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1
Mau, Marthen. "Christian education and political education for Christians in Indonesia." Jurnal Pendidikan Agama Kristen (JUPAK) 3, no. 2 (June 29, 2023): 17–34. http://dx.doi.org/10.52489/jupak.v3i2.144.
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The problem that usually occurs is that some political people consider it dirty, unclean, unclean, evil, and sinful, but that opinion is not true. Usually, unscrupulous politicians who abuse their authority in politics for the benefit of themselves, their families, and groups, thus ignoring the public interest. Therefore, the purpose of this research is to encourage Christian educators to teach Christian education and political education for the benefit of the general public; as well as to open the horizons of thinking for Christians and the public as a whole. This paper uses qualitative methods through literature studies to produce an understanding of Christian and political education correctly so that it can make everyone happy. So, the results found are that if Christian educators are increasingly loyal to teaching Christian education and political education in the right way, then everyone who is taught will continue to do the right thing too.
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Choi, Bongdoh. "A Study on Praxis Education for Culturalization In Christian Education." Korean Society of Culture and Convergence 45, no. 6 (June 30, 2023): 683–93. http://dx.doi.org/10.33645/cnc.2023.06.45.06.683.
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The aims of this study was for today's existing value system and social order are changing due to multi-dimensional religions and cultures in the multi-cultural era, and a new paradigm of Christian education is required due to these changes. To address this demand, this study looked at the relationship between church and culture in a cross-cultural way in Christian education. The right Christian faith can be established only in a responsible relationship with the reality that Christians are in, and it can never be achieved in the pursuit of personal godliness away from reality. This researcher suggested Praxis education that values community culture through the culturalization of Christianity, Praxis education that values the culture of service, and Praxis education that values the culture of Shalom as Praxis education methods for the culturalization of Christian education. The subject of this kind of Praxis education is a relationship in which the instructor teaches the learner and the learner teaches the instructor, rather than demanding responsibility only from the instructor. This means that all members of the community become instructors and learners, teaching, learning, and growing together. Therefore, this study aims to help Christians become members of the kingdom of God who can think, discriminate, and respond with a sense of responsibility to social, political, and economic issues in daily life from a Christian perspective.
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Gobbo, Wilbert. "Christian Education, Quo Vadis?" Religions 14, no. 8 (July 28, 2023): 977. http://dx.doi.org/10.3390/rel14080977.
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Christian education is very important. It can help to bring a holistic liberation and development of people. A good education can be a key to a good life. Our reflection is on Christian education; quo vadis, meaning where are you going? Chapter one will be a general introduction. Chapter two will focus on a brief historical survey of Christian education. It will reflect, among others, on the way Christian education was brought to Africa from Europe. In some places, it was regarded as a colonial tool. The analysis of the state of Christian education will be in chapter three. It will, among other things, evaluate the merits and demerits of Christian education in Africa in its current form. Chapter four will focus on the future of Christian education in Africa. It will contain our suggestions to improve Christian education in Africa. It will provide some propositions not only on how to bring about the decolonisation of Christian education but also its Africanisation. There should be a deconstruction of colonial Christian education and the reconstruction of an Africanised Christian education. The suggestions will be associated with the contextualization, decontextualization, and recontextualization of Christian education in Africa. Through, inter alia, its proper Christian education, Africa should be able to “think globally but act locally”. The last chapter will be the general conclusion.
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Pulimood, Benjamin. "Christian Perspectives for Medical Education: General Concepts of Health and Education." Yonsei Medical Journal 26, no. 2 (1985): 103. http://dx.doi.org/10.3349/ymj.1985.26.2.103.
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Goree, Kristen J., Linda S. Rieg, and Mary E. Hobus. "Why Christian Nursing Education?" Journal of Christian Nursing 38, no. 3 (July 2021): 148–51. http://dx.doi.org/10.1097/cnj.0000000000000841.
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Budiyana, Hardi. "Peran Psikologi dalam Pendidikan Kristen di Sekolah Kristen." Jurnal Pendidikan Agama Kristen (JUPAK) 1, no. 1 (December 4, 2020): 68–78. http://dx.doi.org/10.52489/jupak.v1i1.9.
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Christian education is a teaching and learning process that is based on the Bible, is moved by the Holy Spirit, and is Christocentric. One of the formal Christian education is manifested in Christian schools. Christian education in Christian schools is certainly different from education in schools in general. The Christian education, which is Christian and based on the Bible, is what distinguishes Christian schools from schools in general. Through a descriptive qualitative approach, the writer wants to describe the purpose of the role of educational psychology in Christian education. Where Christian education is to equip students in science, character and attitudes according to the Bible, but Christian education in schools also aims to bring students to become disciples of the Lord Jesus, where students are brought to meet personally with the Lord Jesus who is the only one. Lord and Savior, and experience His likeness. In carrying out Christian education in Christian schools, various disciplines are needed, including psychology. Psychology is the science of psychology that studies the unobservable inner state and observable outer state. Psychological principles that do not contradict the Bible are God's general revelations and can be used in Christian education in Christian schools. In terms of vision and mission in Christian schools, psychology can help to formulate a vision and mission that is biblical and responds to the needs of the times. In terms of the curriculum in Christian schools, psychology can help to discover new subjects and integrate all subjects with the Bible. In the case of teachers in Christian schools, psychology can aid in teacher recruitment, training, and evaluation. In the case of students in Christian schools, psychology helps to map out the uniqueness of each student and approach students personally. In terms of facilities in Christian schools, psychology helps to provide educational and innovative play tools according to the Bible
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Hermawan, Ahmad. "Islam and Christian Perspective Toward Global Religious Education in Indonesia." Al-Hayat: Journal of Islamic Education 6, no. 2 (December 15, 2022): 89. http://dx.doi.org/10.35723/ajie.v6i2.203.
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Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the spiritual values of education. The output of religious teachings has recently shifted from the primary goal, namely the goal of education, because the education system is religiously oriented. Intolerance, corruption, human rights violations and all forms of moral decay that the Indonesian nation faces are manifestations of the minimal results of the cultivation of religious education in Indonesia. To fill this gap, this study tries to analyze and solve the problem of religious education from both an Islamic and a Christian perspective. The research used in this article is a discourse analysis method by comparing Islamic religious education and Christian religious education in Indonesia. Cooperation between the government and religious education is needed to develop religious education in Indonesia's global era. It requires integration between religious values and the positive values of globalization. Inter-religious and inter-religious dialogue must be included as part of religious education. Religious and educational institutions must be separated from commercialization, and cooperation between Christian and Islamic institutions. The Ministry of religious affairs as the higher authority in religious education, have to build mutual cooperation between the Islamic institution of religious education and the Christian Institution of religious education to support dialogue and sharing in term of harmonization.
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Simatupang, Hasudungan. "Mengelaborasi Definisi Variatif dan Penempatan Jenis Pendidikan Kristiani Pada Lembaga Pendidikan." Jurnal Christian Humaniora 7, no. 1 (May 31, 2023): 119–37. http://dx.doi.org/10.46965/jch.v7i1.1967.
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The purpose of this study is to find out the various definitions and placements of the three types of Christian education based on the New Testament in formal, informal and non-formal educational institutions according to the levels and educational programs needed by Christians.This type of research is qualitative in order to elaborate and present data/information about various definitions consisting of three types of education namely: Christian Education, Christian Religious Education, Religious Education of Christianity which takes place in educational institutions within churches, theological schools and public schools.This research method is descriptive which seeks to present data or information and an overview of the results of the elaboration and clarification of the various definitions that affect the placement of the three types of Christian education at the level of general and theological educational institutions in Indonesia.The results of the study present a definition according to the New Testament, especially the Synoptic Bible as a reference to define: First, Christian Education and the educational institutions in it consist of Sunday School, Bible School, Evangelism School, Bible Course, Bible Teacher School (Congregational Teacher), Baptist Catechism, Biblevrow School, Church Elder/Worker Candidate School, Deaconess School. Second, Christian Religious Education consists of: Early Childhood Education or Christian Theological Kindergarten, Christian Theological Elementary School, Christian Theological Middle School, Christian Theological Middle School and Christian Theological College or Christian Religious Education College. Third: Religious Education of Christianity consists of: Early Childhood Education, Kindergartens, Elementary Schools, Junior High Schools, High Schools, Public Universities.
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Avis, Paul. "Apologist From The World of Science: John Polkinghorne Frs." Scottish Journal of Theology 43, no. 4 (November 1990): 485–502. http://dx.doi.org/10.1017/s0036930600039442.
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JohnPolkinghorne FRS (b.1930), the Cambridge Professor of Mathematical Physics turned Anglican parson enjoys unrivalled opportunities as an apologist for the Christian faith to those with a general scientific education. Without reading a word of his writings, many Christians will be encouraged to know that a distinguished professional scientist is so firmly persuaded of the truth of the Christian faith as to resign a prestigious professional position and embrace the far from prestigious calling of a Christian minister in the secular environment of today. Some who embark on his books may not understand all the scientific allusions, but they will be impressed by his testimony that orthodox Christian belief can exist in harmony with the scientific worldview and vocation.
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Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.
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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students. The Torrey Honors Institute at Biola University offers a way for Protestant Christian colleges to revitalize their liberal arts education. Its curriculum uses the Great Books of the West to combine the study of theology and the Bible with the study of the humanities and social sciences. Its pedagogy uses elements of active learning as well as mentoring and technical innovations, to enhance the classroom experience.
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Sunarko, Andreas Sese. "Fungsi Keluarga dalam Persepektif Alkitab sebagai Basis Pendidikan Agama Kristen." Jurnal Pendidikan Agama Kristen (JUPAK) 2, no. 1 (June 16, 2021): 79–93. http://dx.doi.org/10.52489/jupak.v2i1.15.
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The family is an institution of God Himself (Genesis 2:18-25) aside from the church (Matthew 16:18) obtaining a glorious mandate through God's family to want the birth of Divine offspring (Malachi 2:15), which is a God-fearing and living in its prescribed streets. To achieve the above goal, a Christian Religious Education of faith became something very important. But unfortunately there are Christian families who are unaware of this and are shifting this glorious mandate to the church through sunday school teachers or transferring it to school (through Christian religious teachers). The writer assesses this distraction on the one hand as a parent's misunderstanding of the mandate or on the other hand because of the parents' inability to handle it. The method the writer uses is a descriptive qualitative with a library approach. The writer tapped relevant resources from the bible, books and journals. Starting with a general understanding and juridis about the family, the Biblical basis of the family and its calling, the family's responsibility for Christian Religious Education and the danger of displacing the function of Christisn Religious Education on the third hand and the writer will eventually conclude that it is important to restore the family's function as a base of Christian Religious Education as well as to accord with scriptural values to be so effective in reaching the goal of bearing Divine offspring.
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Lumangkun, Wingga Witsi, and Valentino Reykliv Mokalu. "Desiderius Erasmus and Christian Education." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (March 31, 2022): 96. http://dx.doi.org/10.26737/jetl.v7i1.2909.
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<p>The aims of this article is to discuss the problem of challenges from the perspective of humanism in its correlation with christian religious education. Desiderius Erasmus gave a big contribution to the development of humanism itself, because humans need to self expolarate themselves freely, so that the essence of his view of humanism makes a clear contribution to humans who can actualize themselves to humanize humans. The research method used in this article is library re-search with an interpretive approach where the meaning of the text is raised as the text speaks. In conclusion, Humanism basically teaches humans that all humans are the same there are no differences, which is part of the world and god's creation. The application of the humanism viewpoint in christian religious education can not only help to deal with conflicts based on differences but also can help unite humanity based on human values itself.</p>
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Labobar, Kresbinol. "Christian family role in implementing Christian education in family context to Christian character building." International Journal of Humanities and Innovation (IJHI) 5, no. 3 (September 30, 2022): 110–15. http://dx.doi.org/10.33750/ijhi.v5i3.157.
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Christian families are the primary institution in forming children's character into one that reflects Christlikeness. Instructing, educating, and guiding their children to become God-fearing individuals is a crucial responsibility that parents should take very seriously. This makes it necessary for them to take on a variety of roles in their children's character education, including 1) religious teacher, teaching their kids the fundamentals of Christianity to help them develop spiritual intelligence, 2) religious educator, educating kids faith-based applications to help them develop good personalities, and 3) religious role model, influencing their kids' lives. Children's character development leads to four outcomes: 1) a life filled with Christlike qualities that serve as a benchmark for their Christian faith; 2) a life guided by the Holy Spirit, who transforms children's lives; 3) an exemplary Christian life as a result of maturity, and 4) a life that bears the fruit of the Spirit.
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Hermans, Chris, Isolde Driesen, and Aad de Jong. "Towards a Typology of General Aims of Christian Adult Education." Journal of Empirical Theology 18, no. 2 (2005): 235–63. http://dx.doi.org/10.1163/157092505774649243.
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Barnes, M. Elizabeth, Samantha A. Maas, Julie A. Roberts, and Sara E. Brownell. "Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students." CBE—Life Sciences Education 20, no. 1 (March 2021): ar9. http://dx.doi.org/10.1187/cbe.20-09-0213.
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In interviews with Christian graduate students in biology using the concealable stigmatized identities framework, it was found that Christian graduate students perceive, anticipate, and experience stigma against Christians in the biology community.
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Anderson, David W. "Special Education as Reconciliation." Journal of Education and Christian Belief 7, no. 1 (March 2003): 23–36. http://dx.doi.org/10.1177/205699710300700104.
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This paper presents special education as a ministry of reconciliation designed to promote community and to recognize wholeness in the presence of disability. It is offered as part of an ongoing discussion of the need for an inclusive world view founded on Christian principles. Including the excluded –reaching out to those ignored or pushed away by society – was a characteristic of Jesus' ministry and must be a hallmark of Christian educators and churches. The hope is that the ideas expressed herein will foster collaborative efforts between general and special educators which lead to the creation of positive, caring classroom communities that value and promote unity and equality while also celebrating diversity. Christian teacher training programs must encourage and model an inclusive worldview in which individuals with disabilities are also recognized as God's image-bearers, and where there is acknowledgment of the abilities and gifts they bring to the classroom community.
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Laia, Harman Ziduhu, Goktondi Pasaribu, and Ponco Mujiono Basuki. "Theology Of Christian Education In Matthew 28:16-20." Journal Didaskalia 5, no. 2 (October 27, 2022): 74–83. http://dx.doi.org/10.33856/didaskalia.v5i2.273.
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The implementation of Christian Education must be based on correct theological principles, so as not to deviate from Bible truth, and glorify the Lord Jesus, the giver of the task of Christian Education itself. One of the main and important texts on this subject is Matthew 28:16-20 which is known as the Great Commission of the Lord Jesus for all believers, and the task of teaching part of it. Therefore, it is very important to understand the principles of Christian Education theology according to this text. Based on the exegesis study of Matthew 28:16-20, several Christian Education theological principles are put forward in it, namely: (1) Actors of Christian Education must have a loyal character, and be taught about the Bible first so they have teaching skills later; (2) The content or material taught in Christian Education is the teachings of the Lord Jesus; (3) Christian Education must be carried out by all believers, namely they have all the conditions in the first point; (4) Christian Education must function as a means of discipling every new believer (new disciple) to mature their faith; (5) Christian Education must be given to all believers of all ages; (6) Christian Education is the task from the Lord Jesus, the Owner of all power in heaven and on earth, therefore, it is a task that must be carried out; (7) Christian Education must aim to form every believer to become obedient to the teachings of the Lord Jesus; (8) Christian Education actors will be accompanied by the Lord Jesus; (9) Christian Education must be carried out on the basis of the authority of the Lord Jesus.
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Barnes, L. Philip. "The theology of education and religious education in schools." Theology 125, no. 6 (November 2022): 429–36. http://dx.doi.org/10.1177/0040571x221133790.
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In a recent article in Theology (Vol. 125, no. 1, pp. 3–11), Professors Trevor Cooling and Robert A. Bowie discussed the Final Report of the Commission on Religious Education (CoRE) and identified two ways in which Christian theology can become a ‘conversation partner’ with a worldview approach to religious education: first, through theological interaction with the concept of worldview; and second, by showing the potential of biblical hermeneutics to teaching about a Christian worldview. It is argued that the concept of a worldview finds its origins outside Christian theology and fails to capture the nature of Christianity and that the highly abstract, philosophical character of the concept of worldview makes it an unsuitable vehicle for religious education in schools. It is accepted, however, that biblical hermeneutics has a contribution to make to religious education, albeit as a component within the broader subject of (general) hermeneutics, although this positive contribution is not supported or anticipated by CoRE, but rather expresses the views of Cooling and Bowie, who are contributing to a long-running debate on the role and form of hermeneutics in religious education.
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Tarigan, Apri, and Daniel Ari Wibowo. "The Relationship Between Professionalism of Christian Religious Education Teachers and Interest in Learning Christian Religious Education for Middle School Students in Donokerto Surabaya." Journal Didaskalia 5, no. 1 (April 29, 2022): 17–22. http://dx.doi.org/10.33856/didaskalia.v5i1.239.
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The objectives of this research are: The author wants to know Is there a relationship between the professionalism of Christian Religious Education teachers and students' interest in learning Religious Christian education. Professional Relations of Religious Education Teachers Christian (X) with an interest in learning Christian Religious Education of SMP Donokerto Surabaya students (Y) there is a relationship. From the results of the simple regression statistical test between the variables of Professionalism of Christian Religious Education Teachers (X) with Interest in Learning Christian Religious Education of Donokerto Junior High School students Surabaya, the results obtained the finding of ryx value, is 0.701 and is positive. This means, that the magnitude of the relationship between the Professionalism of Christian Religious Education Teachers with interest in learning Christian Religious Education students of Junior High School students Donokerto Surabaya is 70.1%, then the relationship between variables X and Y is included in the category of high relationship.
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Aprianti, Ni Kadek Elia, Yacob Noho Nani, and Rustam Tohopi. "HARMONY AMIDST DIVERSITY: ANALYZING THE EFFECTIVENESS OF CHRISTIAN OUTREACH IN GORONTALO CITY'S RELIGIOUS FABRIC." Public Policy Journal 4, no. 3 (October 17, 2023): 195. http://dx.doi.org/10.37905/ppj.v4i3.2395.
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<p><em>This research aims to know and describe the Effectiveness of Christian Religious Extension Services (Analysis of Religious Harmony for Christians in Gorontalo City), which is studied from 1. Achievement of Goals, 2. Integration, 3. Adaptation. This research method uses the descriptive qualitative method, while the data collection techniques used are interviews, observation, and documentation. The results of this study indicate that in the effectiveness of Christian Religious Extension Services (Analysis of Religious Harmony for Christians in Gorontalo City) in achieving goals, integration, and adaptation. In general, the services of Christian religious instructors have been carried out well but are still not optimal. In the stage of achieving goals, Christian religious instructors still experience obstacles in reaching and providing counseling to Christian communities in Gorontalo City because the number of Christian religious instructors in Gorontalo City is very minimal. At the integration stage, which relates to procedures and socialization, the process of counseling in Gorontalo City has been carried out well. In the adaptation stage for capacity building, the Office of the Ministry of Religious Affairs of Gorontalo Province, especially the Christian Religious Guidance Office, has carried out various kinds of education and training and technical guidance in conducting counseling in Gorontalo City. However, the government needs to pay attention to the extension workers in improving the performance of the extension workers. </em></p>
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Hamambira, Domianus Lodu. "Meletakan Kedudukan PAK Secara Tepat dan Tepat Sasaran Seperti Ajaran Yesus." Integritas: Jurnal Teologi 1, no. 1 (June 27, 2019): 74–92. http://dx.doi.org/10.47628/ijt.v1i1.5.
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Put a Christian Religion Education precisely and right on target as the teachings of Jesus for the sake of faith progress. The principle is build on Biblical and historical fact that Jesus is the coaches are taught good news and therefore his disciples called Him Teacher (John 3:2; Mat. 7:29). Understanding of the Christian Religion Education deeply as taught by Lord Jesus at least bring advantage, which are; growth of faith for individual, build a willingnes to be more initiative, proactive, and innovative in taught of Christianity optimaly, and also bring impact for many people to grow in faith. However, in many class discussion, seminars, and observation both directly and indirectly contain of opinions explain that the role of Christian Religion Education is not yet appropriate to the target and churchess do not equal in applying Christian Religion Education enterestingly and being maximum. Therefore, very important to understand the role of Christian Religion Education which contain of important staples, in from of special values, purposes, history, philosophy, basic biblical theological in order to implement Christian Religion Education in more advance and right on target. Christianity education can be said diferent from education in general since Christian Education was programmed or planned by GOD Himself and bequeathed to those who has been chosen individualy or in community to forward Jesus taught, testify, taugth and preaching the good news from age to age. Called that education Christianity different from education in general are Christianity education can be understood as religious education, spiritual education or education of the faith. To equip believers with knowledge and truth trough the holy spirit works.
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Glanzer, Perry L. (Perry Lynn), Todd C. Ream, Pedro Villarreal, and Edith Davis. "The Teaching of Ethics in Christian Higher Education: An Examination of General Education Requirements." Journal of General Education 53, no. 3 (2004): 184–200. http://dx.doi.org/10.1353/jge.2005.0005.
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Waruwu, Dedi Syahputra, Regina BM Nainggolan, and Elfrida Siringo-ringo. "THE EFFECT OF STORYTELLING MEDIA USE ON THE SUCCESS OF CLASS IV & V PRIVATE ELEMENTARY SCHOOL CHRISTIAN EDUCATION LEARNING FROM THE ELIDA MEDAN." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 10, no. 4 (March 15, 2021): 273. http://dx.doi.org/10.24114/esjpgsd.v10i4.23705.
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This study aims to reveal the influence of the use of storytelling media in the teaching of Christian Religious Education (PAK) for grades IV and V in the private elementary school of the Elida Christian College Foundation in Medan. This research uses experimental quantitative research. The sample of this research was 30 people. The instrument used was a questionnaire and the scale used was a Likert scale. The research data were analyzed using statistical techniques. The results of this study indicate that Christian Religious Education teachers at the Elida Christian Education Foundation Private Elementary School using storytelling media are categorized as "Good". This means that Christian Religious Education teachers at the Elida Christian Education Foundation's Private Elementary School in Medan have used storytelling media in Christian Religious Education lessonsKeyword : Storytelling media.Educational learning of christianity.
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Gil, Wanje, In-Soo Shin, Hyejeong Kim, and Hwanyoung Jang. "Analysis of Research Trends in Religious Education Using Text Mining: Focused on Buddhist and Christian Education." Korean Association for the Study of Religious Education 76 (March 31, 2024): 1–16. http://dx.doi.org/10.58601/kjre.2024.03.30.01.
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[Objective] The purpose of this study is to analyze research trends in Buddhist and Christian education using text mining techniques.
[Contents] This study applied Python text mining techniques to automate much of the research process and utilized ChatGPT's API for tasks such as summarizing papers and extracting topics. Academic papers and theses were automatically collected from riss.kr using keywords ‘Buddhist education’ and ‘Christian education’, followed by preprocessing to remove duplicate and irrelevant papers. Trends in research by year and academic society were visualized and analyzed. Through processes such as morphological analysis, noun extraction, and paper summarization, the study identified research trends using keyword analysis, text network analysis, and topic modeling techniques.
[Conclusion] Research in Christian education was approximately ten times more abundant than in Buddhist education. While research in Christian education is conducted diversely by the KSCRE and various Christian universities, Buddhist education is mainly led by the KASRE and Dongguk University. Keyword analysis and topic modeling revealed that research in Buddhist education focuses on philosophical and abstract topics such as intellectual practice, meditation, ethics, and death, whereas research in Christian education tends to focus on concrete and practical dimensions such as faith in the family, educational curriculum, and career guidance.
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Wilson, Fred R. "Professional Ministry Satisfaction in Evangelical Education Agencies." Journal of Psychology and Theology 15, no. 2 (June 1987): 148–60. http://dx.doi.org/10.1177/009164718701500206.
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Many ministries within and outside the church fall under the heading of Christian Education. Little research has been conducted to measure the degree of satisfaction derived from Christian ministry. Three major groups of professionals in Christian Education–-a parachurch youth organization, church youth directors, and Directors of Christian Education–-were examined to determine the extent of their ministry satisfaction based on the traditional satisfaction-dissatisfaction continuum and Herzberg's Motivation-Hygiene content, dual continuum theory. It was theorized and partially supported that each of these ministries is uniquely influenced by a distinct combination of job satisfier, dissatisfier, and demographic factors.
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Min, Young-Ki. "Practice of Love in Christian Education." Theological Forum 114 (December 31, 2023): 107–42. http://dx.doi.org/10.17301/tf.2023.12.114.107.
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Abraham, Molly K. "VALUE EDUCATION AND WOMEN’S EMPOWERMENT: A COMPELLING PRIORITY OF CHRISTIAN EDUCATIONAL INSTITUTIONS IN INDIA." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 21–28. http://dx.doi.org/10.15503/jecs20172.21.28.
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Today all development agencies in India agree on the importance of value education and the need to empower women in order to promote and maintain family, health, nutrition and general well-being of the people in the society. Education for women should always be directed towards their holistic development. The vision behind the Christian leadership in women’s education left an indelible mark on the lives of many generations throughout the world. Institutions of Christian education for girls have left a tradition of providing both basic education and professional education for a century and a half. This paper looks into the extent Christian educational institutions’ roles in the process of assimilation of values and their contribution to women for the building up of democratic India in terms of their leadership, commitment to the family and nation, and dedication to the general welfare of the people.
Key words: Value, Education, Women, Empowerment, Christian
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Dirks, Jerald F. "A Survey of Christian Religious Education in the United States." American Journal of Islam and Society 20, no. 1 (January 1, 2003): 1–19. http://dx.doi.org/10.35632/ajis.v20i1.514.
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Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.
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Dirks, Dennis H. "Moral Development in Christian Higher Education." Journal of Psychology and Theology 16, no. 4 (December 1988): 324–31. http://dx.doi.org/10.1177/009164718801600403.
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Recent research concerning the mural development of evangelical college and seminary students utilizing Kohlberg's stage theory was examined. Biblical parallels to moral development theory were noted and briefly explored. Various explanations for evangelical students' lower than expected scores on moral development tests were considered including such factors as lack of reflection regarding the content of the faith as well as application of biblical principles, weaknesses in the evangelical educational process including the absence of cognitive disequilibrium, evangelical orientation toward biblical care and concern as well as toward justice, and the manner in which an institution's standards of conduct are communicated to students.
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Gurning, Lasmauli, Sri Wahyuni, Srini M.Iskandar, and Ana Lestari Uriptiningsih. "Practical Application of The Teachings of Apostle Paul Regarding The Divine Calling to Serve, as Outlined in 1 Timothy 4:1-8 on The Christian Teachers Within The Jabodetabek Area." Devotion : Journal of Research and Community Service 4, no. 11 (November 20, 2023): 2148–58. http://dx.doi.org/10.59188/devotion.v4i11.596.
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Calling to Serve is the duty of a servant of God, including Christian teachers. The form of the task and call is to serve the preaching of the Word regardless of the conditions, admonish and advise, also provide sound teaching. At the research locus, researchers found that Christian teachers who had implemented the call to serve in their learning activities were teachers who were civil servants or certified, while teachers who taught general subjects had not implemented the call to serve. At the research locus, the researchers also found that there were teachers whose educational qualifications were not linear, teachers in the field of biology studies became teachers of Christian Religious Education because they were Christians. It was also found that teachers were impatient with students and even lacked self-control. In addition, there are some teachers who are not called to serve as teachers, because their parents or siblings have become teachers. In the end, they also become teachers. Some teachers have different backgrounds. Based on these findings, the researcher considers it necessary to research the call to ministry because as Christian teachers the call to serve based on 2 Timothy 4:1-8 is very important.
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Ice, Demianus. "Developing christian education by utilizing the conceptions of pluralist-multicultural value." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4151–63. http://dx.doi.org/10.17762/pae.v58i1.1479.
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Christian-pluralist-multicultural education is a practice (applied) of theoretical studies that are textual (consist of ideals) of the scriptures, normative theological, pedagogical, philosophical, and the values of local cultural wisdom into Christian Education practices. The purpose of this research is to develop a pluralist-multicultural Christian education in the pluralistic context of North Maluku. To achieve the objective, this research uses qualitative research methods with data collection techniques of participatory observation, in-depth interviews, document studies, and focus group discussions. The subjects in this research are religious leaders who are members of the North Maluku religious community forum (FKUB) and educators who are determined using purpose sampling technique. Data and research findings were analyzed using interactive data analysis techniques to obtain the true meaning. The results of this study found out a conception of a pluarist-multicultural in Christian education in the context of education in North Maluku. There are several themes of research findings from the results of critical dialogue between facts and theory, namely (1) the vision and mission of developing Christian education in pluralist-multicultural perspective; (2) the aims of Christian education in pluralist-multicultural perspective; (3) the elaboration of the objectives of Christian education in pluralist-multicultural perspective; (4) the content of Christian education in pluralist-multicultural perspective; (5) the characteristics of the content of Christian education in pluralist-multicultural perspective; (6) Christian education learning methods in pluralist-multicultural perspective.
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Thoomaszen, Friandry Windisany, and Sance Mariana Tameon. "The integration of psychoeducation, anti-corruption education and christian family education for the fathers of GMIT Laharoi." Integritas : Jurnal Antikorupsi 8, no. 2 (June 13, 2023): 237–46. http://dx.doi.org/10.32697/integritas.v8i2.913.
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Gender, religion and race are becoming important considerations in corruption cases. Various management initiatives must be explored to counter corruption, particularly prevention strategies that originate within the family as the cornerstone of religious, moral and anti-corruption values education. This study discusses anti-corruption education at Evangelical Christian Church in Timor GMIT in the context of religion, Christian families and church. The research focuses on integrating anti-corruption education and Christian family education by including fathers in anti-corruption education. The purpose of the study is to integrate Christian family education and psychoeducation programs as part of an effort to prevent corruption cases involving GMIT Laharoi's fathers. The quasi-experimental design with The Posttest Only Design and Nonequivalent Groups was used as the primary method, and the narrative qualitative approach was used as the complementary method. The Mann-Whitney non-parametric test was employed for quantitative analysis. Participants in the quasi-experiments were 16, with eight subjects in the experimental group and eight in the control group. The Mann-Whitney test findings indicate an Asymp Sig. (2-tailed) of 0.005 0.05, indicating a difference between the experimental and control groups' post-test outcomes. As a result, the study found that integration of anti-corruption education and Christian family education can affect GMIT Lahairoi fathers' understanding and involvement in educating their children.
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Messakh, Jefrit Johanis, Serepina Y. Hasibuan, and Setiaman Larosa. "Desain Pembelajaran Pendidikan Agama Kristen Remaja Usia 12-16 Tahun dengan Menggunakan Subject Centered Design." Jurnal Shanan 7, no. 2 (October 31, 2023): 243–62. http://dx.doi.org/10.33541/shanan.v7i2.4985.
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Many teenagers are less interested in taking part in Christian Religious Education lessons at church because the learning is less relevant. As a result, teenagers are influenced by the wrong relationships. Many people are involved in activities that tend to harm themselves and even other people around teenagers. Teenagers often gather and do activities such as smoking and even drinking alcohol, some teenagers even start using illegal drugs. This problem needs to be responded to by implementing Christian religious education for teenagers with an approach appropriate to their age and needs. The approach used in this article is Subject Centered Design. This approach allows teenagers to actively participate in Christian Religious Education learning at church. The aim of this research is to describe the learning design of Christian Religious Education for adolescents aged 12-16 years using Subject Centered Learning. The method used in this research is literature study. The result of this research is a Christian Religious Education learning design for teenagers aged 12-16 years that uses Subject Centered Design to increase teenagers' interest and motivation to take part in Christian Religious Education learning. Teenagers are actively and critically involved in participating in Christian Religious Education learning.
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Mewengkang, Christie Garry. "Manajemen pendidikan kristiani dalam pembentukan karakter unggul." KURIOS 9, no. 2 (August 30, 2023): 491. http://dx.doi.org/10.30995/kur.v9i2.239.
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Educational management is closely related to creating a curriculum or managing classes in a learning process in educational institutions. The learning process that links Christian education with the formation of superior character has become a topic often repeated. However, connecting the management of Christian education with the appearance of excellent character is a discourse that needs to be considered in preparing the curriculum for Christian education. This article aims to show that the narrative of the formation of superior character is a necessity in Christian education. Using descriptive-constructive analysis methods, this research examines several previous literature related to Christian education. It produces an offer about building superior spirituality in Christian education to create excellent character. In conclusion, Christian education must be managed to develop the spirituality of exceptional Christian education. AbstrakManajemen pendidikan sangat berkaitan dengan pembuatan kurikulum atau mengelola kelas dalam sebuah proses belajar di lembaga pendidikan. Sejatinya, proses belajar yang mengaitkan pendidikan kristiani dengan pembentukan karakter unggul telah menjadi bahasan yang kerap diulang-ulang; namun, bagaimana mengaitkan manajemen pendidikan kristiani dengan pembentukan karakter yang unggul merupakan sebuah diskursus yang perlu dipertimbangkan dalam menyusun kurikulum di pendidikan Kristen. Artikel ini bertujuan untuk menunjukkan bahwa narasi pembentukan karakter unggul menjadi niscaya dalam pendidikan kristiani. Dengan menggunakan metode analisis deksriptif-konstruktif, penelitian ini mengkaji beberapa literatur terdahulu terkait pendidikan kristiani, dan menghasilkan tawaran tentang membangun spiritualitas unggul dalam pendidikan kristiani sebagai cara membangun karakter unggul. Kesimpulannya, pendidikan kristiani perlu dikelola untuk dapat membangun spiritualitas pendidikan kristiani yang unggul.
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Boiliu, Esti Regina. "Literasi Moderasi Beragama dalam Perspektif Pendidikan Agama Kristen." PEADA': Jurnal Pendidikan Kristen 3, no. 2 (December 23, 2022): 120–31. http://dx.doi.org/10.34307/peada.v3i2.69.
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Religious tolerance education as a strategy for preventing conflicts in a multicultural society. Instilling Christian ideals like peace and mutual love is a crucial job of Christian religious education. This essay was written with the intention of examining how Christian Religious Education views religious literacy by forbidding instruction on how to live in love and promote peace among others. This article was written using a qualitative method and a literature review approach. The author looked at earlier works and discovered that there are still few studies on joint moderation literacy from the perspective of Christian religious education. Even if it is understood, Christian Religious Education is a field where many people receive helpful instruction in applying Christian values, which are fully described in Galatians 5:22–23, to living their lives in the larger community. As a result, the findings of this study offer positive values, instructing people on how to live in peace, accept other people's viewpoints, love one another, and coexist.
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Suardana, I. Made, and I. Putu Ayub Darmawan. "Pillars Of Pluralistic Education For Christian Education In The Context Of Multicultural Indonesia." Eduvest - Journal Of Universal Studies 2, no. 1 (January 20, 2022): 64–74. http://dx.doi.org/10.36418/edv.v2i1.327.
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Indonesia is a nation with a plurality of people. This is an advantage that can produce strength as well as a problem if it is not interpreted properly. This article presents a literature study on the pillars of pluralism education for Christian education. According to the author there are three pillars of pluralism education for Christian education in the multicultural context of Indonesia, namely the pillar of the Authority that emphasizes education in bringing wealth of faith, the pillar of Identity, namely education as a realization of humanity, and the pillar of reality which emphasizes that education is the nature of freedom.
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Suardana, I. Made, and I. Putu Ayub Darmawan. "Pillars Of Pluralistic Education For Christian Education In The Context Of Multicultural Indonesia." Eduvest - Journal of Universal Studies 2, no. 1 (January 20, 2022): 64–74. http://dx.doi.org/10.59188/eduvest.v2i1.327.
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Indonesia is a nation with a plurality of people. This is an advantage that can produce strength as well as a problem if it is not interpreted properly. This article presents a literature study on the pillars of pluralism education for Christian education. According to the author there are three pillars of pluralism education for Christian education in the multicultural context of Indonesia, namely the pillar of the Authority that emphasizes education in bringing wealth of faith, the pillar of Identity, namely education as a realization of humanity, and the pillar of reality which emphasizes that education is the nature of freedom.
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Sampe, Naomi, Rannu Sanderan, Fery Hendra, and Fajar Kelana. "Menuju Pendidikan Agama Kristen yang Relevan: Teroka Teologis Peran Teknologi Informasi dalam Menghadapi Tantangan Abad Ketiga." PEADA': Jurnal Pendidikan Kristen 4, no. 2 (December 18, 2023): 72–84. http://dx.doi.org/10.34307/peada.v4i2.102.
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Abstract: This research aims to explore the role of Information Technology (IT) in the development of Christian Religious Education. The third millennium, also known as the information age, is characterized by cyber technology and uncertainty. The millennial generation lives in a borderless world where information is readily available in real time. The theoretical paradigm applied in this context is that it is important to invite and motivate scientists from various fields to align their faith with their job specifications in the context of Christian education. Ultimately, this research concludes that educators must utilize IT and communication technologies to develop Christian education and strengthen the faith of God's people. This article explores the role of IT in developing Christian education in the context of the current age. It argues that the use of IT and communication technologies is essential in meeting the challenges of the current era and in fulfilling the mission of Christian education. From a theological perspective, the primary objective of our service in Christian religious education is solely for the glory of God.
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Kia, A. Dan. "The Use of Heuristic Reasoning in Christian Education." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (May 28, 2023): 1571–80. http://dx.doi.org/10.35445/alishlah.v15i2.3888.
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The grace of Christ needs to be on the agenda of preaching Christian Education in the current after-pandemic atmosphere. Students need clarity about themselves and why they must entrust their lives to the Lord Jesus. The contribution of Christian educators is to strive for them to grow in faith and become mature disciples of Christ later. The process of becoming a disciple of Christ, of course, is by paying attention to the cognitive workings of each student. And it becomes an essential part of Christian pedagogy so that teaching quality hits and succeeds. Heuristic reasoning is one of the proposed models because Christ himself used this reasoning with many people, including His disciples. This study aims to describe the definition and benefits of applying heuristic reasoning as a teaching method in Christian Education (hereafter, Pendidikan Agama Kristen/ PAK). This interview-based study utilized the perceptions of 20 PAK teachers in Indonesia discussing the benefits of heuristic reasoning at different levels of education and its implication in teaching Christian education. The findings revealed heuristics help teachers make quick decisions without being bogged down by irrelevant information. Thus, educators can leverage heuristics to encourage critical thinking, decision-making, and problem-solving skills among their students.
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Wood, Jonathan. "Orbit and Axis: Carl F. H. Henry on Revelation and Education." Perichoresis 17, no. 3 (July 1, 2019): 63–82. http://dx.doi.org/10.2478/perc-2019-0022.
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Abstract Carl F. H. Henry serves as a fruitful resource for the integration of faith and learning. The central issue in Christian scholarship is to properly associate the revelation of God with the knowledge of God’s world across all academic disciplines. The particular effort of this article is to demonstrate the clarity Henry provides as it relates to general revelation, special revelation, and knowledge explored in a comprehensive university setting. Building on Henry’s clarity, an orientation of knowledge to Jesus Christ, a proposal for the resulting vision for Christian scholarship, and habits of Christian educational institutions follows.
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Sidabutar, Hasudungan, and Yehezkiel Situmorang. "Relevansi Ilmu Filsafat bagi Perkembangan Ilmu Pengetahuan Pendidikan Agama Kristen." Jurnal Ilmiah Religiosity Entity Humanity (JIREH) 4, no. 2 (December 30, 2022): 350–68. http://dx.doi.org/10.37364/jireh.v4i2.88.
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The concept of Christian theology departs from God as the ultimate reality but philosophy departs from the human mind which thinks critically, questions many things to their roots. This fact often makes many Christians today still have anti-philosophical attitudes, and this certainly has an impact on the development of Christian religious education. History has recorded that the birth of philosophers in the ancient Greek era emphasized how the beginnings of science developed. This happens because philosophy gave birth to a tradition of critical and logical thinking that breaks, liberates, guides and ultimately brings humans to enlightenment. The development of science cannot be separated from this philosophical tradition. The relevance of philosophy to the development of Christian religious education disciplines is if philosophy, first, the tradition of philosophy gets a portion in the practice of Christian religious education. Second, the practice of Christian religious education must provide space for freedom of thought. Third, the practice of Christian religious education is open and not exclusive. The discipline of philosophy should not be ignored, because it is a tool to describe the philosophical foundations of science, namely ontological, epistemological and axiological.
Konsep teologi kristen yang berangkat dari Allah sebagai realitas utama namun sebaliknya filsafat berangkat dari pikiran manusia yang berpikir secara kritis, mempertanyakan banyak hal sampai keakar-akarnya. Kenyataan ini yang kerap menjadikan banyak orang kristen pada masa kini masih memiliki sifat anti terhadap filsafat, dan hal ini tentu berdampak pada perkembangan ilmu pendidikan agama Kristen. Sejarah telah mencatatkan bahwa kelahiran para filsuf pada era Yunani kuno menandaskan bagaimana awal mula ilmu pengetahuan berkembang. Hal ini terjadi karena filsafat melahirkan tradisi berpikir kritis dan logis yang mendobrak, membebas, membimbing dan pada akhirnya membawa manusia kepada pencerahan. Perkembangan ilmu pengetahuan tidak bisa dilepaskan dari tradisi filsafat ini. Relevansi filsafat terhadap pengembangan disiplin ilmu pengetahuan pendidikan agama Kristen apabila filsafat, Pertama, tradisi ilmu filsafat mendapatkan porsi dalam praktik ilmu pendidikan Agama Kristen. Kedua, praktik pendidikan agama Kristen harus memberi ruang kebebasan untuk berpikir. Ketiga, praktik ilmu pendidikan agama Kristen bersikap terbuka dan tidak eksklusif. Disiplin ilmu filsafat tidak boleh diabaikan, karena ia merupakan alat untuk menguraikan pondasi ilmu secara filosofis yaitu ontologis, epistemologis dan aksiologis.
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Konyk, (R ). Mykhail. "Family Christian education: ontology of personality formation." Актуальні проблеми філософії та соціології, no. 41 (2023): 403–44. http://dx.doi.org/10.32782/apfs.v041.2023.7.
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Shin, Ick-Sang. "Navigating the Direction of Christian Literacy Education in the Age of Artificial Intelligence." Korean Society of Minjung theology 40 (December 31, 2023): 115–48. http://dx.doi.org/10.58302/madang.2023.40.115.
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In an era where materialism is refined in various ways, what does it mean for theism to live with this era? Rather, as progress in understanding materials coincides with technological prosperity through materials, material-centered worldviews such as posthumanism and new materialism are increasing in breadth and depth. However, when this question is transposed into the space of university liberal arts education, the question changes as follows: Can the teachings of Christianity still be relevant in the era of artificial intelligence? This essay attempts to explore an answer to this question. Three reflective approaches are needed for this attempt. First, reflection on where the teachings of Christianity are positioned within university education. Second, reflection on the era of techno-capitalism, represented by artificial intelligence. Third, reflection on Christian teachings for university liberal arts education, considering both the Christianity’s position within the era and the characteristics of the era of artificial intelligence. The conclusions for each reflection will suggest Christian literacy, challenges posed by artificial intelligence, and the necessity of Christian teachings in university liberal arts education through the reinterpretation of spirituality. The proposed argument is that in terms of position, it is Christian literacy rather than Christian missions; in understanding the contemporary situation, it is the two challenges posed by artificial intelligence to humanity; and in facing these challenges, the direction of education should be spiritual education through the reinterpretation of spirituality. The goal of this essay is to present the actuality of this reinterpretation through the methodological concept of transversal traversing. By doing so, it aims to imagine one theoretical alternative on how Christian literacy in the era of artificial intelligence can be applied in the field of university liberal arts education.
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Stetz, Kathleen. "Enhancing Diversity in Christian Nursing and Education." Journal of Christian Nursing 26, no. 1 (January 2009): 31–36. http://dx.doi.org/10.1097/01.cnj.0000343924.63432.17.
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Simanjuntak, Junihot M. "Technology Integration in Christian Religious Education Teacher Professional Development to Produce Scientific Writing." Jurnal Pendidikan Agama Kristen (JUPAK) 4, no. 1 (November 6, 2023): 1–17. http://dx.doi.org/10.52489/jupak.v4i1.161.
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Scientific writing is one of the tasks in the professional development of teachers and the requirements for promotion outlined by the Ministry of Education in Indonesia. Producing scientific writing requires skills, and this is a trending issue among Christian religious education subject teachers in Indonesia today, how they struggle to develop effective scientific writing. At present, in private and other public schools, it is common for teachers to produce writing using digital technology. However, this has not happened for teachers of Christian religious education subjects. Integrating technology in schools by Christian religious education subject teachers can help improve writing initiatives and skills that focus on writing pedagogy. This initiative will provide technical support to teachers of Christian religious education so they can focus on writing scientific papers. Professional development of teachers in the subject of continuing Christian religious education based on scholarly writing will emphasize how to utilize digital tools to deliver evidence-based writing instructions. Christian Religious Education subject teachers gain the most when given systematic and explicit instruction in science-based strategies for writing and the writing process, and how to make effective use of digital tools as part of the scientific paper writing process
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Bertram-Troost, Gerdien, and Taco Visser. "Geloofsgoed en cultuurgoed." Religie & Samenleving 13, no. 3 (September 1, 2018): 281–302. http://dx.doi.org/10.54195/rs.11837.
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There is growing attention to ‘personhood formation’ as an educational domain. In our contribution we describe, on the basis of several empirical studies, how religious education at Protestant-Christian schools is given shape nowadays and how it is related to personhood formation. In general three types of Protestant-Christian education can be distinguished: Tradition schools, Diversity schools and Meaning oriented schools. The types differ in, amongst other things, the way religious education is given shape. Also the relation with personhood formation and interpretations given to this concept differ. Our findings make clear that in Protestant-Christian education there is ample attention to personhood formation, in different capacities. Religious education is mainly connected to personhood formation in terms of ‘personalisation’ and ‘subjectification’. Only diversity schools mainly emphasize personhood formation as qualification. At tradition schools personhood formation is also (so not only) linked to religious upbringing or socialization in the Christian tradition.
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Mawardi, Mawardi, Hasni Hasni, Deni Miharja, and Busro Busro. "Harmony in Diversity: An Exploration of Peaceful Coexistence between Muslim and Christian Communities in Aceh, Indonesia." Khazanah Sosial 5, no. 1 (May 1, 2023): 152–64. http://dx.doi.org/10.15575/ks.v5i1.25168.
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In this age of globalization and social complexity, the peaceful coexistence of Muslim and Christian Communities in Pertabas Village, Simpang Kanan District, Aceh Singkil District is an important research topic. This study investigates the factors influencing peaceful coexistence between Muslim and Christian communities and identifies effective strategies and approaches to promote religious tolerance and harmony in Pertabas Village. The research method is a qualitative case study involving interviews, observation, and documentation. Significant findings indicate that cooperation in education, economy, and social affairs are concrete manifestations of civil coexistence between Muslim and Christian communities in Pertabas Village. In support of peaceful coexistence between Muslim and Christian communities are the role of the government, clans' similarities, and economic ties. This study contributes to how cooperation and mutual respect between religious groups can form harmonious social and religious relations by encouraging additional research on the factors that influence the establishment of peaceful coexistence in a society with multiple religions. Further research can be conducted to deepen the understanding of the factors that influence the peaceful coexistence of Muslims and Christians in other areas.
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Siswantara, Yusuf, Ace Suryadi, Mupid Hidayat, and Ganjar Muhammad Ganeswara. "Inclusive values: Foundations of religious education for multicultural harmonious life." KURIOS 9, no. 1 (May 5, 2023): 63. http://dx.doi.org/10.30995/kur.v9i1.548.
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Harmonious living in a diverse society presents complex challenges due to the potential for significant conflict. Radicalism, intolerance, and social conflict often occur, especially concerning religious pluralism. Educational institutions, which are expected to build the nation's character, are also prone to religion's education labeling. Hence, Christian religious education had two choices: strengthen dogmatic teaching or embrace inclusive values. This research focuses on the importance of inclusive values as the foundation for Christian Religious Education. Through descriptive analysis of various literature, this study discusses the theological basis for inclusive values in the context of the Church and its implications for Christian religious education. The research results show that the value of inclusion is based on the reflection of the incarnation and the example of encountering dialogue, which forms the foundation for inclusive Christian Religious Education.
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Harianja, Bintahan Marodjahan. "MEMAKNAI 1 TIMOTIUS 4:12-16 SEBAGAI DASAR PAK PERGURUAN TINGGI UMUM." Jurnal Christian Humaniora 4, no. 1 (May 10, 2020): 84–92. http://dx.doi.org/10.46965/jch.v4i1.154.
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This article is an attempt to get a style of Christian Religious Education in Public Colleges with pluralist insights. Christian Christian Education in Indonesia should be rooted and live in the context of a pluralistic Indonesian society, and must be able to communicate the word of God in accordance with the pluralistic scope of Indonesian-ness. This paper departs from the struggle over the direction of religious education which has become increasingly exclusive or closed in recent times, and that is certainly not what is needed by Indonesia. One effort that can be done is to reinterpret sacred texts which can be the basis of religious education with a pluralist perspective, in this case the text of 1 Timothy 4: 12-16. This text appears in the plural Ephesus community where the church leader named Timothy ministered. Critical interpretation produced the message that Paul wanted Timothy to be able to dialogue the Gospel without having to avoid the differences that were characteristic of the city of Ephesus. Christian teaching must be able to make every student aware that they are part of the diversity.Key Words: Christian Religious Education, General Higher Education, Pluralism, 1 Timothy 4: 12-16
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Chung, Sung-Woo. "The Identity of a Christian University through the Academic Tradition and History of Yoenhee College." Theological Research Institute of Sahmyook University 25, no. 2 (August 31, 2023): 87–110. http://dx.doi.org/10.56035/tod.2023.25.2.87.
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The purpose of this article is to examine the historical mission of Christian universities in Korea's modern and contemporary history, focusing on the history and academic traditions of Yeonhee College, the predecessor of Yonsei University. In addition, through this, it is intended to macroscopically reflect on the meaning and content of Christian education that Korean Christian universities facing various crises should have. Horace Grant Underwood (1859-1916) and Oliver R. Avison (1860-1956), during the patriotic enlightenment period at the end of the Chosun Dynasty, established modern higher education that could replace the crumbling feudal order through university education based on the Christian spirit. They established an interdenominational Christian university based on the ecumenical spirit, and wanted to provide equal educational opportunities to Chosun, which was captivated by the feudal status order. During this period, the person who established Christian liberal arts classes and chapels in Yeonhee College was missionary Harry A. Rhodes (1875-1933), who studied theology at Princeton University in the United States. He made Bible education and chapels possible, which were impossible to operate as regular subjects under the Private School Law of Japanese Government-General of Korea. Since then, Yeonhee's nationalistic academic style based on the Christian spirit was naturally formed around Jeong In-bo, Choi Hyeon-bae, Baek Nak-jun, and Baek Nam-un. This anti-Japanese nationalistic academic tradition had a profound influence on Yoon Dong-ju, who entered Yeonhee college in 1938. Yoon Dong-ju can be said to be a representative figure that symbolizes the Christian spirit of Yeonhee College. The history and academic tradition of Yeonhee College, which began as a Chosun Christian University, can provide a valuable precedent for how Christian higher education can merge with the history of the nation to Christian universities in Korea.