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1
Damarwanti, Seri. "Gaya “Permainan Kata dan Pernyataan yang Disalahpahami” Sebagai Cara yang Lebih Efektif dalam Berteologi Dibandingkan Dengan Gaya Tulisan Deklaratif dalam Tulisan Yohanes." SANCTUM DOMINE: JURNAL TEOLOGI 6, no. 2 (April 22, 2020): 59–82. http://dx.doi.org/10.46495/sdjt.v6i2.39.
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Jesus taught by various methods and they were emphasized specifically by every Gospel writer. John succeeded in founding a different model of Jesus' teaching from other Gospel writers, where he saw the element of misinterpreted words and statements as a deliberate act that Jesus created to make his hearers understand the meaning of his teaching more clearly and vividly than when Jesus used other methods. This paper describes descriptively about the study of words, the selection of words, the background context and the issues that accompany each event, as well as the teaching objectives correlated with the future fulfillment of Jesus' words, to help the readers understand that the teaching method used is the right method.
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Rantesalu, Marsi Bombongan, and Hesti Arista Dara. "PENERAPAN MODEL PEMBELAJARAN YESUS DALAM MATIUS 7:24-29 TERHADAP HASIL BELAJAR SISWA DI SMPN 12 KOTA KUPANG." EDULEAD: Journal of Christian Education and Leadership 1, no. 1 (June 9, 2020): 92–107. http://dx.doi.org/10.47530/edulead.v1i1.22.
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This research examines the learning model used by Jesus when preaching or teaching specifically found in Matthew 7: 24-29. There are several methods that Jesus uses in this section, namely: the lecture method, the method of storytelling and the method of parable. These methods were quite successful in Jesus' teaching as evidenced by the large number of followers who were amazed at him. In this study, we want to find out how the influence of the application of the method Jesus used on student learning outcomes. The method used in this study is a quantitative method with survey techniques. The research population was all of the ninth grade students in SMP Negeri 12 Kota Kupang with a total sample of 30 students. Data analysis was performed using statistical techniques with data analysis processes namely Descriptive Analysis, Test Requirements Analysis and Hypothesis Test. The results showed that the application of the Learning Method used by Jesus in Matthew 7: 24-29 had an effect on student learning outcomes at SMP Negeri 12 Kota Kupang by 40%.
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Tafonao, Talizaro. "Yesus Sebagai Guru Teladan dalam Masyarkat Berdasarkan Perspektif Injil Matius." Khazanah Theologia 2, no. 1 (April 30, 2020): 52–60. http://dx.doi.org/10.15575/kt.v2i1.8390.
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In this paper, the author studies Jesus as a model teacher in a society based on the perspective of the Gospel of Matthew. This study departs from the author's observation of the condition of the teachers at this time, where educators today no longer make Jesus as the main role model in carrying out their teaching duties. The method used is a qualitative research method, the author studies the text of Matthew's gospel to analyze the Bible's view of Jesus as a model teacher. The analysis process carried out by the author is to use a variety of reliable library and electronic sources to support the analysis of the author. The results of this study found that Jesus is a model teacher for the community with indicators Jesus teaches through His real life, Jesus in teaching is not boring, Jesus always starts teaching from the way of thinking His disciples and Jesus always has a good relationship with students his disciples.
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Runtung, Simon, and Rini Bunga. "KOMPETENSI PEDAGOGIK YESUS BERDASARKAN MATIUS 5-7 DAN IMPLEMENTASINYA DALAM PELAYANAN SEKOLAH MINGGU." Jurnal Misioner 1, no. 1 (April 17, 2021): 99–120. http://dx.doi.org/10.51770/jm.v1i1.11.
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Jesus Christ is the Great teacher of great influence. Every teacher who wants to be successful must learn from Jesus who has pedagogical competence based on Matthew 5-7. The purpose of this study was to find the reasons why Jesus 'pedagogical competence based on Matthew 5-7 had not had a maximum impact and to find the implementation of Jesus' pedagogical competence in Sunday school teaching at the KIBAID Church in Tombang Congregation. The research method used is qualitative with data collection techniques through observation and interviews. The informants involved were pastors, elders, Sunday school teachers, and parents. The results showed that the cause of Jesus' pedagogical competence based on Matthew 5-7 had not had a maximum impact on Sunday School teaching in the KIBAID Church of the Tombang Congregation due to lack of lesson planning preparation, lack of skill in choosing and using appropriate teaching strategies, lack of creativity in developing teaching methods. Therefore, it is necessary that Jesus' pedagogical competence based on Matthew 5-7 needs to be implemented with full love and attention to students, able to direct students, base teaching with prayer, and guide students to practice the truth.
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Snodgrass, Klyne. "Are the Parables Still the Bedrock of the Jesus Tradition?" Journal for the Study of the Historical Jesus 15, no. 1 (August 20, 2017): 131–46. http://dx.doi.org/10.1163/17455197-01501002.
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The parables of Jesus have long been considered the most reliable access to authentic teaching of Jesus. This conviction has been challenged recently by John Meier, who argues only four parables can confidently be assigned to Jesus, but Meier’s method is faulty and his conclusion unacceptable. I argue Jesus’ parables are the place we can be most confident about his teaching. There are reasons to be less suspicious of the tradition behind the Gospels and more suspicious of assumptions about authenticity criteria and the assured results of our discipline. The principle of multiple attestation, on which Meier relies heavily, is not a trustworthy criterion. The correlation of parabolic and nonparabolic material increases confidence about what Jesus taught. Further, no one was telling narrative parables like Jesus’ parables—certainly not in the church and not in early rabbinic parables. If Jesus did not tell these parables, who did?
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Tampenawas, Alfons Renaldo, Erna Ngala, and Maria Taliwuna. "Teladan Tuhan Yesus Menurut Injil Matius dan Implementasinya Bagi Guru Kristen Masa Kini." EDULEAD: Journal of Christian Education and Leadership 1, no. 2 (December 10, 2020): 214–31. http://dx.doi.org/10.47530/edulead.v1i2.44.
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AbstractThis article uses a qualitative method with a literature studi approach that discusses the example of Jesus for Christian teachers based on the Gospel of Matthew. A Christian teacher has a responsibility in teaching. The example of Jesus is the basis for the Christian teacher’s life in teaching. This article aims to look at how Jesus taught and set the example in the Gospel of Matthew and how it applies to Christian teacher today. The results of this study indicate that Jesus lived His teachings and became an example or pattern for His disciples, so that this study is expected to become a basis for every Christian teacher today to love the life of Jesus Christ and make Jesus the main principle of exemplary.AbstrakArtikel ini menggunakan metode kualitatif dengan pendekatan studi literatur yang membahas keteladanan Yesus bagi guru Kristen berdasarkan Injil Matius. Seorang guru Kristen memiliki tanggungjawab dalam pengajarannya. Keteladanan Yesus menjadi dasar untuk kehidupan guru Kristen dalam hal pengajaran. Artikel ini bertujuan untuk melihat bagaiamana Yesus mengajar dan memberikan teladan di dalam injil Matius dan implementasinya bagi guru Kristen masa kini. Hasil dari penelitian ini menunjukkan bahwa Yesus menghidupi pengajaranNya serta menjadi teladan atau pola bagi murid-muridNya, sehingga kajian ini diharapkan bisa menjadi suatu landasan bagi setiap guru Kristen di masa kini untuk menghidupi kehidupan Yesus Kritus dan menjadikan Yesus sebagai prinsip utama keteladanan.
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Lorenz, Karl. "Introduction to Jesuit Pedagogy in Colonial Brazil Humanist Education and the Ratio Studiorum/ Introdução à Pedagogia Jesuíta no Brasil Colonial. Educação Humanista e o Ratio Studiorum (Bilingual Edition)." Cadernos de História da Educação 17, no. 1 (May 16, 2018): 25. http://dx.doi.org/10.14393/che-v17n1-2018-3.
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AbstractIn 1599 the Society of Jesus approved the Ratio atque Institutio Studiorum Societatis Iesu (Method and System of the Studies of the Society of Jesus). The document outlined policies and procedures on the administration, curriculum and teaching practices in its educational institutions in Europe and abroad. Part of the Ratio detailed a secondary program of studies in classical languages and literature. The subject of this study is the program of humane letters and the focus of the analysis is the professional behavior of the Jesuit teacher responsible for its implementation. This paper identifies the actions that a Brazilian Jesuit would have taken when teaching the humanities in a Brazilian college in the 17th and 18th centuries. His pedagogical actions and activities are inferred from the “Common Rules for the Teachers of the Lower Classes” of the Ratio Studiorum.Keywords: Society of Jesus. Ratio Studiorum. Curriculum. Teaching Practices.ResumoEm 1599 a Sociedade de Jesus aprovou o Ratio atque Institutio Studiorum Societatis Iesu ("Metodo e Sistema de Estudos da Companhia de Jesus”). O documento delineou as políticas, os procedimentos administrativos, os currículos e as práticas de ensino em suas instituições educacionais na Europa e no exterior. Uma parte da Ratio detalhou um programa de estudos das línguas e da literatura clássica. O objeto deste estudo é o programa das letras humanas e o foco da análise é o comportamento profissional do professor jesuíta responsável por sua implementação. Este trabalho identifica as ações que um jesuíta brasileiro teria demonstrado quando ensinando as humanidades em um colégio brasileiro nos séculos 17 e 18. Suas ações e atividades pedagógicas são inferidas das "Regras comuns para os professores das classes mais baixas" explicitadas no Ratio Studiorum.Palavras-chave: Companhia de Jesus. Ratio Studiorum. Currículos. Práticas de Ensino.ResumenEn 1599 la Compañía de Jesús aprobó el Ratio atque Institutio Studiorum Societatis Iesu ("Método y sistema de los estudios de la Compañía de Jesús"). El documento describe las políticas y procedimientos sobre la administración, el plan de estudios y las prácticas de enseñanza en sus instituciones educativas en Europa y en el extranjero. Parte del Ratio detalla un programa secundario de estudios en lenguajes clásicos y literatura. El tema de este trabajo es el programa de letras humanas y el enfoque del análisis es el comportamiento profesional del profesor jesuita responsable por su implementación. Este documento identifica las acciones que un profesor jesuita habría tomado al enseñar humanidades en un colegio brasileño en los siglos 17 y 18. Sus acciones y actividades pedagógicas se deducen de las "Reglas Comunes para los Profesores de las Clases Inferiores” del Ratio Studiorum.Palabras-clave: Compañia de Jesús. Ratio Studiorum. Plan de estudios. Prácicas de enseñanza.
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Seguin, Maja. "Would Jesus do in a Distance Learning Mode of Teaching?" Kairos 15, no. 1 (May 27, 2021): 54–61. http://dx.doi.org/10.32862/k.15.1.3.
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Several pedagogical considerations come with the transition from traditional to virtual teaching, and it is necessary to provide teachers with a potential approach to teaching and learning. This article gives an overview of the teaching methods Jesus used with a focus on parables, highlights the modern constructivist approach to teaching, and singles out characteristics of constructivism in Jesus’ teaching model. Combined, this presents a basis for practical advice in today’s context of online teaching, respectively in a virtual setting. The article highlights characteristics of Jesus as a teacher which present-day teachers can apply to their contexts and finishes with suggestions for further research.
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PaikEunMi. "Jesus’ Teaching Method by Using Parables and the Tasks of Critical Adult Learning." Journal of Christian Education in Korea ll, no. 47 (September 2016): 95–126. http://dx.doi.org/10.17968/jcek.2016..47.003.
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Siswantara, Yusuf. "Makna Kisah Panggilan Para Murid Yesus Bagi Metode Pendidikan Agama Kristen." Societas Dei: Jurnal Agama dan Masyarakat 8, no. 1 (April 26, 2021): 57–84. http://dx.doi.org/10.33550/sd.v8i1.197.
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Jesus is a teacher who sets an example of His teaching to the disciples. The story of the early disciples' vocation provides evidence that Jesus is expertise in personal development. This fact is a moral criticism issue that is not in line with religious values and a challenge to Christian religious education which means the Church work in the educational issue. Through a library research approach, this study aims to explore the pedagogical meaning and methods of Christian religious education in vocational stories (Matthew 4: 18-22, Markus. 1: 16-20, Luke 5: 1-14). The focus is on the pedagogical meaning, methodology and implementation of the teachings of Jesus in the vocational story. The result is an imaginative analogy, a term that affirms the educational meaning of Christian religious and educational methodology where the experience (in the light of) faith is accompanied by acts that are much more effective in Christian religious education. Keywords: Pedagogy; Educational Methods; Christian Religious Education; Disciples of Jesus.
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McVee, Mary B. "Revisiting the black Jesus." Narrative Inquiry 15, no. 1 (September 28, 2005): 161–95. http://dx.doi.org/10.1075/ni.15.1.08mcv.
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This article proposes that close examination of story retellings, both oral and written, can reveal a narrator's attempts to re-emplot a story in various ways. The retellings presented occurred in the context of a teacher education course where, across the semester, Ellie a white teacher, retold the same story six times. The retellings provided a unique opportunity to add to previous research on retold stories by examining differences and similarities in the six narratives that surfaced issues of culture and race related to teaching. The article also contributes methods of narrative analysis used to analyze and compare narrative structure and evaluations across the retellings. Discourse patterns revealed changes in narrative emplotment and evaluation and in the narrator's positioning of herself, a Euro-American teacher, and others, primarily African American students.
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Budiyana, Hardi. "Model Pembelajaran Yesus Berdasarkan Alkitab." ELEOS: Jurnal Teologi dan Pendidikan Agama Kristen 1, no. 1 (July 31, 2021): 28–38. http://dx.doi.org/10.53814/eleos.v1i1.3.
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Abstract This study aims to discuss the learning model of Jesus based on the Bible. The learning model is the whole series of presentations of teaching materials which includes all aspects before learning, while the learning process and after learning by the teacher and all related facilities that are used directly or indirectly in the teaching and learning process. The teaching model can be interpreted as a plan or pattern used in preparing the curriculum, arranging student material, and providing instructions to teachers in the classroom in teaching settings or other settings. As a teacher, of course, Jesus has a model in teaching His students. Because the learning model is very necessary to achieve an educational goal. Using descriptive qualitative methods, it can be concluded that Jesus' learning model for His disciples is focused on the four Gospels. By studying and understanding the learning model of Jesus as the Great Teacher, the teachers will be able to prepare the learning process well, so that the goals of their education can be achieved. In the context of educational services, we must imitate the learning model that Jesus did for His disciples. This can make students understand the material given and strengthen their faith in the Lord Jesus and can be witnesses in winning new souls for His kingdom. Abstrak Penelitian ini bertujuan membahas model pembelajaran Yesus berdasarkan Alkitab. Model pembelajaran adalah seluruh rangkaian penyajian materi ajar yang meliputi segala aspek sebelum pembelajaran, sedang proses pembelajaran dan sesudah pembelajaran yang dilakukan guru serta segala fasilitas yang terkait yang digunakan secara langsung atau tidak langsung dalam proses belajar mengajar. Model mengajar dapat diartikan sebagai suatu rencana atau pola yang digunakan dalam menyusun kurikulum, mengatur materi peserta didik, dan memberi petunjuk kepada pengajar di kelas dalam setting pengajaran atau setting lainnya. Sebagai seorang guru tentu Yesus mempunyai model dalam melakukan pembelajaran kepada murid-murid-Nya. Karena model pembelajaran sangat diperlukan untuk mencapai suatu tujuan pendidikan.menggunkan metode kualitatif deskritif dapat disimpulkan bahwa Model pembelajaran Yesus kepada murid-murid-Nya yang difokuskan dalam ke empat Kitab Injil. Dengan mempelajari dan memahami model pembelajaran Yesus sebagai Guru Agung, maka para pengajar akan dapat mempersiapkan proses pembelajarannya dengan baik, sehingga apa yang menjadi tujuan dari pendidikannya dapat tercapai. Dalam konteks pelayanan pendidikan harus meneladani model pembelajaran yang Yesus lakukan kepada murid-murid-Nya. Hal ini dapat menjadikan peserta didik mengerti akan materi yang diberikan dan semakin meneguhkan iman percayanya kepada Tuhan Yesus serta dapat menjadi saksi dalam memenangkan jiwa-jiwa baru bagi kerajaan-Nya.
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Tamara, Yesi, Angel Christie Pakasi, Desserly Krismawaty Wesly, and Edi Sujoko. "Profesionalitas Yesus Sang Guru Agung Dalam Penggunaan Media Pembelajaran." Didache: Journal of Christian Education 1, no. 1 (June 27, 2020): 65. http://dx.doi.org/10.46445/djce.v1i1.285.
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Tulisan ini bertujuan untuk mendeskripsikan profesionalitas Yesus sebagai Guru Agung dalam pengajaran-Nya layak dijadikan acuan bagi setiap guru, khususnya guru Pendidikan Agama Kristen dalam berkarya untuk memikirkan metode apa saja yang akan digunakan dalam pembelajaran. Pendekatan dalam penulisan ini adalah penelitian kualitatif dengan kajian literatur berupa buku dan artikel jurnal yang relevan. Adapun profesionalitas Yesus dalam pengajaran-Nya yang layak dijadikan acuan adalah sebagai berikut; (1) menggunakan media yang dekat dengan lingkungan pembelajar, (2) Yesus menggunakan media untuk menjawab kebutuhan, dan (3) memanfaatkan bahan yang sederhana. This paper aims to describe the professionalism of Jesus as the Great Teacher in His teaching deserves to be a reference for every teacher, especially teachers of Christian Religious Education in working to think of what methods will be used in learning. The approach in this paper is qualitative research with a literature review in the form of relevant books and journal articles. The professionalism of Jesus in His teachings that deserves to be referred to is as follows; (1) using media that is close to the learning environment, (2) Jesus uses media to answer needs, and (3) utilizes simple materials.
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Nainggolan, Donna Mutiara, Nehemia Nome, and Ridolf S. Th Manggoa. "PENTINGNYA KONTEKSTUALISASI PADA PENDIDIKAN KRISTEN." Phronesis: Jurnal Teologi dan Misi 4, no. 1 (June 24, 2021): 40–52. http://dx.doi.org/10.47457/phr.v4i1.140.
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This study examines Christian education. In particular, trying to examine the importance of Christian education is designed in a contextual manner. In order to be more effective in achieving the goals of Christian education. This research uses qualitative methods specifically for literature review. Through this approach, the researcher obtained several conclusions. First, Christian education must be designed in a contextual manner to make it easier for students to understand and understand any content taught in it. Second, Jesus is the great teacher who also taught contextually. Third, contextual Christian education is understood in several important principles, namely: (1) Christian education must be applied in accordance with the teaching style and strategy of teaching Jesus, (2) Christian education must be adapted to the situation of the industrial era 4.0, (3) Christian education must be able to accepted by every age layer, (4) Christian education must not be rigid but must be dynamic, implementative, and applicable, and (5) Christian education must provide radical transformation or change.
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Setiawan, Victor Drajad. "Pergeseran Paradigma Tentang Mesias Dalam Markus 1:40-45." Media (Jurnal Filsafat dan Teologi) 2, no. 1 (March 3, 2021): 61–86. http://dx.doi.org/10.53396/media.v2i1.9.
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The main purpose of this paper is to discuss the way Jesus revealed His messianic identity in Mark 1:40-45. With the narrative analysis method, the author wants to show the shift in the meaning of the text from its historical context to the meaning that can be understood by today's readers. He recognized himself as the Messiah. However, he tried to keep his messianic secret until his resurrection. Jesus had a distinctive way of introducing His messianic identity. He chose not to publish his work or deliver teachings that were often not easy to understand. His resurrection was a turning point for the disciples in understanding His messianic status. When the Jewish Christian community spoke of the incomprehensible work of Jesus, they made their own meaning. They thought that this was Jesus' way of shifting the paradigm of the Messiah in the concept of thought of the Israelites at that time.
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Herman, Daniel Horatius. "Pokok Anggur yang Benar: Eksegesis dan Eksposisi Yohanes 15:1-3." HUPERETES: Jurnal Teologi dan Pendidikan Kristen 2, no. 1 (December 25, 2020): 72–86. http://dx.doi.org/10.46817/huperetes.v2i1.48.
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The various interpretations of John 15:1-3 point to errors in the method of interpretation. Of course, Jesus only had one purpose. This research aims to find the meaning of the true teachings of Jesus that will lead every believer to the true Christian life, so that the wrong meaning, which confuses Christian to Understand the teachings of Jesus, can be anticipated. This study uses a hermeneutic research method that specifically exegesis to the discussion texts. This research examines the context of Jesus in the Gospel of John as a whole; the Old Testament context relating to John 15:1-3; and reviews in general, the context of the chapters around John 15:1-3 and concludes based on these steps. John 15:1, explains Jesus' statement as Yahweh and the statement of Jesus as the embodiment of Israel. John 15:2a describes “the cut branches” referring to all Israelites who rejected Jesus. Meanwhile "the cleansed branches" (15:2b) refers to Jesus' disciples and all the Israelites who believed in Him. The statement in John 15:3 is a statement that Jesus' disciples were in a state of cleanness. For the first recipients of John's Gospel, these verses meant believing Jews were "a branch bearing fruit" and "cleansed" whereas unbelieving Jews were "a cut branch."Penafsiran yang beragam atas Yohanes 15:1-3 menunjukkan kesalahan metode penafsiran. Tentu saja Yesus hanya mempunyai satu maksud. Penelitian ini bertujuan untuk menemukan makna ajaran Yesus yang benar yang akan menuntun setiap orang percaya kepada kehidupan Kristen yang benar, sehingga makna yang keliru, yang menyebabkan kebingungan terhadap ajaran Yesus akan dapat diantisipasi. Penelitian ini menggunakan metode penelitian hermeneutika yang secara khusus mengeksegesis teks-teks pembahasan. Penelitian ini mempelajari Konteks Yesus dalam Injil Yohanes secara keseluruhan; konteks Perjanjian Lama yang berhubungan dengan Yohanes 15:1-3; dan meninjau secara umum, konteks pasal-pasal di sekitar Yohanes 15:1-3 serta menyimpulkan berdasarkan langkah-langkah tersebut. Yohanes 15:1 menjelaskan pernyataan Yesus sebagai Yahweh dan pernyataan Yesus sebagai perwujudan Israel. Yohanes 15:2a menjelaskan “ranting-ranting yang dipotong” menunjuk pada semua orang Israel yang menolak Yesus. Sementara “ranting-ranting yang dibersihkan” (15:2b) menunjuk pada murid-murid Yesus dan semua orang Israel yang percaya kepada-Nya. Pernyataan dalam Yohanes 15:3 adalah pernyataan bahwa murid-murid Yesus sedang dalam keadaan bersih. Bagi penerima pertama Injil Yohanes, ayat-ayat ini berarti orang-orang Yahudi yang percaya adalah “ranting yang berbuah” dan “dibersihkan” sedangkan orang-orang Yahudi yang tidak percaya adalah “ranting yang dipotong."
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Antonio, Lucky. "Metode Penginjilan Melalui Kegiatan Belajar Mengajar di Rumah Singgah." KHARISMATA: Jurnal Teologi Pantekosta 2, no. 2 (January 9, 2020): 141–48. http://dx.doi.org/10.47167/kharis.v2i2.30.
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Evangelism is always associated with the Great Commission of the Lord Jesus, in a pluralistic nation like Indonesia, where there are various ethnic groups and religions, the method of evangelism must be adapted to the cultural context and diversity. The concept of evangelism through teaching and learning activities is one way of approaching evangelism. Apart from opening service posts, this method is quite effective. The approach taken does not only emphasize spiritual matters or activities but also provides for teaching and education needs. So that the need for education, learning, and spirituality are met. AbstrakPenginjilan selalu dikaitkan dengan Amanat Agung Tuhan Yesus, di dalam bangsa yang menjemuk seperti Indonesia, di mana terdapat berbagai macam suku bangsa dan agama, metode penginjilan harus disesuaikan dengan konteks budaya dan keragaman. Konsep penginjilan melalui kegiatan belajar mengajar menjadi salah satu cara pendekatan dalam melakukan penginjilan. Selain dengan pembukaan pos-pos pelayanan, cara ini cukup efektif. Pendekatan yang dilakukan tidak hanya menekankan pada hal atau kegiatan rohani saja, tetapi juga memberikan kebutuhan akan pengajaran dan pendidikan. Sehingga terpenuhi kebutuhan akan pendidikan, pembelajaran dan kerohanian.
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Wibowo, Moses, and Tony Salurante. "Kajian Biblika 1korintus 15: 1-11 Bagi Pemahaman Iman Kristen Tentang Kebangkitan Yesus Kristus." Manna Rafflesia 7, no. 1 (October 31, 2020): 90–115. http://dx.doi.org/10.38091/man_raf.v7i1.136.
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The doctrine of the resurrection of Christ is one of the foundations in Christianity. But the foundation of this faith continues to be challenged and attacked. One of the attacks came from Rudolf Bultmann, who believed that the resurrection of Jesus Christ was only a spiritual awakening and not even an objective historical reality. In the Indonesian context, there is a tradition called "Rambu Solo." This tradition believes that the slaughter of a buffalo will contribute to keeping the spirits of the dead safe. The doctrine of the resurrection in Corinth was due to a problem of misunderstanding. These situations will continue to occur in various places. Therefore, this article examines Paul's teachings in 1 Corinthians 15, especially verses 1-11 as an attempt to answer the teachings and practices of life that do not understand the work of the resurrection of Jesus Christ. The method used is the biblical exegesis of 1Corinthians 15: 1-11. It is through exegesis that the resurrection of Jesus Christ is an objective historical reality. That He did rise from physical death. The exegesis significance of 1 Corinthians 15:1-11 for Bultmann's teachings and the tradition of "Rambu Solo" indicate that the two are not biblical.
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Mbachi, Valentine Chukwujekwu. "Paul’s Teachings on All-Sufficiency of Jesus Christ for Salvation in Colossians 2:8-3:5 in Relation to Christianity in Africa." Journal of Religion and Human Relations 13, no. 1 (July 22, 2021): 331–49. http://dx.doi.org/10.4314/jrhr.v13i1.15.
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This article examines Pauls teaching on all-sufficiency of Jesus Christ for salvation in relation to Christianity in Africa. The approach has been analytical or qualitative. The historical-critical method and contextual tools are used in the interpretation of the biblical text. The study reveals that the Colossian situation to a large extent depicts the life of the Church in Africa today. Christ must be proclaimed not just as the Saviour of the soul, but as the Lord of lords, the king of kings, Victor, Redeemer, Deliverer, Healer, Provider, Unique and All- Sufficient God lest like Colossian and African syncretists, many people may turn to other answers such as magic, charms, amulets, rituals and other occult practices for protection against the enslaving and binding spirits.
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Nelly and Lican Gultom. "Menerapkan Keteladanan Yesus sebagai Guru berdasarkan Injil Lukas bagi Guru SMA Kristen Adhi Wiyata Jember." PEADA' : Jurnal Pendidikan Kristen 1, no. 1 (June 26, 2020): 59–71. http://dx.doi.org/10.34307/peada.v1i1.12.
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The example of a teacher is very important in the world of education. This is because the teacher's example influences the learner's personality or character. The Gospel of Luke is one of the books that was deleted about Jesus' example as a teacher. In His ministry as a teacher, Jesus' example appears from how to teach, train, send, pray, hold on to the scriptures, serve wholeheartedly, thank you and be faithful. As a teacher, He not only teaches theory, but all who do also carry out His research every day. Modeling must be permanent and consistent. The purpose of this article is to describe Jesus' example as a teacher based on the Gospel of Luke and how the teachers applied it. By asking for qualitative, this research applies a descriptive method to Adhi Wiyata Jember Christian High School teachers. The conclusion is that teaching has become the main task of a teacher, but not just cognitive knowledge, but rather the exemplary life as Jesus taught in the Gospel of Luke, so that it brings changes to students and looks for others. Keteladanan seorang guru sangat penting dalam dunia pendidikan. Hal ini dikarenakan keteladanan guru memengaruhi kepribadian atau watak peserta didik. Injil Lukas merupakan salah satu kitab yang mencatat tentang keteladanan Yesus sebagai guru. Dalam pelayanan-Nya sebagai guru, teladan Yesus tampak dari cara mengajar, melatih, mengutus, berdoa, berpegang pada kitab suci, melayani sepenuh hati, kasih dan setia. Sebagai guru, Ia tidak hanya mengajar secara teori, namun semua yang diajarkan juga ditunjukkan melalui perbuatan-Nya setiap hari. Keteladanan harus bersifat permanen dan konsisten. Tujuan dari artikel ini adalah mendeskripsikan keteladanan Yesus sebagai guru berdasarkan Injil Lukas dan bagaimana para guru mengaplikasikannya. Dengan pendekatan kualitatif, penelitian ini menerapkan metode deskriptif pada guru-guru SMA Kristen Adhi Wiyata Jember. Kesimpulannya adalah mengajar sudah menjadi tugas utama dari seorang guru, tetapi bukan hanya berfokus pada pengetahuan kognitif saja, namun lebih kepada keteladanan hidup seperti yang Yesus ajarkan dalam Injil Lukas, sehingga membawa perubahan perilaku pada murid-murid dan menjadi saksi bagi orang lain.
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Armstrong, Lois Joy. "Health, Rights, and Culture." Christian Journal for Global Health 6, no. 1 (May 31, 2019): 64–69. http://dx.doi.org/10.15566/cjgh.v6i1.269.
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Crossing cultures challenges the way one thinks about health and rights. Cultural anthropology provides a framework that helps clarify these issues by categorising cultures by their dominant method of governing behaviour and maintaining social order: 1. Guilt-Innocence cultures, 2. Honour-Shame cultures and 3. Fear-Power cultures. Rights do not easily fit in either Honour-Shame cultures or Fear-Power cultures as compared to Guilt-Innocence cultures.
Jesus uses Honour-Shame language in his teachings regarding the care of the poor and neglected, rather than the language of rights. Understanding the culture of the Bible, as well as the culture you are working in, can help provide alternate methods of carrying out health work. Jesus also addresses greed, the deceptive trap of rights, where people always want more. In the book of Revelation, there is one right available to all who have clean robes - the right to the Tree of Life; the leaves of this tree provide healing of for all nations.
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Pawłowski, Sławomir. "Jesus Christ – Living Rule of Christian life. Ecumenical Dimension of sequela/imitatio Christi." Studia Oecumenica 16 (December 22, 2016): 27–36. http://dx.doi.org/10.25167/so.3198.
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The ideas of sequela Christi and imitatio Christi as a rule of Christian life are all rooted in the words and attitude of Jesus and the Apostles, and then expressed in the teaching of the Church, from the Fathers onwards. They have a great ecumenical importance as a regula vitae for all Christians. In the new millennium, we must show the world the «whole» Christ in His fullness of truth: in the power of the baptismal grace, with the joyful boldness of the Spirit, in ways renewed in methods and zeal. The ecumenical dimension of this following/ imitation Christ rises from his Trinitarian, Christological, pneumatological and baptismal foundation in the perspective of the evangelization.
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Miraji, Theodorus, and Felicia Irawaty. "PANDANGAN POSTMILENIALISME DAN SUMBANGSIHNYA BAGI PEMULIHAN KONDISI MENTAL ORANG KRISTEN PADA MASA PASCA PANDEMI COVID-19." Voice of Wesley: Jurnal Ilmiah Musik dan Agama 4, no. 2 (May 29, 2021): 39–53. http://dx.doi.org/10.36972/jvow.v4i2.86.
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2020 is a tough year for humans due to the Covid-19 pandemic which has attacked all sides of human life. One of the most affected is the human mentality, and this mentality must be restored so that in the post-pandemic era, humans can be active and do everything as before. The church also has a duty to carry out this and the church has teachings that can be given to humans in general and Christians in particular as material for healing, one of which is eschatology which relates to the teachings of Postmillennialism. The method of this research is descriptive method with literature study techniques. Some of the characteristics of Postmillennial teachings are: First, Postmillennialists believe that what mankind is waiting for, namely the coming of God's reign, has actually started since the first coming of Jesus. Second, the 1000 year reign is led by Jesus through the church and Third, Postmillennialism believes in the central role of the gospel. From these characteristics, the Postmillennial Viewpoint can contribute to raising hope for the future and as material for Christian Counseling / Pastoral Assistance, contributing to encouraging churches to be actively involved in human life, Postmillennialism Views Encourage evangelism as a human need in the post-pandemic era
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Bancin, Kerdi. "NASEHAT TENTANG KEKUATIRAN STUDI EKSEGETIS MATIUS 6:25-34 DAN REFLEKSINYA PADA KEHIDUPAN UMAT KRISTEN MASA KINI." Areopagus : Jurnal Pendidikan Dan Teologi Kristen 18, no. 2 (September 10, 2020): 161–69. http://dx.doi.org/10.46965/ja.v18i2.343.
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The purpose of this study is to find out what advice about anxiety is based on the book of Matthew 6: 25-34 and to explore the advice about concerns and to reflect it on today's Christians. The research method in writing this scientific paper is a qualitative method with an exegetical study approach. The interpretation method used is the terms and steps of biblical interpretation, so the steps used by researchers are as follows: book recognition, text analysis, textual criticism by comparing opinions of experts and analyzing them, comparison of translations, general context and specific context, general context, special context, form criticism, literary criticism, sitz im leben, verse by verse interpretation, overall interpretation and the scope. As a result of the exegetical study of Matthew 6: 25-34, concerns in the lives of Christians is a teaching of Jesus to strengthen the belief of Christians to put their hope in Jesus.Worry only exists in people who do not know God, and people who often feel anxious are grouped in people who lack faith and belief that God is the only helper and the way of salvation. God has provided everything for humans and humans do not need to think about what will happen tomorrow, but Christians must adopt a good lifestyle every day and they need not think or worry about an uncertain future. Because tomorrow has its own prosperity and only God knows what will happen tomorrow. Jesus wants Christians to seek God's kingdom and God's truth, which means to be obedient and faithful to God. If Christians have sought the kingdom of God, God will provide what is needed by His people. Keyword : Worry
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Wau, Victorius. "Dinamika Pendidikan Agama Kristen pada Masa Pandemi Covid-19: Analisis Kompetensi Pedagogik Yesus dalam Injil Matius." Angelion: Jurnal Teologi dan Pendidikan Kristen 1, no. 2 (December 31, 2020): 132–48. http://dx.doi.org/10.38189/jan.v1i2.72.
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The period of the Covid-19 pandemic is a period of transition for the world, including in the field of education, which is the right of everyone. During the transition period, the government has decided to carry out the online teaching and learning process by using conference calls or social media. This model is now used by almost all educational institutions in Indonesia. In this case, of course, there are striking differences in the teaching and learning process, including with Christian Education. Therefore, the distance learning process of Christian Education can emulate the pedagogical competence of Jesus in Matthew's Gospel to be applied during this pandemic, so that the three educational domains (cognitive, affective and psychomotor) can be achieved properly. The method in writing this paper is descriptive qualitative, observing the book of Matthew and observing the dynamics of education during the pandemic via the internet and direct actions experienced by schools in Indonesia. The conclusion of this paper is that the teacher must imitate Jesus' pedagogy, such as: the teacher must know the character of the student, the teacher must be communicative with structured and creative material, the teacher can use the discovery learning method, the teacher must provide teaching based on the child's needs, and the teacher must continue to teach basic things in a child's life.Masa pandemi Covid-19 adalah masa transisi bagi dunia, termasuk di bidang pendidikan yang adalah hak setiap orang. Di masa transisi, pemerintah telah menetapkan untuk melakukan proses kegiatan belajar mengajar (KBM) secara daring dengan menggunakan conference call atau media sosial. Model ini kini digunakan hampir seluruh lembaga pendidikan di Indonesia. Dalam hal ini tentu ada perbedaan yang mencolok dalam proses KBM, tidak terkecuali dengan Pendidikan Agama Kristen (PAK). Maka dari itu, dalam proses pembelajaran PAK jarak jauh dapat meneladani kompetensi pedagogik Yesus dalam Injil Matius untuk diterapkan di masa pandemi ini, sehingga tiga ranah pendidikan (kognitif, afektif dan psikomotorik) tetap tercapai dengan baik. Metode dalam penulisan karya tulis ini adalah deskriptif kualitatif, mengamati kitab Matius dan pengamatan dinamika pendidikan di masa pandemi lewat internet dan tindakan langsung yang dialami oleh sekolah-sekolah di Indonesia. Kesimpulan dari karya tulis ini adalah guru harus meneladani pedagogik Yesus, seperti: guru harus mengenal karakter murid, guru harus komunikatif dengan materi yang terstruktur dan kreatif, guru dapat menggunakan metode discovery learning, guru harus memberikan pengajaran berdasarkan kebutuhan anak, dan guru harus tetap mengajarkan hal-hal yang mendasar dalam kehidupan anak.
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Susanto, Hery. "Tinjauan Teologis Tentang Pendidikan Kristiani Multikultural." EDULEAD: Journal of Christian Education and Leadership 2, no. 1 (June 1, 2021): 1–16. http://dx.doi.org/10.47530/edulead.v2i1.55.
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Multicultural Christian education is in line with the diversity that exists in Indonesia. Theologically, Christian education contains elements of knowing God which is universal so that it is not only controlled by the Jews. In the Jewish tradition Christian education was intense, but Jesus extended that teaching beyond the boundaries of Jewish culture and tradition. The culture used is the culture of God's kingdom that puts forward the power of God's government in the world and heaven. In every human culture, there is always room for religiosity, and that is what must be taught. The Lord Jesus teaches anyone to be able to know God's Kingdom and His will in human culture. The method used is a literature qualitative research method by comparing various sources of writing related to multicultural Christian education and its implementation in Christian education in Indonesian culture.AbstrakPendidikan kristiani multikultural sangat sesuai dengan keberagaman yang ada di Indonesia. Secara teologis, pendidikan Kristiani mengandung unsur pengenalan akan Tuhan yang universal sehingga bukan hanya dikuasai oleh orang Yahudi saja. Dalam tradisi Yahudi pendidikan kristiani sangan intens, tetapi Yesus mengembangkan pengajaran itu melampaui batasan budaya dan tradisi Yahudi. Budaya yang digunakan adalah budaya kerajaan Allah yang lebih menekankan kuasa pemerintahan Allah di dalam dunia dan di surga. Setiap budaya manusia selalu memberi ruang bagi religiusitas, dan itulah yang harus diajarkan. Tuhan Yesus mengajarkan kepada siapapun untuk dapat mengenal Kerajaan Allah dan kehendak-Nya dalam budaya manusia. Metode yang digunakan adalah metode penelitian kualitatif literature dengan membandingkan berbagai sumber tulisan yang terkait dengan pendidikan kristiani multikultur dan implementasinya dalam pendidikan kristiani dalam budaya masyarakat Indonesia.
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Kristanti, Diana, Magdalena Magdalena, Remi Karmiati, and Ayang Emiyati. "Profesionalitas Yesus Dalam Mengajar Tentang Kasih." Didache: Journal of Christian Education 1, no. 1 (June 27, 2020): 35. http://dx.doi.org/10.46445/djce.v1i1.286.
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Love is a very important thing in human life, without love humans cannot live together. Love unites the lives of every human being, without the love of life in this world will be chaotic because there is no unity between one another. The purpose of this research is to describe the professionalism of Jesus in teaching about love. The method used is a qualitative method with a literature study approach that has been published. Love is useful in building the professionalism of Christian Religious Education Teachers in increasing the competitiveness of human resources. Kasih merupakan hal yang sangat penting dalam kehidupan manusia, tanpa kasih manusia tidak bisa hidup bersama. Kasih mempersatukan kehidupan setiap manusia, tanpa kasih kehidupan di dunia ini akan kacau karena tidak ada persatuan antara satu dengan yang lain. Tujuan dari penelitian ini adalah untuk mendeskripsikan profesionalitas Yesus dalam mengajar tentang kasih. Metode yang digunakan ialah metode kualitatif dengan pendekatan studi literatur yang sudah terpublikasi. Kasih berguna membangun profesionalitas Guru Pendidikan Agama Kristen dalam meningkatkan daya saing sumber daya manusia.
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Filippi, Daniele V. "A SOUND DOCTRINE: EARLY MODERN JESUITS AND THE SINGING OF THE CATECHISM." Early Music History 34 (September 23, 2015): 1–43. http://dx.doi.org/10.1017/s0261127915000030.
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AbstractThe musical activities connected with the teaching of Christian doctrine in the early modern era have failed to attract substantial scholarly attention. In fact, the noteworthy and by no means obvious association between singing and catechism is a longue durée phenomenon, and one of the most ubiquitous and characteristic elements of Catholic sonic cultures in the period 1550–1800. Interconnected as these practices are with many different aspects of early modern culture, their study raises questions and offers insights not only on musical issues, but on problems of interdisciplinary relevance. The present essay discusses their role in the pastoral work of early modern Jesuits and, conversely, the role of the Society of Jesus in the development of this tradition. Three different phases are examined: the export of the method from Spain to Italy in the sixteenth century; its adaptation to the French environment in the early seventeenth century; its further development in the golden age of popular missions.
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Santo, Joseph Christ. "Makna Ragi Dalam Ajaran Tuhan Yesus tentang Kewaspadaan." FIDEI: Jurnal Teologi Sistematika dan Praktika 1, no. 1 (June 23, 2018): 68–91. http://dx.doi.org/10.34081/fidei.v1i1.4.
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Some of the teachings of the Lord Jesus are in the form of a straightforward sentence and some are figurative. The use of the word "leaven" in the few sentences that the Lord Jesus says about vigilance is in the figurative sense. That is why it is necessary to find the word meaning according to the principles of exegesis.The exegetical method used involves establishing the text of the text to be extrapolated, ie Matthew 16: 6, analysis of sentence structure and composing of translations, analysis of the context of the use of yeast at the time, excavation of theological points based on the meaning of words and wording in sentences, and the application of exegesis to the contemporary context.The conclusion of this study is, Jesus uses the term yeast because yeast is something commonly used in society, so its symbolic meaning is easily drawn according to what is understood by society. Yeast depicts the doctrine, and there is a common characteristic of yeast and the characteristics of doctrine; the decay caused by a small amount of yeast does not appear to be the process but the real change, as well as quite a bit of unhealthy teaching that is allowed to contaminate, has the potential to ruin the entire character of a person. The doctrine to watch out for is the preoccupation with the more outward than the spiritual, including arrogance, hypocrisy, and worldly worldview.Keywords : leaven, yeast, doctrine, alert, Farisi, Saduki AbstrakAjaran Tuhan Yesus ada yang berbentuk kalimat lugas dan ada yang kiasan. Penggunaan kata “ragi” dalam beberapa kalimat yang disampaikan Tuhan Yesus tentang kewaspadaan adalah dalam makna kiasan. Itu sebabnya perlu dicari makna kata tersebut sesuai prinsip-prinsip eksegesis.Metode eksegesis yang digunakan meliputi penetapan teks Alkitab yang akan dieksegesis, yaitu Matius 16:6, analisis struktur kalimat dan menyusun terjemahan, analisis konteks penggunaan ragi pada masa itu, penggalian pokok-pokok teologis berdasarkan arti kata dan susunan kata dalam kalimat, dan penerapan eksegesis kepada konteks masa kini.Kesimpulan dari penelitian ini adalah, Yesus menggunakan istilah ragi karena ragi adalah sesuatu yang umum digunakan dalam masyarakat, sehingga arti simboliknya dengan mudah ditarik berdasarkan apa yang dipahami oleh masyarakat. Ragi menggambarkan ajaran, dan ada kesamaan karakteristik ragi dan karakteristik ajaran; pembusukan yang disebabkan oleh sejumlah kecil ragi tidak nampak prosesnya namun nyata perubahannya, demikian pula cukup sedikit ajaran yang tidak sehat yang dibiarkan mengkontaminasi memiliki potensi untuk merusak seluruh karakter seseorang. Ajaran yang harus diwaspadai adalah pengutamaan terhadap hal-hal yang lahiriah lebih daripada yang rohani, termasuk di dalamnya keangkuhan, kemunafikan, dan pandangan duniawi.Kata kunci: ragi, khamir, ajaran, waspada, Farisi, Saduki.
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Melyawanto, Dicky, and Ola Rongan Wilhelmus. "PENGARUH PEMBELAJARAN PENDIDIKAN AGAMA KATOLIK TERHADAP PERKEMBANGAN IMAN DAN PERUBAHAN PERILAKU SISWA SEKOLAH MENENGAH PERTAMA KATOLIK DI KOTA MADIUN." JPAK: Jurnal Pendidikan Agama Katolik 19, no. 1 (April 18, 2019): 73–86. http://dx.doi.org/10.34150/jpak.v19i1.142.
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The task of organizing education is primarily the responsibility of parents and assisted by the community as long as it is needed. The task of organizing education is also the responsibility of the Church. The Church takes part in the world of education, among others, through Catholic religious education in Catholic schools. The learning process of Catholic Religious Education is intended to improve the faith of Catholic youth. The research was conducted by using qualitative research method. Qualitative research method is a form of research designed to examine attitudes, views, feelings, and behavior of individuals or groups of people or social issues being investigated. This study aims to analyze the extent to which Catholic Religious Education affects the development of faith and behavioral change of the Catholic Junior High School students in Madiun. The results of the research indicated that 7 (58%) of respondents stated that junior high school students were students between 13-15 years old. There were 12 (100%) respondents said that Catholic Religious Education taught in the School was able to help the junior high school students to have more knowledge about Jesus and his preaching. As many as 6 (50%) of respondents stated that Catholic Religious Education is very helpful to get know more about themselves personally. There were 8 (67%) of respondents stated that the teaching of Catholic Religion made their faith progressively improved. Broadly speaking, all respondents experienced that Catholic Religious teaching has made their Catholic faith being developed so far. It made the respondents more diligent and actively involved in throughout Catholic Church activities and any social affairs.
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Price, Robert M. "Is there A Place for Historical Criticism?" Religious Studies 27, no. 3 (September 1991): 371–88. http://dx.doi.org/10.1017/s0034412500021053.
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Modern historical criticism of the gospels and Christian origins began in the seventeenth century largely as an attempt to debunk the Christian religion as a pious fraud. The gospels were seen as bits of priestcraft and humbug of a piece with the apocryphal Donation of Constantine. In the few centuries since Reimarus and his critical kin, historical criticism has been embraced and assimilated by many Christian scholars who have seen in it the logical extension of the grammatico-historical method of the Reformers. The new views of New Testament exegesis and of early Christian history are important and well known. Many New Testament scholars would now hold with Schweitzer and Bultmann that Jesus was a preacher of the imminent end of the world. He may have secretly considered himself to be the Messiah, or he may have simply sought to pave the way for another, the apocalyptic Son of Man. After his execution, his disciples' experiences of his resurrection forced on them a conclusion already implicit in his teachings and personal piety: that Jesus was indeed, or had become, the Messiah, and was in fact God's Son. They expected he would soon return as the Son of Man he had predicted.
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Spitz, Rejane, Jose Rafael González Díaz, Sebero Ugarte Calleja, Amparo Álvarez Meythaler, Xavier Barriga Abril, and Julio Membreño Idiáquez. "Towards a "better normal": educational experiences in Design in Latin America during the COVID-19 pandemic." Strategic Design Research Journal 13, no. 3 (December 23, 2020): 564–76. http://dx.doi.org/10.4013/sdrj.2020.133.21.
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The emergence of the COVID-19 pandemic has demanded the adoption of extraordinary measures of quarantine and social distancing, impacting educational institutions worldwide. Schools and campuses – which used to be spaces for social exchange – had to cease face-to-face instruction and shift to remote learning with no prior planning or training, which posed several challenges to education systems around the globe. In Latin America – responsible, today, for over half of the planet’s daily COVID-19-related deaths - this scenario is even more dramatic. The diverse socioeconomic levels of the student population is a major challenge for online teaching, as institutions cannot provide computer training, equipment and connectivity to all those in need. In spite of all challenges, universities which are part of AUSJAL (Association of Universities Entrusted to the Society of Jesus in Latin America) are making every effort to offer online classes during this pandemic, since education plays a pivotal role in these countries. This paper presents a selection of Design educational experiences conducted in AUSJAL universities during this pandemic. Design educators from Brazil, Colombia, Ecuador and Nicaragua present educational methods and strategies for dealing with this critical situation. In conclusion, we discuss how their innovative and engaging teaching ideas are paving the way towards not simply a new, but a “better normal” in Latin America.
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Lestari, Dewi Tika, and Yohanes Parihala. "Teologi, Musik, dan Perdamaian: Visi Teologi Lukas 12: 51-53 dan Analisis Musik Ode Buat Maluku." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 5, no. 1 (September 29, 2020): 37–56. http://dx.doi.org/10.30648/dun.v5i1.318.
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Abstract. The reality of religion plurality such as in Indonesian could be an opportunity in weaving harmony to build the nation, but it could also threat the unity of the nation. The threath is when controversial religious doctrines are understood literally. Religious teachings can easily be used as instruments of conflict. This article aimed to interpret one of Jesus' controversial teachings that Jesus did not come to bring peace as found in Luke 12: 51-53. The fact of the religion that was used as conflict instrument was also criticize by music ode buat Maluku. Thus, through the interpretative analysis method in qualitative research, this article aimed to interpret and find the theological vision of Luke 12: 51-53 and to weave it with an analysis of ode buat Maluku music. The results of the analysis showed that theology and music have the same nature in speaking for peace.Abstrak. Realitas kemajemukan agama seperti yang dimiliki oleh bangsa Indonesia dapat menjadi peluang merajut kebersamaan untuk membangun kehidupan bangsa, tetapi juga dapat menjadi tantangan yang mengancam keutuhan bangsa. Tantangannya adalah ketika ajaran-ajaran agama yang kontroversial dipahami secara harfiah. Ajaran agama dengan mudah dapat dijadikan sebagai instrumen konflik. Artikel ini bertujuan untuk menafsirkan salah satu ajaran Yesus yang tampak kontroversial bahwa Yesus datang bukan untuk membawa damai melainkan pertentangan seperti yang terdapat dalam Lukas 12:51-53. Kritik terhadap realitas agama yang dijadikan instrumen konflik juga terdapat di dalam karya musik ode buat Maluku. Dengan demikian, melalui metode analisis interpretatif dalam penelitian kualitatif, artikel ini bertujuan untuk menafsirkan dan menemukan visi teologis Lukas 12:51-53 dan merajutnya dengan analisis karya musik ode buat Maluku. Hasil analisis menunjukkan bahwa teologi dan musik memiliki hakekat yang sama untuk menyuarakan perdamaian.
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Sarimin, Alberth Darwono. "DIPENUHI DI DALAM KRISTUS PERSPEKTIF SURAT KOLOSE SEBAGAI LANDASAN BAGI GEREJA DALAM MELAYANI MASYARAKAT." Voice of Wesley: Jurnal Ilmiah Musik dan Agama 3, no. 2 (July 24, 2020): 1–14. http://dx.doi.org/10.36972/jvow.v3i2.47.
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The existensi of the church in this world because of mandate mission of Jesus Christ. To know how the church can serve community well, in this paper the Colossians become a focus of research and the reason to choose this letter was the collosians consist of plural community.The purpose of this paper is to look at how religion sociology influences social life and theology can drive social change system. While the research method that was used is library researchSocial structure that is formed in Colossian community provides an opportunity for the growth of false teaching and seeing this social structure strongly built in Colossian Paul raised a theology of fullness of God in Christ and belivers are fulfilled in Christ. In other words that the supremacy of Christ in everything and over everythingThe existence of the church has a role to drive social system and to apply that system Christ should be supremed, supremacy of Christ is above the mission and the church has a strategy to carry out its mission. In other words, to be able to serve community, the church should place Christ over everything and have a strategy in carrying out its mission so that the church which is a sub system in the community able to move a larger system Keywords: Fulllness, fulfilled, supremacy, Christ
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Sumiwi, Asih Rachmani Endang, and Yonatan Alex Arifianto. "Tinjauan Roma 15: 5-6 untuk Meningkatkan Kerukunan Intern Orang Percaya Masa Kini." Jurnal Teologi Berita Hidup 3, no. 2 (March 25, 2021): 267–83. http://dx.doi.org/10.38189/jtbh.v3i2.78.
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Harmony in Christianity is the teaching of Jesus that must be applied in loving others because the love taught by the Lord Jesus is a love that brings peace that can bring good to all people. Perspective review of Romans 15: 5-6 to increase the internal harmony of believers today. By using the Literature literature method, harmony that is built in the community and intern of religious communities can be seen and reviewed from the Bible in Romans 15: 5-6. Because as a basis and understanding and knowledge of harmony, believers unite the voice, heart and all religious components to be a blessing. The theme of perspective is Romans 15: 5-6 to enhance the internal harmony of believers today. It is a study that can be applied to believers how important it is to be light in harmony in the internal religion, so it is hoped that believers must understand and apply the Theological Review of Rome 15: 5-6, then believers have a role, that is, believers must bring harmony and finally believers making harmony among congregations a priority taught in Christian Education.Kerukunan dalam kristenan adalah ajaran Yesus yang wajib diterapkan dalam mengasihi sesama karena kasih yang diajarkan Tuhan Yesus adalah kasih yang membawa damai yang dapat membawa kebaikan bagi semua orang. Tinjauan Roma 15:5-6 untuk meningkatkan kerukunan intern orang percaya masa kini. Dengan menggunakan metode literature pustaka Kerukunan yang dibangun dalam komunitas maupun intern umat beragama dapat dilihat dan ditinjau dari Alkitab dalam Kitab Roma 15:5-6. Karena sebagai dasar dan pemahaman dan pengetahuan tentang kerukunan maka orang percaya menyatukan suara, hati dan seluruh komponen keagamaan untuk dapat menjadi berkat. Tema Tinjauan Roma 15: 5-6 untuk meningkatkan kerukunan intern orang percaya masa kini. Adalah kajian yang dapat diterapkan bagi orang percaya bagaimana pentingnya menjadi terang dalm kerukunan di intern agama mak diharapkan orang percaya harus memahami dan mengaplikatifkan Tinjaun Teologi Roma 15:5-6, lalu orang percaya memiliki Peran yaitu orang percaya harus membawa kerukunan dan yang terakhir orang percaya menjadikan kerukunan antar jemaat menjadi prioritas yang diajarkan dalam Pendidikan Kristen.
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Alves, Eduardo Leandro, and Júlio Cézar Adam. "DESAFIOS DA PRÁTICA PASTORAL NA CONTEMPORANEIDADE." REFLEXUS - Revista Semestral de Teologia e Ciências das Religiões 11, no. 18 (December 17, 2017): 499. http://dx.doi.org/10.20890/reflexus.v11i18.528.
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O objetivo deste artigo é analisar fundamentos da ação pastoral, com vistas a compreender que a ação pastoral e a pregação são interdependentes, cuja relevância está intimamente ligada no envolvimento diário com aqueles que estão no “raio de alcance” pastoral. Inicialmente, com o intuito de compreender o ambiente social em questão, utiliza-se o método de etnografia da pesquisa social. Em seguida utiliza-se caminhos propostos pela Teologia Prática identificando princípios bíblicos para a pregação na ação pastoral com vistas a alcançar o objetivo de cuidar do ser humano conforme os ensinos do Evangelho de Jesus. Busca-se alinhar neste texto a teoria com a prática do pesquisador no pastoreio de uma igreja Pentecostal. Assim, as perspectivas aqui registradas não visam a ser exaustivas ou normativas, mas fazem parte de um recorte no exercício pastoral nessa comunidade de fé.The purpose of this article is to analyse the basis of pastoral action in order to understand that both pastoral action and preaching are mutually dependent. The relevance of pastoral action is related to the daily engagement with those who are within the pastoral scope. Firstly, an ethnographic method of social research is used to properly understand the social environment at issue. Secondly, the paths proposed by Practical Theology were followed. They identify biblical principles for preaching in order to reach the goal of caring for the human being according to the teachings of Jesus. An alignment of the theory with the practice of the researcher as shepherding a Pentecostal church is attempted. Thus, the perspectives showed are not intended to be exhaustive or normative but they are taken from an example of the pastoral practice in that faith community.
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Joosten, Jan. "The Text of Matthew 13. 21a and Parallels in the Syriac Tradition." New Testament Studies 37, no. 1 (January 1991): 153–59. http://dx.doi.org/10.1017/s0028688500015393.
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Christian Orientalists have always been fascinated by the fact that the Greek text of the canonical Gospels is in some way secondary to a Semitic tradition. Indeed, even if we accept that all four Gospels were written in Greek, we must allow, somewhere in the chain of tradition from the teaching of Jesus to the Gospel-writers, for a transition from Aramaic to Greek. Consequently, a fruitful exegetical approach to the Gospel text has been the attempt to go beyond the Greek text-form to the more original Aramaic wording and to understand this wording in its proper setting in Palestinian Judaism of the 1st century AD. Several methods have been applied within this approach. G. Dalman championed the retroversion of significant New Testament terms into Palestinian Jewish Aramaic (and Hebrew), and investigated the use of the retroverted terms in Jewish texts of the first centuries. J. Wellhausen, and others, searched for anomalies in the Greek Gospel-text which might be explained as mistaken translations of Aramaic expressions. The history of research on this question up to 1946 is discussed and evaluated by M. Black in his Aramaic Approach to the Gospels.
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Oghenekevwe K., Jibromah, and Sangotunde Sunday O. "The Involvement of Mary Magdalene in the Sacrificial Death of Jesus on The Cross: Lessons for the Nigerian Christian Women." European Scientific Journal, ESJ 14, no. 2 (January 31, 2018): 121. http://dx.doi.org/10.19044/esj.2018.v14n2p121.
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One major concept that runs through all religious institutions and communities is the practice of ‘sacrifice’. This idea also runs through both the Old and the New Testaments. The world in which the Bible authors inhabited was filled with physical equipments and sacred spaces of sacrifices, from massive temple to rustic country shrines, to tiny household altars. It was made up of interwoven relationships that were reinforced by sacrificial practices. Throughout the book of Leviticus, the idea of appeasement of Yahweh through series of sacrificial acts perfused the entire pages of the book. The death of Jesus Christ on the cross as the final sacrificial rite is the foundation of the Christian faith. Women are generally not considered as occupying important position in the Jewish religious culture and this idea is almost transmitted into the religious arrangement of many denominations today due to some complexities engendered by Paul’s teachings in some of his epistles. Women had played major role on Christ sacrificial death on the cross, although little has been mentioned about them. Hence, the study investigates women’s involvement during Christ crucifixion on the cross focusing basically on Mary Magdalene. The paper adopts textural analysis of the related verses. It also makes use of exegetical method as an approach to unveil the textual relevance of the selected texts to the subject matter. It reveals the positive role played by this woman during the sacrificial death of Christ on the cross in the interface of the expected roles of Nigerian Christian women in the ecclesiastical community. The paper concludes that women played significant role during Jesus’ sacrificial death which is worthy of emulation by women participating in Christian ministries in Nigeria.
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Lie, Gloria, and Reni Triposa. "Peran Guru dalam Meningkatkan Minat Belajar Siswa pada Masa Pandemi Covid-19." Angelion: Jurnal Teologi dan Pendidikan Kristen 2, no. 1 (June 21, 2021): 110–28. http://dx.doi.org/10.38189/jan.v2i1.89.
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Corona virus or Covid 19, first appeared in Wuhan, China. And Indonesia is one of the countries affected by the Corona virus. The emergence of Covid-19 and its rapid spread, made Indonesian educational institutions take action, to carry out the learning process from home. This refers to all levels of education from early childhood education to tertiary education. This makes students and educators inevitably have to change the learning method from face-to-face to online. From the educator or teacher side, they must rack their brains to maximize their role to continue teaching professionally. Teachers must further enhance their role in increasing students' learning interest during this increasingly prolonged online learning period. The Christian Religious Education teacher specifically has to practice and model its roles as taught by the Great Teacher of the Lord Jesus. Using the literature study approach in descriptive qualitative methods can describe the purpose of the research paper, namely to determine the role of Christian Religious Education teachers in increasing student interest in learning during the Covid-19 pandemic. The method used is literature study research with descriptive analysis method and descriptive qualitative approach. From this research it can be concluded that the role of teachers as educators, teachers, learners, trainers, facilitators, motivators, leaders, communicators, socialization agents, mentors, gospel preachers and also as conveyors of the truth should be increased as much as possible to increase student interest in learning during the pandemic and online teaching and learning process.Corona virus atau Covid 19, pertama kali muncul di Wuhan, China. Dan Indonesia merupakan salah satu negara yang terdampak virus Corona. Kemunculan Covid-19 dan penyebarannya yang begitu cepat, membuat lembaga pendidikan Indonesia mengambil tindakan, untuk melakukan proses pembelajaran dari rumah. Hal ini merujuk untuk semua tingkatan pendidikan mulai dari pendidikan usai dini hingga perguruan tinggi. Hal ini membuat siswa dan tenaga pendidik mau tidak mau harus mengubah metode pembelajaran yang semula tatap muka menjadi daring. Dari pihak pendidik atau guru, mereka harus memutar otak untuk memaksimalkan peran mereka untuk tetap mengajar dengan profesional. Guru harus lebih meningkatkan perannya dalam meningkatkan minat belaja siswa selama masa pembelajaran daring yang makin berkepanjangan ini. Guru Pendidikan Agama Kristen secara spesifik harus mempraktekkan dan mencontohkan peran-perannya seperti yang diajarkan oleh Guru Agung Tuhan Yesus. Dengan menggunakan pendekatan studi Pustaka dalam metode kualitatif deskritif dapat mendeskripsikan tujuan penelitian paper, yaitu untuk mengetahui peran guru Pendidikan Agama Kristen dalam meningkatan minat belajar siswa pada masa pandemi Covid-19. Metode yang digunakan adalah penelitian studi pustaka dengan metode diskriptif analisi dan pendekatan kualitatif deskriptif. Dari penelitian ini dapat disimpulkan bahwa peran guru sebagai pendidik, pengajar, pembelajar, pelatih, fasilitator, motivator, pemimpin, komunikator, agen sosialisasi, pembimbing, pembeita injil dan juga sebagai penyampai kebenaran harus ditingkatkan semaksimal mungkin untuk meningkatkan minat belajar siswa selama masa pandemi dan proses belajar mengajar daring.
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Hutagalung, Rotua Julianovia Rebecca. "Peranan Pendidikan Agama Kristen Bagi Pembinaan Anak Tunagrahita." Integritas: Jurnal Teologi 1, no. 2 (January 17, 2020): 156–67. http://dx.doi.org/10.47628/ijt.v1i2.15.
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Christian Religious Education has a role in fostering mentally retarded children so that they know God in their daily lives, and apply that education through their actions towards God, self, and others.
Looking at the results of a research survey it appears that BEFORE retarded children receive education at C1 level SLB, many parents and even the environment are less accepting of their existence; Shyness and low self-esteem are seen in mentally retarded children; the development of children's abilities in trying to help themselves is still difficult; adaptation to the environment is still difficult; parental responses to educators in implementing PAK are still not emphasizing; the development of thinking, emotions, behavior, speech is still lacking.
Seeing the condition of mentally retarded parents and children as above, they really need a Christian educator who can support, direct, educate, and foster them with great love and patience. For this reason a Christian educator needs to understand techniques in teaching, using appropriate teaching methods, getting to know the character of each of his students, even teachers must be able to train and equip them with the teachings of the Word of God so that through this parents can accept the existence of their children, and children can also do something by yourself. Through education given to mentally retarded children they also experience the development of thinking, emotions, behavior, and speaking.
Parents also have an important role in developing, educating, training and teaching them with love. Parents can perform their role properly and correctly if he accepts all of their children's existence in learning, and parents must also be a driving force for their lives in learning and playing so that the child's development can continue to be monitored and children can live independently in carrying out their responsibilities as a child students.
The purpose of writing this article is firstly, when mentally retarded children receive a Christian Religious Education they can apply the Word of God through their attitudes toward God, such as praying, singing, and listening to the Word. Second, besides praying, singing, they can help each other help, love. Third, based on the education provided they can take care of themselves, pay respect to older people. Fourth, their recognition of the Lord Jesus is clearer and educators must provide examples and examples for them.
The discussion in the writing of this article is about the introduction of mentally retarded children; Christian Religious Education for the development of mentally retarded children; the role of parents in handling mental retardation children.
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Zaluchu, Julianus. "Profil Rasul Paulus Dalam Surat 1 Korintus Dan Relevansinya Bagi Hamba-Hamba Tuhan Di Gereja Pantekosta di Indonesia Rungkut Surabaya." Journal KERUSSO 4, no. 2 (November 13, 2019): 10–22. http://dx.doi.org/10.33856/kerusso.v4i2.109.
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The profile of God's servants is a very important teaching that God has entrusted to His church on this earth. God's servants often face enormous challenges in delivering the teachings of God's Word. Such as offers to compromise, participate in committing crimes, unhealthy ambitions to gain a position, engage in the business world and materialism.
In the use of wisdom it is not uncommon for God's servants to make their own decisions without involving God. In terms of ethics, God's servants experienced a fall by the temptation of wealth, throne and women. There is even a servant of God directly involved in business and politics so that it deviates far from the teachings of God's Word. Many of God's servants consider it more powerful and pretend to know because they have many congregations, and have spiritual gifts such as speaking in tongues.
To get maximum results, in this study the authors used qualitative research methods, historical research methods and descriptive research methods. Qualitative research methods by distributing questionnaires to congregants and to several servants of God who serve in the GPdI Rungkut church. This study collected data from the results of the distribution of questionnaire sheets to 175 eligible congregations to fill them.
The conclusions of this research are 1) The Apostle Paul is a servant of God who was called by God to carry out His mission, which is to preach the gospel of Jesus Christ to all people; 2) First Corinthians describes the profile of the apostle Paul as a servant of God; 3) The Apostle Paul as a servant of God should be emulated by God's servants in Indonesia in general and in particular God's servants in the GPdI Rungkut Surabaya church; 4) God's servants must have knowledge about the profile taught by the apostle Paul so that they have a humble attitude, that is, an attitude that is not defensive when faced with resistance and a sincere attitude to help others; 5) Servants of God serve willingly and not accentuate their ministry so that praise is given from God not from humans; and 6) Servants of God have integrity and strict adherence to the spiritual laws contained in God's word.
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Panim Kim. "The Teaching of Jesus." THEOLOGICAL THOUGHT ll, no. 175 (December 2016): 135–68. http://dx.doi.org/10.35858/sinhak.2016..175.004.
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Telaumbanua, Arozatulo. "Profil Guru Pendidikan Agama Kristen sebagai Pemimpin yang Melayai." JURNAL TERUNA BHAKTI 3, no. 1 (September 11, 2020): 48. http://dx.doi.org/10.47131/jtb.v3i1.54.
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The task of Christian religion teachers is not just teaching but also leaders of their students. The task of the Christian religion teacher is complex so as to enable his leadership to focus more on the concept of service that brings students more disciplined and quality. The Christian teacher as a leader who serves is to give his time, energy, thoughts, and life as an educator. Qualified Christian religion teachers are able to lead their students with exemplary leadership and love. Serving leadership, Christian religious teachers attach great importance to teaching that leads students to better understand the meaning of their lives as Christians. The concept of Christian religious teacher leadership is intended to focus more on the leadership of student characters. Character leadership is the goal of Christian religious education to produce great leaders and characters like the Lord Jesus Christ. In this study, the authors use library research methods, namely books and literature as a source of data.
Abstrak
Tugas guru agama Kristen tidak hanya sekadar mengajar tetapi juga pemimpin bagi muridnya. Tugas guru agama Kristen adalah kompleks sehingga memungkinkan kepemimpinannya lebih fokus pada konsep pelayanan yang membawa muridnya lebih disiplin dan berkualitas. Guru agama Kristen sebagai pemimpin yang melayani adalah memberikan waktu, tenaga, pikiran dan kehidupannya sebagai pendidik. Guru agama Kristen yang berkualitas mampu memimpin muridnya dengan kepemimpinan teladan dan kasih. Kepemimpinan yang melayani, guru agama Kristen mementingkan pengajaran yang membawa murid lebih memahami makna hidupnya sebagai orang Kristen. Konsep kepemimpinan guru agama Kristen yang dimaksudkan lebih fokus pada kepemimpinan karakter murid. Kepemimpinan karakter merupakan tujuan pendidikan agama Kristen untuk menghasilkan pemimpin yang hebat dan berkarakter seperti Tuhan Yesus Kristus. Di dalam penelitian ini penulis menggunakan metode penelitian pustaka, yakni buku dan literatur sebagai sumber data.
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Nainggolan, Alon Mandimpu, and Yanice Janis. "Etika Guru Agama Kristen Dan Relevansinya Terhadap Pendidikan Iman Naradidik." CARAKA: Jurnal Teologi Biblika dan Praktika 1, no. 2 (October 12, 2020): 152–63. http://dx.doi.org/10.46348/car.v1i2.23.
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AbstractThis paper describes the ethics of Christian religion teachers and their relevance to the faith of students using literature approach. The importance of the ethics for a Christian religion teacher is because being a Christian religion teacher is not just transferring knowledge, understanding and skills to students, but also educating students to experience a complete life transformation, especially experiencing a faith that is rooted, growing and fruitful in the Lord Jesus. To produce mature students in faith, Christian religious teachers must live the knowledge, understanding, and values of Christianity. This research is a qualitative research method with a literature study approach. From this research, it was found that the integration between teaching and living examples of a Christian religion teacher is an urgent matter and must be fulfilled because it is relevant to the faith education of the students.Keywords: Ethics; Christian religion teacher; faith education, student. AbstrakTulisan ini mendeskripsikan mengenai etika guru agama Kristen dan relevansinya terhadap pendidikan iman naradidik dengan menggunakan pendekatan literatur. Pentingnya etika bagi seorang guru agama Kristen adalah karena menjadi guru agama Kristen bukan hanya sekadar mentransfer pengetahuan, pemahaman dan keterampilan terhadap naradidik, melainkan mendidik naradidik agar mengalami transformasi hidup secara utuh, khususnya mengalami iman yang berakar, bertumbuh dan berbuah di dalam Tuhan Yesus. Untuk mewujudkan naradidik yang dewasa dalam iman, maka guru agama Kristen harus menghidupi pengetahuan, pemahaman dan nilai-nilai agama Kristen. Penelitian ini merupakan metode penelitian kualitatif dengan pendekatan studi liteartur. Dari penelitian ini didapati bahwa integrasi antara pengajaran dan keteladanan hidup dari seorang guru agama Kristen menjadi hal yang mendesak dan sebuah keharusan untuk dipenuhi karena memiliki relevansi terhadap pendidikan iman naradidik.Kata Kunci: Etika; Guru Agama Kristen; Pendidikan Iman; Naradidik.
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Beed, Clive, and Cara Beed. "Governance Egalitarianism in Jesus’ Teaching." Anglican Theological Review 97, no. 4 (September 2015): 587–607. http://dx.doi.org/10.1177/000332861509700402.
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Governance egalitarianism has been defined as a situation where all members of an organization have something approximating equal say in determining policy of the group. Nowadays, it is practiced mainly in worker cooperatives, and in some voluntary organizations, like amateur sports and recreation clubs. It has been alleged that Jesus encouraged governance egalitarianism within his movement, but this contention has been challenged. This paper revisits the matter, looks at earlier arguments, and examines scriptural material relevant to the issue. On the basis of reasssessing the arguments, and of Jesus’ alleged sayings and behavior as interpreted by Matthew, the conclusion is that Jesus did seek to mould a movement in which he expected his followers to practice governance egalitarianism among themselves. That people of different status coexisted within the Jesus movement does not tell against the conclusion. Nor do arguments that Jesus sought to foster this mode of governance in a patriarchical society undermine the judgment, although the role of women in the Jesus movement is not examined.
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Rifai, Rifai. "Refleksi Teologis terhadap Tingkat Stress Guru selama Pandemi Covid-19." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 5, no. 2 (April 25, 2021): 396–407. http://dx.doi.org/10.30648/dun.v5i2.458.
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Abstract. This study aimed to analyze and provide theological reflection on the stress levels of Christian Religious Education teachers during the Covid-19 pandemic as a result of online learning activities. This research was conducted by using quantitative methods with simple linear regression analysis. The subjects of the research were 197 teachers of Christian Religious Education and Character in Surakarta at the primary secondary education degree, with 127 respondents as the sample. The results showed that the pandemic had indirectly increased the stress level of Christian Religious Education teachers in Surakarta. Theologically Christian Religious Education teachers need to motivate themselves according to the example of Jesus as the Great Teacher so that they can reduce stress level in teaching during the pandemic.Abstrak. Tujuan dari penelitian ini adalah untuk menganalisis dan memberikan refleksi teologis terhadaa tingkat stress guru Pendidikan Agama Kristen selama pandemi Covid-19 sebagai akibat dilaksanakannya kegaitan pembelajaran secara daring. Penelitian ini dilaksanakan dengan menggunakan metode kuantitatif dengan analisis regresi linear sederhana. Subyek penelitian adalah guru Pendidikan Agama Kristen dan Budi Pekerti di kota Surakarta pada jenjang pendidikan dasar menengah dengan jumlah 197 guru, dengan 127 responden digunakan sebagai sampel. Hasilnya menunjukkan bahwa pandemi secara tidak langsung meningkatkan stress guru Pendidikan Agama Kristen di Kota Surakarta. Secara teologis guru Pendidikan Agama Kristen perlu memotivasi diri sesuai keteladanan Yesus sebagai Guru Agung sehingga dapat mengurangi tingkat stress dalam mengajar selama masa pandemi.
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Markes, Karlito D. "LIVING VALUES EDUCATION DAN IMPLIKASINYA BAGI PENDIDIKAN AGAMA KRISTEN." Manna Rafflesia 6, no. 2 (April 30, 2020): 220–40. http://dx.doi.org/10.38091/man_raf.v6i2.120.
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Education is a process of inheriting life values that serve as a guideline as well as a foundation for character development. Education must be a conscious and planned process and oriented to contextual life values. Living Values Education is one of the patterns education based on life values is deemed sufficiently relevant to Christian Education as a learning process about the living values of Christianity. The Bible explicitly records that the life, teachings and role model of the Lord Jesus have practiced the Living Values Education as a pattern of education. This research was conducted using the Literature Review method , through literature obtained both manually and also through an electronic data base such as Google and Google Scholer . From the literature analysis conducted, this study found three principles as the basis for character development through The Christian Living Values Education . First , the values of human life with God. Second , the values of human life with others. And third , the values of human life by itself. All three values of life have the same substance, namely: love with heart, soul and mind. The hope of this research is that Christian religious educators are held on the values of life centered on Christ.
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Tenny, Tenny, and Yonatan Alex Arifianto. "Aktualisasi Misi dan Pemuridan Guru Pendidikan Agama Kristen dalam Era Disrupsi." Didache: Journal of Christian Education 2, no. 1 (June 28, 2021): 41. http://dx.doi.org/10.46445/djce.v2i1.365.
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Christian Religious Education teachers play a significant role in determining the spiritual increase of students. However, there are still many who do not realize and respond to the current state of disruption. They are less focused on students and prioritize cognitive only so that efforts to fulfill the Great Commission of the Lord Jesus are less significant results or developments in this era of disruption. To further discuss the actualization of the mission and discipleship of Christian Religious Education teachers in the era of disruption, the author uses the library research method in this discussion. The role of Christian religious education teachers in Mission and Discipleship must be the main goal through education that prioritizes and cares for the generation of the era of disruption. By equipping the understanding of God's Great Commission in mission education for Christian Religious Education teachers, they can be encouraged to improve teaching and learning methods. The purpose of this discussion is that the actualization of the mission and discipleship of Christian Religious Education teachers in an era of disruption can bring growth and development for the progress of God's church to be filled with true disciples of Christ.AbstrakGuru Pendidikan Agama Kristen memegang peranan yang sangat penting dalam menentukan meningkatnya kerohanian peserta didik, tetapi masih banyak yang belum menyadari dan meresponi keadaan era disrupsi saat ini.Mereka kurang berfokus kepada peserta didik dan cenderung mengutamakan kognitif saja, sehingga upaya pemenuhan Amanat Agung Tuhan Yesus kurang diperoleh hasil atau perkembangan yang signifikan dalam era disrupsi ini. Guna membahas lebih dalam mengenai aktualisasi misi dan pemuridan guru Pendidikan Agama Kristen dalam era disrupsi, pembahasan ini penulis menggunakan metode penelitian pustaka. Peranan Guru pendidikan agama Kristen dalam Misi dan Pemuridan harus menjadi tujuan utama melalui pendidikan yang mengutamakan pertumbuhan rohani dan peduli kepada generasi era disrupsi. Dengan membekali pemahaman Amanat Agung Tuhan dalam pendidikan misi bagi guru Pendidikan Agama Kristen, mereka dapat didorong pada peningkatan kualitas pengajaran maupun secara metode pembelajaran. Tujuan pembahasan ini, diharapkan aktualisasi misi dan pemuridan guru Pendidikan Agama Kristen dalam era disrupsi dapat membawa pertumbuhan dan perkembangan bagi kemajuan gereja Tuhan dipenuhi dengan murid-murid Kristus yang sejati.
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Pazmiño, Robert W. "Teaching in the Name of Jesus." Christian Education Journal: Research on Educational Ministry 5, no. 1 (May 2008): 171–88. http://dx.doi.org/10.1177/073989130800500113.
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Hsia, R. Po-chia. "Christianity and Empire: The Catholic Mission in Late Imperial China." Studies in Church History 54 (May 14, 2018): 208–24. http://dx.doi.org/10.1017/stc.2018.1.
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Reflecting on the theme of ‘Empire and Christianity’, this article compares two periods in the Catholic mission to China. The first period, between 1583 and 1800, was characterized by the accommodation of European missionaries to the laws, culture and customs of the Chinese empire during the Ming and Qing dynasties. The work of the Jesuits, in particular, demonstrated a method of evangelization in which Christian teachings could be accommodated to the political realities of Late Imperial China as exemplified by the work of Matteo Ricci, Ferdinand Verbiest, Tomas Pereira, Joachim Gerbillon and many generations of Jesuits and missionaries of other religious orders. The Chinese Rites Controversy, however, disrupted this accommodation between Christianity and empire in China. Despite tacit toleration in the capital, Christianity was outlawed after 1705. After the suppression of the Society of Jesus in 1773, Catholicism in China became increasingly indigenized. In 1842, after the defeat of the Qing empire by the British in the First Opium War, the prohibition of Christianity was lifted. Both Catholic and Protestant missionaries entered China, backed by Western diplomatic and military power. This led to the confrontation between China and Christianity, culminating in the 1900 Boxer Uprising. A concerted effort to indigenize Christianity in the early twentieth century ultimately failed, resulting in the separation of Christianity in China from global Christianity after 1950.