Christian Education Research Articles

“Burning Candles at the Grave” Implementation of Christian Religious Education on the Tradition of Burning Candles at the Grave

The phenomenon of respect for ancestors is as old as human civilization itself. This occurs due to the belief that deceased individuals can communicate God's will to those still living. A particular issue arises in the tradition of burning candles at graves, a practice believed to connect the living with their ancestors. The absence of this ritual is thought to bring adverse consequences for the community. Using descriptive qualitative methods and the theoretical framework of Ancestor Worship, this study examines the tradition of candle burning at graves. The objectives of this research are to explore the cultural and spiritual significance of the candle-burning tradition, identify its role in fostering ancestral respect, and assess its implications for religious practices, particularly among the Fatululi Carmel congregation in Kupang City. Additionally, the study seeks to analyze the potential for syncretism between traditional beliefs and Christian teachings. Research findings indicate that the Fatululi Carmel congregation performs this tradition on December 24th and 31st to strengthen relationships with ancestors, based on the belief in life after death. This practice reflects a perception that ancestors can contribute to a peaceful life for the community. The study highlights the Church's role in providing a Biblical perspective on such traditions through educational methods like Bible study classes, sermons, and cultural inculturation efforts. Furthermore, Christian Religious Education contributes to fostering faith, critical cultural awareness, and greater appreciation for cultural diversity while promoting tolerance and respect across traditions.

Relevance of Language Learning Evangelism and Education in the Spread of Christianity in Nigeria

This study explores the significance of language learning evangelism and education in the dissemination of Christianity in Nigeria. With over 500 indigenous languages, Nigeria presents unique linguistic and cultural challenges for evangelism. This paper examines how language proficiency enhances effective communication of Christian teachings, fosters community engagement, and promotes cultural sensitivity. By analyzing existing literature, conducting surveys, and observing evangelistic practices in diverse communities, the research highlights the positive correlation between language learning and the successful spread of Christianity. The aim of this study was to investigate the relevance of language learning education in the spread and growth of Christianity in Nigeria. The sampled group consisted of 540 mainline Christian churches, Pentecostal/Neo-Pentecostal Movement and Christian religious leaders. The methodology adopted in this study is, survey research design. The population of the study consisted of 540 respondents comprising 313 Mainline Christian Church Members, 192 Pentecostal/Neo-Pentecostal Movement Members and 35 Christian Religious Leaders, from which 230 respondents was determined using YARO YAMENT formula and was sampled through stratified random sampling technique. A 30 item questionnaire was used in collecting data constructed, validated and its reliability of 0.84 determined by using CRONBACH alpha formula. The data collected were analyzed using mean and standard deviation to answer the research questions; whereas the null hypothesis was tested with ANOVA. The study found that, language learning education is a necessary requirement for cross cultural evangelism as well as successful penetration of Christianity to all the ethnic groups available in Nigeria and the study found that the 15 factors identified, were relevance of language learning education and has immensely contributed to the growth and spread of Christianity in Nigeria. It was recommended that language is the life of every human group in the universe. Recommendations include integrating language education in evangelistic programs to enhance outreach efforts. More so, there was a positive relationship between the spread and growth of Christianity and language learning education in Nigeria.

The Authenticity of Jesus’ Crucifixion and Death: A Legal and Theological Review in Response to Polemical Allegation

Abstract: The rise of interpretations from non-Christian religious leaders about Christian teachings is the highlight of the researcher in this study, especially the wrong interpretation of the crucifixion of the Lord Jesus. Non-Christian figures interpret that Jesus was never crucified, but it was someone else who was crucified because Jesus could disappear, besides that the opinions of the interpreters do not agree with each other, some say, Yudah Iscariot, Simon the Cyrenian, Simon the Arab, Barsabas and others. This interpretation contradicts the Christian Faith and the testimony of the Bible, so researchers want to prove with this research to prove that Jesus was really crucified and died on the cross. This research uses descriptive qualitative methods through literature studies supported by historical documents. From the results of the research, it was found that the undeniable fact according to the law that Jesus was crucified on the hill of Golgotha and died, and rose on the third day, as witnessed by eyewitnesses, also reinforced by the testimony of philosophers and early church fathers, as well as testimony from non-Christians that Jesus Christ was really crucified and died on the cross, was buried and rose on the third day.

Transformasi Karakter Guru Sebagai Hamba Yang Melayani Berdasarkan Injil Yohanes 13:1-38

Jesus as a genealogical model of the character of the teacher as a servant who serves has the aim of exploring the transformation of the character of the teacher as a servant who serves, by emulating Jesus Christ based on John 13:1-38. Jesus is an example of a serving character that provides a framework for teacher to internalize the values of service that reflect the character of humility, character, love, character of serving and giving examples and devation in the learning and teaching prochess, The method in the study used a descriptive qualitative approach, by analyzing how the principles of Jesus’ service can be applied in the context of Christian education. The results of the quality of teaching, but also shape the character of better students. It is councluded that Christian religious education teachers who serve with a sincere and humbale heart are able to be inspiring role models for students, can enoucourage students, to develop strong moral and spiritual values and emphasie the importance of integrity and exemplary behavior.

Pursuing Social Goods and Responding to Buffered & Disenchanted Learners: The Role of Community-Based Approaches in Christian Higher Education

We discuss why Christian higher education is marginalized by way of Charles Taylor’s claims that a modern secular conception of selfhood presumes a buffered (isolated, atomized) mind disengaged and disidentified from broader community and experientially transcendent sources of meaning. We show how community-engaged education combined with community-based research in the context of Christian education reorients students and enables them to encounter the Other, which challenges buffered and disengaged selfhood. The paper then presents the links between this approach to Christian education and historic theological themes that help Christian education realize a Christian social imaginary that contributes to the social good.

Gruntowna edukacja a perspektywa uczestnictwa w życiu publicznym w ocenie Ojców Kapadockich

A thorough education of the young was highly valued by parents, who saw it as a foundation for their sons’ success in public life in ancient Rome, both in the Republican and Imperial periods. Every young Roman, through physical training, moral and intellectual education, was prepared from childhood to hold office in both the army and the imperial administration. In the 4th century AD, when the Cappadocian Fathers lived and worked, both in the East and in the West of the Empire there was always a need for people well-prepared for public service, who formed the backbone of the civil and military administration. In home education, not only was the art of reading and writing taught, but – especially in the case of boys – their physical development and skills useful in a future military career were taken care of. Parents were primarily responsible for such education, although the skills of slaves, grandparents from both sides and older siblings were often used, who supported the parents in their educational activities. The next two stages of education were first in public schools at primary and secondary levels, and then able young men were sent to the main schools run by recognized teachers, where they completed their education useful for taking up duties in the public life of the Empire. For young Christians who did not have a well-ordered educational system, the only possibility of obtaining a thorough education was to use the system that had been functioning for centuries in ancient Rome. The Cappadocian Fathers, obedient to the will of their parents, acquired a thorough education by attending lectures by famous representatives of the so-called Second Sophistic with the intention of engaging in the public life of the Empire. However, in a short time, their lives changed and they used their knowledge and skills in the service of the Church, combating heterodox teaching and strengthening the faithful in their fidelity to orthodoxy. They recommended that young people acquire a thorough education, in which they should avoid mythological content that was the content of readings recommended by teachers in public schools. That which ennobled the spirit and supported a virtuous life should be accepted, but everything that was immoral and incompatible with the teachings of Christ should be rejected. The Cappadocian Fathers did not oppose young people studying secular sciences and engaging in public life, but concern for preserving the faith in Christ had to be in the first place.

PERAN PENDIDIKAN KRISTIANI DALAM PENGUATAN KARAKTER KRISTIANI KELUARGA DI ABAD 21

In the 21st century, humans live in an age of constant change. The changes that occur are inseparable from the development of increasingly sophisticated technology. Nowadays, all about the human life movement has become digital technology. Digital technology has a huge influence on humans and Christian families today are no exception. The advancement of digital technology is inevitable. Technology brings enormous changes to the behavior, spirituality, and truth values held by humans. Now, the value of ultimate truth is getting harder to apply. What is right and what is wrong depend on the situation. The Word of God is no longer an absolute truth to be practiced in this era, even there has an assumption that the principles of Christian life are no longer contextualized in this era. This situation illustrates that in the 21st century, the character of faithfulness to the truth of God's Word is eroding and deserves to be questioned, especially in the lives of today's youth. For this reason, Christian education is very important to be instilled in the family, so that Christian families are able to shape the character of life that is faithful to biblical truth.

Sinergitas Guru Kristen Dan Orang Tua Siswa Dalam Penguatan Moderasi Beragama Di SMTK SoE

Religious pluralism in Indonesia is a characteristic inherent in its society, but behind it all there are still individuals and radical groups who try to divide the integrity of the nation by using religious issues incorrectly, therefore synergy between teachers and parents is needed students in instilling the values ​​of religious moderation. The aim of this research is to discuss the synergy of Christian teachers and parents in strengthening religious moderation at SMTK SoE. This research applies a qualitative method, where data is collected through interview activities using an FGD (Focus Group Discussion) approach with 10 Christian teachers and 10 parents of students. The information collected is reduced to an act of data analysis which explains the results that Christian teachers and parents can work together to strengthen religious moderation for the students/children they train so that the good values ​​for creating harmony can be embedded optimally. This awareness has also been implemented appropriately by Christian teachers and parents of students at SMTK SoE who have worked together to implement strengthening religious moderation based on indicators, namely: National commitment, non-violence, religious tolerance, and behavior that respects local traditions. Based on the explanations given by Christian teachers and students' parents, concrete forms of synergy in efforts to strengthen the values ​​of religious moderation can be identified, including: Teachers schedule meetings with students' parents on a regular quarterly basis to educate each other about the importance of developing the character of a tolerant life; Teachers have a WA group with parents so they use social media to motivate and supervise each other so that children can have ethical and moral behavior that respects others, without discriminating against their religious background; Parents play an active role by immediately reporting to teachers if any of their children begin to display religious extremism behavior; Parents and teachers participate directly in children's character education through school extracurricular activities, such as watching family films together, family gatherings, those based on religious tolerance, and so on; Furthermore, teachers and parents also work together in monitoring social media, online games and the shows consumed by students at home so that they do not fall into acts of violence seen on various existing digital media.

Pembinaan Kesehatan Mental ODGJ Melalui Program Konseling Kristen di Panti Gerasa Kerawang

This community service program aims to improve mental health for individuals with mental disorders (ODGJ) through a Christian counseling approach at Panti Gerasa Kerawang. The activities are carried out by providing individual and group counseling sessions that integrate the principles of love, forgiveness, and healing from Christian teachings. Additionally, training is provided for the panti staff to strengthen their skills in supporting ODGJ with empathy and in alignment with spiritual values. The expected outcomes are an improvement in the quality of life of the panti residents through activities such as: 1) Joint Worship, 2) Group Games and Coloring, 3) Implementation of Counseling Sessions, and 4) Teaching and Counseling Training for Panti Staff. The conclusion of this program is expected to enhance the mental resilience of the residents and help them overcome the psychological challenges they face. Panti staff are also involved in training to strengthen their ability to conduct faith-based counseling approaches. At the end of the program, it is hoped that the residents will experience significant improvements in mental health and be better prepared to lead a more fulfilling life.

Unearthing Biblical Wisdom for Active Learning: An Interactive Model of Christian Education in the Age of Digital Technology

Amidst the rapid pace of technological development, the world of education has undergone major changes, including in the way Christianity is taught. Traditional teaching methods, which often focus on lectures and memorization, are now faced with new demands. Christian Religious Learning is not only intended to instill theological knowledge, but also to guide students in understanding and applying Bible teachings in their lives, both personally and socially. This study uses a qualitative method with a literature study approach to explore interactive learning models in Christian religious education in the digital era. Education in the Bible begins with the recognition that all true wisdom and knowledge comes from God. The wisdom of the Bible has strong relevance in dealing with contemporary issues, because the principles taught in the Bible are timeless. In a world that is constantly changing, biblical values such as justice, love, and forgiveness remain solid moral guidelines. Technology has provided wider access to Christian religious learning materials. Through the internet, Christians can access the Bible, daily devotions, sermons, and theological resources anytime and anywhere. This study shows that an interactive approach to Christian religious education significantly improves students' understanding and engagement with Bible teachings. Other findings confirm that integrating digital learning and biblical values not only improves cognitive learning outcomes but also deepens students’ spirituality. The findings of this study are based on the development of an innovative teaching paradigm that combines traditional Bible with digital technology innovations that have not previously been systematically applied in Christian education

Considering Transformative Leadership from a Christian Vantage Point

Theological writing in an advocatory modality seeks to advance a given position through reasoned argumentation designed to persuade a reader of its veracity. This paper exploits a conceptual analysis technique to interrogate the notion of transformative leadership from a Christian perspective considering three key denominations, namely Orthodoxy and Pentecostalism. A literature review methodology was used and we applied an interpretivistic paradigm to arrive at conclusions relating to the important notion of Christian transformative leadership. Using Christian teachings as a hermeneutic key we argue that they have a vital role to play in contributing to the responses made by Churches of all denominations relating to issues of transformational leadership and challenges posed in modern society. The Christian churches irrespective of denomination, are facing mega challenges requiring critical thinking based on Holy Scripture to employ in their operational spaces and also in their activities, and policy formulation relating to the issue of especially leadership. Inventive approaches are required for leaders in organisations to be truly transformational in their approaches. Transformative Church leaders need to be able to guide their congregations to feel free to explore new ideas and prospects that can promote a truly Christian ethos. They should also seek to engender an ethos of value in the Church in which there is a strong sense of purpose in what believers undertake. This paper contends that a transformational Church leader needs to be a true servant of God first and then the Ecclesia. The Transformative Church leader requires a firm mentorship style to assist believers to arrive at the point where they can make a valuable contribution to the House of the Lord and to society at large. Christian Transformational Leadership is today, as was the case millennia ago, one of the main leadership theories through which a Christian leader, strives to transform and influence their followers by expounding on their expected Christian vision and character.

Socialization of the Church's Challenges in Facing the Influence of Globalization for the Millennial Generation at the Kalam Kudus Doyo Baru Congregation

Community Service Activities by STAKPN Sentani Postgraduate lecturers and educational staff at the Kalam Kudus Doyo Baru Congregation aim to equip the millennial generation to face the challenges of globalization on faith and spirituality. In the modern era filled with the flow of digital information, values such as secularism, materialism and moral relativism often conflict with Christian teachings. Through lecture methods, group discussions and Biblical training, this activity provides participants with in-depth insight into the importance of maintaining the foundations of faith amidst the negative influences of globalization. This activity also emphasizes the role of technology as a means of deepening faith and the importance of a strong spiritual community among millennials. As a result, the younger generation of the Kalam Kudus Doyo Baru Congregation is better prepared to face cultural shifts without losing their Christian identity. With creative and relevant approaches, such as the use of digital media and innovative services, it is hoped that participants will become more actively involved in church life. This service succeeded in having a significant impact in strengthening the faith and spirituality of the millennial generation, as well as strengthening their commitment to maintaining Christian values in the era of globalization.

Christian Education Practicing Hospitality in a Society of Disgust: From Drawing Boundaries to Crossing Boundaries

Christian Education Practicing Hospitality in a Society of Disgust: From Drawing Boundaries to Crossing Boundaries

The Role of Christian Education in Families, Schools, and Churches: Realizing Gender Equality in NTT

Gender equality issues in East Nusa Tenggara (NTT) face significant challenges due to a strong patriarchal culture. This research explores the role of Christian Religious Education in families, schools, and churches to support gender equality using a descriptive qualitative approach. Data were collected through unstructured interviews and indirect observations. The findings indicate that Christian Religious Education has substantial potential in shaping public views on gender equality by teaching values of mutual respect and shared responsibilities and encouraging women's active participation in church leadership. In conclusion, Christian Religious Education can contribute to creating a more equitable society.

Christian Education Strategy through Nationalistic Theogogy to Reach Multicultural Society

This article focuses on nationalistic theogogy, which aims to strengthen the faith of religious believers based on a national perspective. It ensures that the Christian faith is understood and lived within a national context without losing its identity in Christ. Nationalistic theogogy is defined as a strategy in Christian religious education aimed at addressing the needs of building a peaceful national insight and nurturing diversity in Indonesian society.

Kristen Progresif: Analisis Kritis Terhadap Penyimpangan Teologis dalam Pemikiran Modern

Progressive Christianity has emerged as one of the significant streams of thought in modern theology. This movement seeks to reinterpret Christian teachings by incorporating contemporary social and cultural values. However, the evolving understanding of Progressive Christianity often sparks debates over deviations from established orthodoxy and traditional Christian practices. This article aims to critically analyze Progressive Christianity, focusing on the theological deviations present in these new interpretations. The study explores the impact of progressive thought on the core principles of Christian faith and its consistency with traditional teachings. This research employs a qualitative approach using literature analysis methods. Primary and secondary sources relevant to Progressive Christianity and traditional Christian theology are critically examined to identify significant doctrinal changes and shifts. The findings reveal that Progressive Christianity tends to adopt secular values and flexible moral interpretations, often conflicting with traditional teachings. Certain concepts within Progressive Christianity, such as the reinterpretation of the Bible and fundamental doctrines, are seen as potentially diluting the core of Christian faith. Progressive Christianity presents a significant challenge to Christian orthodoxy by attempting to merge modern thought and contemporary interpretations into theology. This analysis indicates that while there is an intent to make the Christian faith more relevant to the modern world, such thinking can lead to deviations from the true foundations of Christian faith.

The Pedagogical Significance of Biblical Languages in African Theological Education

This study discusses The Pedagogical Significance of Biblical Languages in African Theological Education, focusing on the declining proficiency in biblical languages such as Hebrew and Greek within African theological institutions, using the Baptist College of Theology, Obinze. The problem identified was the increasing marginalisation of these languages, often substituted by more practical or contemporary subjects, resulting in a weakening of biblical exegesis and diminished theological depth in academic and pastoral contexts. The study’s primary objective was to assess biblical languages’ role in enhancing theological education, particularly in African contexts. It investigated how mastery of Hebrew and Greek could significantly improve scriptural interpretation, homiletics, and doctrinal accuracy among African theologians and pastors. The research aimed to demonstrate that proficiency in these languages offers essential insights into the original meaning of biblical texts and a greater connection to their cultural and historical contexts. Methodologically, the study employed discourse analysis and case studies, examining curricula from various African theological institutions and surveying educators and students. It also reviewed theological literature to evaluate biblical languages’ historical and contemporary significance in Christian education. The findings revealed that institutions prioritising biblical language instruction produce graduates with more vital exegetical skills, better equipped for accurate scriptural interpretation and culturally sensitive theological reflection. Based on these findings, the study recommends that African theological institutions reinstate the teaching of biblical languages as a core part of their curricula. These recommendations include creating more accessible language courses, integrating digital learning tools, and emphasising biblical language proficiency’s long-term academic and pastoral benefits. The study advocates for a balanced approach to theological education incorporating biblical languages as a vital component of developing sound theological scholarship and effective ministry in Africa.

Value-driven training of leaders in the service of Hungarian denominational (Reformed) public education

AbstractOur paper focuses on a specific subsystem of the Hungarian public education system, the Reformed educational network. After a theoretical foundation, the study will review the characteristics and legislative environment of Reformed public education management and leadership training, and then examine the concept, reception, results and further development potentials of the accredited training in Value-Driven Leadership, a relatively new element of the range of trainings. The training was developed in collaboration between Dutch and Hungarian specialists, taking into account the international context of Christian education. Our study uses a variety of research methods, such as document analysis, statistical analysis and analysis of a questionnaire survey on further needs. Some basic conclusions can be drawn from the survey as: (1) The target group is highly interested in modern knowledge about Christian leadership, which is considered a priority area, which also coincides with the needs of the maintenance. (2) The management powers of headmasters of ecclesiastical institutions are much broader than those of headmasters of public institutions, but their knowledge and interest in these areas are insufficient. (3) More than ever before, the organisation of training should aim at modularity and a variety of organisational methods. The tools of combined training organisation, which have already proved their worth in higher education, should also be applied to 30-h continuing training, possibly with the addition of distance learning elements.

The new prison God Pods: Religious neoliberalism and evangelical “Inmate Field Ministry”

Recent exponential growth in immersive God Pod units operating in US prisons has engendered many new but still unexamined practices. Loosely-modeled off a Christian seminary planted inside Louisiana State Penitentiary, newer programs deploy privately-funded religious educators for the credentialing and training of “inmate field ministers” assigned religious work duties in public prisons. Funded by private foundations and unregulated by government oversight, Christian educators operating inside public prisons today directly influence the material conditions of incarceration for thousands of inmates. While previous God Pod programs were declared unconstitutional for use of government funding in proselytizing Christianity, newer programs use private resources for conduct of Christian ministry inside public prisons. Drawing from on-site and archival research, this article documents a shift in focus within immersive God Pod units from providing religious education at one institution to credentialing prisoners for “Inmate Field Ministry” systemwide. The article traces the ad hoc beginnings of privately-funded religious education inside US prisons, to today's emphasis on establishing Christian ministry as correctional rehabilitation. The article argues newer God Pod units engender a novel form of religious neoliberalism, abandoning previous commitments to religious neutrality while highlighting “moral rehabilitation” and deemphasizing secular rehabilitation. Directions for future research are discussed.

God's word for gen alpha: the use of Multimethods to attract interest in the Indonesian Bethel Church in the city of Madya Bogor, West Java

The church is the center of Christian education in teaching God's word. Through the study of God's words, leaders educate and mature God's people. Therefore, the essence of the church is to provide good Word education, especially among the Alpha generation. The alpha generation, which is growing in the midst of the development of extraordinary information flows, needs to protect its faith from the hedonistic and secular lifestyle of this century. However, in the reality of church ministry that is found today, it turns out that the alpha generation is less interested in learning the Word. A more innovative approach is needed to increase the interest of the alpha generation in learning the word. Based on the above background, the researcher intends to conduct research on the use of Multimethods to increase interest in learning God's word of the alpha generation. This research was held considering the importance of the use of Multimethods which is suspected to be still rarely used in the study of God's Word in the Sunday school of the Indonesian Bethel Church synod in Bogor. From the results of the researchers' observations, it was found that the lack of interest in learning the Word of God was influenced by several factors, which consisted of: the learning process was less interesting, so that it caused a feeling of boredom; and Second, the use of teaching methods that are less varied. Therefore, this study was conducted with the aim of examining how much direct influence the use of Multimethods in teaching God's word on the learning interest of the Alpha generation in the Indonesian Bethel Church in the Municipality of Bogor. This research was conducted using a quantitative approach, using path analysis and survey research methods. The data collection methods used are questionnaires and documentation. This study involved 86 respondents from 102 Sunday school teachers of the Indonesian Bethel Church in the Municipality of Bogor, West Java, using the Krejcie and Morgan formulas. From the results of the study, it was found that: Variable Multimethods has an indirect influence in explaining the variable of Interest in Learning God's Word through Learning Media. The indirect influence of Multimethods on the Interest in Learning God's Word through Learning Media was 64.3%, while the remaining 35.7% was influenced by other factors that were not spoken in the study (epsilon).