Christian Education Research Articles

Comparative Study of Altruism in Christian and Islam

This article compares the concept of altruism in Islam and Christianity, with the specific aim of identifying their similarities and differences. The research methods employed are descriptive, comparative, and analytical within the qualitative context of literature review. Altruism itself is a philosophy that advocates the spirit of assisting others. In societal life, altruism teaches prioritizing collective interests (of others) over personal interests. When a follower of altruism is asked to help, they assist the person without discrimination. In the context of Christian teachings, altruism is at the core of Jesus' teachings found in the Gospels, particularly in the Sermon on the Mount and the Sermon on the Plain. From biblical traditions to medieval Christianity, the tension between self-affirmation and self-worth values is sometimes debated in terms of “unbiased love,” as expressed by Paul through his phrase “love seeks not its own interests.” Meanwhile, in Islam, altruism is known as īthār, meaning “preferring others over oneself.” The significance of īthār lies in the sacrifice for a greater good; in Islam, the practice of īthār is considered an action reaching the highest level of nobility.

Analisis Pendidikan Agama Kristen Terhadap Paham Radikalisme Dalam Konteks Indonesia

This article offers an analysis of the role of Christian religious education in overcoming radicalism in the Indonesian context. Radicalism in Indonesia is multifaceted, and religious, political, social, and ethnic factors contribute to its prevalence. Religious differences often give rise to misunderstandings and violence which then occurs. Political radicalism stems from power dynamics, including state-sponsored oppression or interstate conflict. Social radicalism manifests through extreme tactics aimed at societal transformation, sometimes ignoring legal norms. Ethnic radicalism promotes a supremacist ideology, justifying violence or discrimination against other ethnic groups. Using qualitative research and literature analysis, this research explores the intersection between Christian education, radicalism, and diversity. The results of research on Christian religious education in Indonesia emphasize values such as diversity, tolerance and peace, which provide a counterweight to radical ideology. By prioritizing these values, Christian education fosters stability across religious, political, social and ethnic dimensions, thereby reducing the risks posed by radicalism. This research underlines the importance of Christian religious education in cultivating a society that is cohesive and tolerant of radical influences.

In spirit and in truth: (re)searching Christianity and racial liberation in education

As educational justice scholarship addressing racial oppression continues to name the role of the spirit, there is a need for Black and Brown Christian educators and researchers to locate ourselves as grounded in the epistemologies and pedagogies of Christ as our spiritual home. This paper brings together eight Black and Brown Christian educators and researchers to grapple with what it means to be Christians committed to racial justice in education against the backdrop of centuries of religious corruption. Through collaborative autoethnography, we turn to our spiritual and religious lives situated within our racialized identities to challenge the disciplinary and material boundaries of what critical qualitative research counts as “knowing.” In doing this, we give ourselves, and all educators and researchers, permission to make evident the unseen forces that shape our ways of being in research and teaching.

Teologi Sebagai Landasan Bagi Gereja Dalam Mengembangkan Pendidikan Agama Kristen

The church is a fellowship of saints, called by God to fulfill His mission of teaching sound doctrine to believers in accordance with the Bible. Christian education (PAK) is one of the teaching tasks in the church. This must be done continuously to meet the needs of the faithful. To remain relevant, the church must develop by considering the influence of modern developments that befall the church. In addition, the congregation has shown changes in behavior and lifestyle that are always up-to-date. In addition, the church also encounters teachings that deviate from the Bible and the correct theological foundation. In the development of PAK, the church cannot be separated from theology which is the content of PAK itself. The teaching practiced in the church focuses on God and His work. To understand this, a theology is needed that makes it easy to explain what God's will is for His people. By making theology the basis for the development of biblical PAK, the church grows into a productive congregation that produces more mature congregations who can live out their faith in their daily lives. This article is written using a qualitative descriptive method through literature research. The conclusion of this article is that the church must understand that PAK is a very important mission of the church and needs to be further developed. PAK is part of the church's theological work, so the church must develop PAK based on theology, and theology becomes the basis for the development of PAK in the church.

Using Trentham’s principle of inverse consistency to vet models of human development for use in Christian educator preparation programs

This article aims to utilize Trentham’s Inverse Consistency Protocol (ICP) to appraise human development models for use within Christian educator preparation programs. The authors propose that the ICP can be applied to any secular paradigms to discern potential areas of inconsistency with an institution’s faith tradition. To illustrate application of the ICP in this way, Vygotsky’s Zone of Proximal Development (ZPD) model was provided as an example of one model of human development that is widely taught in educator preparation programs. The ZPD model was submitted through the four-step inverse consistency protocol. Findings suggest that ICP is a reflective tool for engaging with the social sciences with integrity after protocol results indicated that ZPD is an appropriate model for use by Christian educators when used responsibly. Implications for extended use of ICP are discussed.

Учительство Христа в классической западноевропейской иконографии

The article examines the visual embodiment of the theme of Christ's teaching in the European visual tradition. The author shows that the pedagogical metaphors of the Teacher and the Educator, vivid in the New Testament texts and the works of the first Christian writers, were reflected in the fine arts through certain iconographic formulas. An assumption is made about the possibility of a pedagogical interpretation of the symbolic image of the Good Shepherd (basing on Clement of Alexandria). Variations in the image of the Teacher in the works of the 4-5th centuries are also analyzed: these are compositions with Christ the Wonderworker and Christ the Philosopher, which had different iconographic prototypes. Regardless of the characteristics of the portrait interpretation of Christ, special attributes (rhetorical gesture, pallium, scroll or open codex) allow to identify Him as a Teacher. The view on Christ as the Teacher and righteousness and divine wisdom, incomparable with earthly knowledge, is a specific of the patristic tradition. The development of Christian art under the influence of liturgical theological the formation caused appearance of new subjects and interpretations in medieval art. Plots previously associated with the theme of Christ’s teaching receive a different view within the framework of typological exegesis. The author shows that the main “pedagogical” plot, which received consistent development in the art of the Middle Ages, is the image of the young Christ in the Jerusalem temple (Luke 2:41-51). The plot was popular due to the veneration of the image of the baby Jesus, general interest in His childhood, and also in connection with the cults of the Mother of God. In the iconography of the 15-17th centuries the polemical component of the plot is often emphasized, with the scene being interpreted as a variant of a dispute. In apocryphal texts dedicated to the childhood of Jesus, there are episodes of interaction between the Divine Youth and school teachers, who generally showed pedagogical carelessness towards the child and recognized His “disability to learn.” In illustrations of the plot children sympathize and support their “classmate” and even glorify Him as God. Finally, in the late Middle Ages, the story of the giving of the Lord's Prayer was spread, with the direct interaction of the Teacher and Preacher with their listeners articulated.

The Efforts of the Pastor as a Christian Educator in Preventing Interreligious Marriages for Young Christian Youth

Humans live in various tribes, nations, cultures, customs and religions, because diversity cannot be denied so that marriages of different beliefs can occur in society. The occurrence of inter-faith marriages is caused by a lack of awareness among young people regarding the impacts that occur when entering into inter-faith marriages. Based on the current prevalence of interfaith marriages, it is necessary for pastors as Christian educators to make efforts to prevent interfaith marriages from continuing to occur. Through this research, the aim is to explain precisely the efforts of pastors as Christian educators in preventing interfaith marriages for young people in GKII Jerusalem Sebelantau, Sekadau Regency. Researchers used descriptive qualitative research methods through observation, interviews and literature techniques. The results of the research obtained are that if the pastor as a Christian educator continuously educates, teaches, guides, and directs Christian young people to the right path through the word of God, then young people will not enter into interfaith marriages even if there is an interfaith marriage. religion, then through God's help can win for the glory of Christ

예전과 기독교 교육 : 신앙형성과 전수를 위한 핵심축

예전과 기독교 교육 : 신앙형성과 전수를 위한 핵심축

Jesus and Nationalism in Republican China

Abstract Historians recognize the twentieth century as an age of nationalism in the Majority World. During times of foreign dominance and internal division, nationalism often united the masses and ignited social reformation. At the turn of the twentieth century, various social movements emerged in the land now known as the People’s Republic of China, motivating young people in cities such as Peking and Shanghai to seek salvation for their country. In response to China’s crisis, Chinese Christian educators and theologians offered their perspectives on saving China by developing Christlike character. This study explores two key players: T.C. Chao (赵紫宸) and Princeton S. Hsu (徐松石). By comparing their views on China’s problems, nationalism, and China’s salvation, I present two strategies for contextualizing Christianity in Republican China: preaching the Social Gospel and promoting Christianity’s indigenization. Despite their courage and ingenuity, their contextual theology ultimately tends to domesticate Jesus and adapt theology to fit their cultural and societal agendas.

Relationship Between the Role of Christian Religious Education Teachers According to Titus 2:6-8 And the Character Development of High School Students in Loa Janan Ilir District During The 2023/2024 Academic Year

The study aims to explore the relationship between the role of the Christian Teacher of Education (PAK) according to Titus 2:6-8 and the character development of high school students in the Loa Janan Ilir region for the academic year 2023/2024. Using the method of correlation analysis, the findings showed a positive correlationship between the role of PAK teacher and student character development, even though the correspondence was low with a Pearson correlative coefficient of 0.249. The results of the analysis also indicated that only a small part of the variability in student character development can be attributed to the role of PAK teacher, with a determination coefficient (ry2) of 6.2%. The study also highlighted that the majority of variabilities in the character development of students (93.8%) are influenced by factors outside the scope of the study. However, the level of significance of the correlation factor found (0.05) indicates that there is a statistically significant relationship between the teacher's role and the student's character development. Thus, the study provides important insights into the role of PAK Teachers in shaping the character of high school students, while emphasizing the importance of considering other external factors that contribute to student character development

Using Logotherapy as a Counselling Model in Helping the Existentially Emotionally Depressed Christian

Logotherapy is a term derived from logos, a Greek word that translates to ‘meaning.’ It is a therapy defined as treatment of a disorder, illness, or maladjustment. It was developed by Viktor Frankl and was founded on the belief that human nature is motivated by the search for a life purpose, the pursuit of that meaning for one’s life. As a therapy of meaning it is very akin to religion. Frankl, the founder of logotherapy, was actually raised in a Jewish family and used his faith to cope with many hardships during life. His therapeutic technique led people to discover their meaning, the higher purpose in their lives. It focuses on the meaning of human existence as well as on man’s search for such a meaning. Logotherapy is very suitable for pastoral care and counselling, for its method is similar to the belief in God or a higher power; it facilitates changes through deep spiritual, emotional and physical awareness. It is a therapeutic method that allows for the deepening of faith and beliefs that ultimately results in a strong commitment to God at the same time promotes sound ethical moral community society. This paper does not intend to make logotherapy a panacea for all psychic problems but a suggestible counselling model for use by pastors and Christian educators: for helping the existentially frustrated and emotionally depressed, since all problems are logotherapeutically created. There is no doubt that most members are bedeviled with emotional depression which has effect on their commitments to God through the church. The calling of the Master, Jesus Christ, is for the pastor to equip the saints; so they may be about the ministry in the world.

A Syntactical Analysis of Christian Teaching According to James 1:16-27

The book of James reveals three purposes of Christian’s tribulation. First, it comes from the present argument: let his endurance have a perfect result which is you become mature and complete, and lack of nothing (1:4). The second purpose derives from the future argument: blessed the one who endures in the tribulation. Because, after these things, he will receive the crown of life that God has promised to those who love Him (1:12). The last purpose uses the past argument: He gave us birth with his true word so that we might become the first fruit amongst his all creations. This article analyses the second and the last purpose through a syntactical analysis.

STRATEGY FOR TEACHERS TO SUPPORT SELF-REGULATION FOR STUDENT LEARNING PROCESS IN POST-PANDEMIC LEARNING

Christian education aims to form students who have Christ-like qualities. This effort is a mission that Christian education wants to achieve. To develop these qualities, students need good self-regulation skills in learning. Self-regulation is the ability of students to direct their thoughts, feelings, and behavior to achieve learning goals. Students who have good self-regulation will achieve success in learning. However, since post-pandemic learning, students have had challenges adapting from online learning to face-to-face learning. This affects student self-regulation in learning. Therefore, Christian teachers, as shepherds, have a responsibility to help students experience increased self-regulation. In this study, researchers wanted to examine the strategies used by a teacher to support student self-regulation in the post-pandemic learning context. This study uses descriptive qualitative research methods with observation and interviews as data collection techniques. The data were then analyzed using data reduction, presentation, and conclusion. After examining more deeply, the researchers found that the teacher implemented several essential strategies in the context of post-pandemic learning and were proven to support students in experiencing increased self-regulation abilities in the learning process.

Keteguhan Iman Dalam Era Tantangan Dari Perspektif Teologis Kristen

Firmness in faith is a human way of facing difficulties or challenges. Firmness of faith in difficult times is a concept from the perspective of Christian theology which focuses on the perseverance of individuals or Christian communities to maintain faith in the teachings of Christ amidst changing times. In this context, remaining strong in the faith requires a deep knowledge of Biblical truth, a commitment to following Christ's teachings, and a willingness to face trials and challenges that may arise. Through prayer, Bible reading, fellowship with fellow believers, and active participation in church, every Christian can strengthen their faith. The importance of unshakable faith in the perspective of Christian theology lies in its role as a solid spiritual foundation amidst current changes and temptations. By maintaining a strong faith, Christians can strengthen their relationship with God, find peace and strength in their faith, and become influential witnesses in society. Witnessing the strength of faith also inspires and strengthens the faith of fellow Christians and builds a strong community in faith and love for Christ. Therefore, from the perspective of Christian theology, strengthening faith in difficult times is not just an individual's effort to maintain faith, but also being a witness to Christ in the midst of an ever-changing world.

Lutheran Theological Education to Christian Education in (South) Africa: A Decolonial Conversion in the African Church

It can be debated whether a Lutheran identity is still relevant in the midst of ecumenical development in (South) Africa, with special reference to theological education and Christian education. The Lutheran Church is a unique body within the ecumenical family as it contributes to work on the mission of God. Theological education and Christian education are educational centres which aim to promote social justice towards community development. These two educational centres are branches of the Lutheran Church. Taking into account the fact that theological education and Christian education were introduced by European and American missionaries with various church traditions in (South) Africa as part of community development, the purpose of this article is to discuss the impact of Lutheran theological education and Christian education, to demonstrate their contribution in the church, and call for their decolonisation and contextualisation.

Christian Higher Education at Secular Universities: A Multiple-Case Study of Christian Study Centers and Institutes for Catholic Thought

For over 50 years, a group of Christians has cultivated a movement to revitalize Christian education at secular universities. These leaders formed centers for Christian thought (CCT) to reengage the Christian faith with the intellectual life (and vice-versa) and work with students, staff, and faculty within American universities. At present, there are at least 41 CCT in the USA, but little empirical work has been done to explore this type of Christian education. In this paper, we used a collective case study of five established CCT to answer the following research question: What are the distinctive features of Christian study centers and institutes for Catholic thought, and what is the nature of Christian education they offer? Each center we studied exhibited characteristics unique to its institutional context and yet shared some key educational elements with other centers. In sum, CCT used hospitality and intellectual fellowship to engage the riches of the Christian intellectual tradition to satiate the human appetite to live an integrated life. The center staff believed that living the integrated life would strengthen the global church and thereby benefit the university and society. Although CCT are distinct from Christian colleges and universities, opportunities exist for mutual learning between them that could help perpetuate the Christian intellectual tradition. For example, CCT could benefit from the faith integration conversations happening on Christian campuses, who could, in turn, learn from the holistic approaches of CCT and benefit from hiring faculty who were involved with a center as graduate students.

Kajian Teologis Tentang Moderasi Beragama dalam Pandangan Paulus

This article examines the Apostle Paul's views on religious moderation, revealed through an analysis of his letters in the New Testament. Paul had main goals, including building unity in diversity, teaching attitudes of love and forgiveness, advancing the principles of faith as a connector, encouraging attitudes of tolerance, and spreading the teachings of Christ inclusively. This article explains how Paul guides the Christian community to live in harmony, respect, and embrace diversity in the Christian faith.

EVALUASI PROGRAM PEMBELAJARAN BAHASA INGGRIS DENGAN MODEL CIPP DI INSTITUT AGAMA KRISTEN NEGERI KUPANG

The English language skills of Christian Education Study Program students are still low. Therefore, this research aims to determine the effectiveness of English learning program. This research uses a qualititative approach with an evaluation model that focuses on context, input, ptocess, and product. The data in this research comes from interview of two English lecturers and six students who have taken English course in the semester one of 2022/2023 and documentation (curriculum, lesson plans, and journal class). The data collection techniques used were: interview and documentation. The result of the research showed that the implemementation of English learning in Christian Education Study Program had not been effective although the average of each class is above of 70. It could be seen: 1) evaluation context describes that the learning program has not been able to answer the program objectives; 2) evaluation input reveals that the study materials contains in the curriculum are still too general, teaching materials are not yet available to students, and the infrastructure cannot fully support the English language learning process; and 3) evaluation process asserts that the leaning tools are prepared after learning, learning process is carried using the old method, and the form of assignments is not yet project/ problem solving based.

ОПЫТ МИССИОНЕРОВ РПЦ В ЗАРОЖДЕНИИ ХРИСТИАНСКОГО ОБРАЗОВАНИЯ У ОСЕТИН (1742–1793)

В публикации представлен анализ деятельности миссионеров РПЦ в зарождении христианского образования у осетин за период с 1742 по 1793 гг. Цель работы заключается в воссоздании целостной картины генезиса христианского образования миссионерами, выявлении их вклада в дело просвещения осетинского народа. На основе открытия новых архивных и документальных материалов в статье пересматривается позиция некоторых аспектов кавказоведческой науки, нивелирующей значение грузинских деятелей в культурном сближении русско-осетинских обществ. The publication presents an analysis of the activities of the missionaries of the Russian Orthodox Church in the origin of education among Ossetians for the period from 1742 to 1793. The aim of the work is to recreate a holistic picture of the genesis of Christian education by missionaries, to identify their contribution to the school architecture of the Ossetian people. Based on the discovery of new archival and documentary materials, the article reviews the position of some aspects of Caucasian studies, leveling the importance of Georgian figures in the cultural rapprochement of Russian-Ossetian societies.

The role of Christian faith in the reintegration of female prisoners

Aim: This study delves into the correlation between religious faith and the process of reintegration among women in incarceration. In Hungary, this subject is relatively understudied; however, international insights underscore the prominent role of religious convictions in shaping an individual’s predisposition towards criminality and their influence on prosocial conduct. Yet, the extent and contentious nature of its role in reintegration persist due to a lack of emphasis by societal institutions associated with detainees, disregarding the intricate sociological prospects embedded within religion and faith. These prospects, meticulously scrutinised by sociologists, encompass the maintenance and fortification of social order, the regulation of human activities, and more. An additional challenge arises post-release, where organisations and religious institutions involved in the spiritual rehabilitation of detainees lose contact with these individuals, impeding subsequent investigative efforts.Methodology: The data for our pilot study were gathered among residents of Kalocsa Prison in 2024. Employing the Shortened Aspiration Index, augmented by interviews, our research methodology sought to enrich descriptive statistical analyses through the nuanced exploration of interview content. Sample selection followed a randomised and voluntary basis (N: 46 individuals). Importantly, the outcomes derived from our study are not intended for generalisation but rather apply specifically to our sampled cohort.Findings: Our discernments indicate that, for the female detainees under scrutiny, faith and religious practices wield a positive influence on delineating life objectives. They also play a pivotal role in sustaining mental equilibrium, with noteworthy psychoeducational ramifications. During catechesis, knowledge enrichment extends beyond cultural dimensions to encompass moral teachings, fostering an understanding of the ethical values and frameworks essential for normative living.Value: Determining the criteria for the success of post-release reintegration proves elusive, given the nuanced and idiosyncratic nature of success for everyone. Factors influencing an individual’s psychological dynamics and behavioural patterns intricately interweave within a complex socioeconomic system. Thus, it is reasonable to assert that the precepts of Christian teachings, faith, and the spiritual and organisational scaffolding of religious practices can form integral components of a supportive framework. Acknowledging the reinforcing role of Christian faith, particularly among women, aligns with the 2022 census data from the Hungarian Central Statistical Office (KSH), which underscores a prevailing proclivity towards religiosity among women in contemporary Hungary.