazy World 

The Resistant Spirit of Hope in a Harsh Reality

Yung Suk Kim

When we face a world whose reality is harsh and unjust—when we see senseless events occurring around us and within us, or when we feel diminished by existential crises—most people respond with sorrow, anger, and despair. That is a legitimate response. The real issue is what follows: whether one is consumed by that despair, or whether one can navigate those cruel realities through reflection, activism, or religious appeal. Different people respond in different ways. This is the view of faith that matters to me.

Faith is not a panacea that resolves all problems, but a response that refuses to give up. It is a continuous search for answers, even when things seem unanswerable. In this respect, faith is a hope that refuses to give in to the harshness of life, whatever it may be. It is a resistant spirit, seeking resilience however impossible it may seem. Faith asks questions in the silence and finds an imperfect clue that life is still worth living. Job continued to question God even when he was shut down; Habakkuk complained to God even as he learned that his task was to live faithfully.

Along the journey of faith, one might see things more clearly than before—deconstructing ideologies and reconstructing life. One may begin to think differently, focusing on the dignity of life and protesting egregious acts.

Ultimately, faith as trust in God is a seed growing through the earth in a bleak world. Faith tells us there is a way forward. Life is worth living. Faith is also the glue or the bond through which we share our lives with others.

Furthermore, faith is never a weapon or a source of pride. It is a process through which we find the energy and hope to continue living in an uncertain world.

 

"The Light Yoke"

True rest isn't just taking a break—it's an intentional choice. In my latest article, "The Light Yoke: A Paradox of Yoke, Rest, and Self-Love," I explore how embracing a "good yoke" gives our struggles deep meaning and unlocks inner peace. We carry our own burdens, but we also hold the agency to heal.

Read the full essay now published in Currents in Theology and Mission.

"True rest emerges from our intentional engagement with divine grace, self-reflection, and meditation on our inner lives." ✨

In my new article, "The Light Yoke," I dive into the paradox of finding rest while carrying our burdens. It is ultimately up to us to actively participate in our own healing and growth by choosing a framework of value and dignity.

#YungSukKim #TheLightYoke #CurrentsInTheology #SpiritualGrowth #SelfCare

The Double Embrace

In The Double Embrace, I bring theological anthropology into a rigorous dialogue with contemporary cognitive science to address the modern crisis of mental fragmentation. By integrating cognition, emotion, and volition, this book provides a coherent framework for the "self-in-relation," bridging the critical gap between spiritual formation and psychological well-being.

A New Book-writing Journey

The Double Embrace: Theological Anthropology, Cognitive Science, and Psychological Integration

I’m excited to embark on a new book-writing journey with a clear roadmap of annotated chapters and determined energy. I am in low gear now, but I know where I am going and my speed will pick up gradually. My goal is to reach the final destination, but I plan to enjoy the scenery along the way. Writing takes discipline but is deeply enjoyable. It cures a sick soul and renews the mind.

In The Double Embrace, I bring theological anthropology into a rigorous dialogue with contemporary cognitive science to address the modern crisis of mental fragmentation. By integrating cognition, emotion, and volition, this book provides a coherent framework for the "self-in-relation," bridging the critical gap between spiritual formation and psychological well-being.

Essential Pillars of My Teaching

Yung Suk Kim
Professor of New Testament and Early Christianity
Samuel DeWitt Proctor School of Theology, Virginia Union University
May 20, 2026

My ultimate goal is to provide responsive, high-impact education that addresses the holistic needs of every student. I achieve this through three essential pillars:

Critical Integration of Knowledge and Practice: Cultivating deep critical thinking by engaging students with diverse academic and ministerial resources. This ensures they not only master foundational knowledge but also synthesize and apply these truths to the complexities of professional ministry.

Transformational Application to Life and Leadership: Facilitating a learning environment where academic insights directly translate into personal spiritual growth and practical ministerial action, empowering students to lead with competence and authentic character.

Collaborative Formation in a Care-Centered Environment: Fostering a responsive "community of practice" through peer engagement and pastoral mentorship, modeling the love, care, and immediate responsiveness essential for compassionate leadership.

Strengths of Teaching

Yung Suk Kim

Professor of New Testament and Early Christianity

Samuel DeWitt Proctor School of Theology, Virginia Union University

May 20, 2026

 
I primarily teach foundational courses in Biblical Studies and the New Testament. My teaching strengths are defined by three core pillars:

First, I prioritize critically informed instruction that balances accessibility with academic rigor. My goal is to present complex scholarly views in a way that is understandable yet intellectually challenging. I integrate historical, social, cultural, and contextual analyses of biblical texts, always drawing clear implications for the contemporary ministerial context.

Second, I foster collaborative learning through structured student discussions. By utilizing consistent small-group channels throughout the semester, I create a stable environment where students can follow specific guidelines to report their findings. This allows them to learn with and from one another, making peer engagement a vital component of their critical development.

Third, I utilize intentional reflection tools to ensure the integration of knowledge. I require assignments based on a four-part template: New Knowledge, Unlearning, Aha Moments, and Challenges. This framework encourages students to move beyond rote memorization toward deeper personal and professional reflection. Student feedback consistently highlights this method as a transformative element of their learning journey.

Daylilies

I have daylilies in my garden. They are so beautiful.

 

Statement of Teaching Philosophy

Yung Suk Kim, Ph.D.

Full Professor of New Testament and Early Christianity
Samuel DeWitt Proctor School of Theology, Virginia Union University

Core Pedagogical Vision: Critical Diversity and The Integrated Self

My teaching philosophy centers on fostering a deep, transformative understanding of who we are in a profoundly diverse and complex world. I do not treat diversity as a static, passive reality to be tolerated; rather, I approach diversity as a vital source of active, critical engagement. My classroom operates as an intellectual ecosystem where students are challenged to examine how their unique identities intersect with ancient texts, contemporary societies, and global communities.

Having transitioned to higher education after a decade-long international business career spanning Latin America, my pedagogy is directly informed by firsthand encounters with global cultural diversity. This cross-cultural background drives my desire to dismantle individualistic models of thinking and education. In every course, I guide students to move past isolating frameworks to confront essential, communal questions: What does it mean to live in this world with each other? How do we read sacred and historical texts together when we differ?

Strategic Pedagogical Goals

To translate this vision into concrete classroom outcomes, I structure my curricula around four core pedagogical commitments:

• Learning from the Other: I teach students to actively engage with perspectives that differ radically from their own, using the text and classroom dialogue as a bridge to understand the "Face of the Other".

• Cultivating Epistemological Humility: I train students to maintain both a critical and self-critical stance toward any absolute claims of knowledge, truth, and reality, pushing them to question internalized biases.

• Affirming Transformative Identity: I design assignments that empower students to recognize, articulate, and affirm their own evolving voice, historical location, and narrative identity.

• Advancing a Common Humanity: I challenge students to translate academic insights into ethical actions that advocate for human solidarity, justice, and collective well-being in the modern world.

Theory and Praxis in the Classroom

My instructional design naturally mirrors my active interdisciplinary research, bridging the gaps between historical-contextual criticism, political philosophy, and cognitive science. In my courses, students do not just memorize ancient history; they apply contemporary cognitive frameworks to analyze the psychological interiority and mental worlds embedded within textual traditions. This method equips future ministers, scholars, and community practitioners with the diagnostic tools needed to address the fragmented identities and mental health struggles facing modern individuals.

Ultimately, my mandate as an educator is to communicate critical diversity and cultivate a transformative identity across a wide variety of life contexts. By demanding rigorous critical inquiry alongside a deep ethical commitment to human solidarity, I prepare students to leave my classroom equipped to engage a fractured world with intellectual clarity, empathy, and a unified sense of self.

Essential Pillars of My Teaching

My ultimate goal is to provide responsive, high-impact education that addresses the holistic needs of every student. I achieve this through three essential pillars:

Critical Integration of Knowledge and Practice: Cultivating deep critical thinking by engaging students with diverse academic and ministerial resources. This ensures they not only master foundational knowledge but also synthesize and apply these truths to the complexities of professional ministry.

Transformational Application to Life and Leadership: Facilitating a learning environment where academic insights directly translate into personal spiritual growth and practical ministerial action, empowering students to lead with competence and authentic character.

Collaborative Formation in a Care-Centered Environment: Fostering a responsive "community of practice" through peer engagement and pastoral mentorship, modeling the love, care, and immediate responsiveness essential for compassionate leadership.

Teaching Strengths
I primarily teach foundational courses in Biblical Studies and the New Testament. My teaching strengths are defined by three core pillars.

First, I prioritize critically informed instruction that balances accessibility with academic rigor. My goal is to present complex scholarly views in a way that is understandable yet intellectually challenging. I integrate historical, social, cultural, and contextual analyses of biblical texts, always drawing clear implications for the contemporary ministerial context.

Second, I foster collaborative learning through structured student discussions. By utilizing consistent small-group channels throughout the semester, I create a stable environment where students can follow specific guidelines to report their findings. This allows them to learn with and from one another, making peer engagement a vital component of their critical development.

Third, I utilize intentional reflection tools to ensure the integration of knowledge. I require assignments based on a four-part template: New Knowledge, Unlearning, Aha Moments, and Challenges. This framework encourages students to move beyond rote memorization toward deeper personal and professional reflection. Student feedback consistently highlights this method as a transformative element of their learning journey.

The Double Embrace

This is my work style: once I have done enough on a certain project, I move on to another. Later, I return to the previous project to refine it after making sufficient progress on the new one. By moving back and forth—flowing like the wind or a river—I improve my writing. I don't feel pressure because I simply follow the rhythm and cadence of my work. I manage a dozen projects this way. Right now, I have done enough on The Fourth Horizon and am moving to a nascent project titled The Double Embrace.

Today is my birthday!

Today is my birthday. I am so proud of myself simply for being alive. Every day is a gift, and every breath is a miracle. Beyond that, I have been blessed with a resilient spirit, fresh energy, and ideas for new books. I am so grateful.

I just finished compiling eight individual chapters into a single 53,000-word manuscript without a bibliography. It feels amazing. The book is titled The Fourth Horizon, and it represents a new milestone in hermeneutics and homiletics. While the cover is still just a vision in my mind and the manuscript isn't quite finished, it is a strong foundation. I look forward to building upon it and making it even stronger.

Unity or Union (John 10:30)

In the phrase "I and the Father are one" (ἐγὼ καὶ ὁ Πατὴρ ἕν ἐσμεν, John 10:30), the word ἕν is the neuter form of the Greek cardinal number for "one.” 

By using the neuter ἕν (hen) instead of the masculine εἷς (heis), the text implies a unity of essence, will, or action rather than a personal identity. If the masculine form had been used, it would suggest that the Father and the Son are the same person.

Jesus’s persistent claim in the Fourth Gospel is that he does the work of God, not his own work. He never says he is God. His point is that he is united with God.

Here is how the number "one" (nominative case) appears across the three grammatical genders:
• Masculine: εἷς (heis)
• Feminine: μία (mia)
• Neuter: ἕν (hen)

For Jesus’s identity and his work in the Fourth Gospel, see Yung Suk Kim, Truth, Testimony, and Transformation: A New Reading of the “I Am” Sayings of Jesus in the Fourth Gospel (Cascade, 2014).

 

Beyond the Binary: The Hidden Complexity of Light and Reality

Human perception often defaults to a reductionist view of the world as a series of binaries, echoing the primordial separation of light and darkness found in the biblical creation narrative. While these elements are foundational, reality is rarely governed by such a rigid black-and-white dichotomy. Light, though appearing uniform and white, is composed of a complex chromatic spectrum—a phenomenon that serves as a metaphor for the world's inherent mystery and nuance. Furthermore, the perceived absence of light at night is not an indicator of its nonexistence, but rather a limitation of human physiology; our eyes are simply unable to detect the photons emitted by stars billions of light-years away. Ultimately, a dichotomous framework—whether applied to light and dark or good and evil—is insufficient for navigating the world. Reality is characterized by a complexity that consistently transcends our attempts at categorization.

VUU Commencement 2026

 Virginia Union University