Humanistic and inclusive Christian education: A framework for learning transformation
Christian religious education struggles to balance local relevance and theological fidelity in Indonesia. By embracing education, this approach seeks to create a learning space that respects diversity, strengthens love and encourages reconciliation between local traditions and Christian teachings. T...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
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| In: |
HTS teologiese studies
Year: 2025, Volume: 81, Issue: 1 |
| Further subjects: | B
Reconciliation
B Contextual Curriculum B Adaptive Technology B Inclusive Education B Miroslav Volf B Christian Religious Education B Embracing Education |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | Christian religious education struggles to balance local relevance and theological fidelity in Indonesia. By embracing education, this approach seeks to create a learning space that respects diversity, strengthens love and encourages reconciliation between local traditions and Christian teachings. This study analysed the potential of adaptive technology to improve inclusivity and quality of learning, integrating Miroslav Volf’s ideas on reconciliation and Jill W. Fresen’s on digital education. Using the literature study method, it was found that technology can strengthen the principles of inclusivity and cross-cultural dialogue and encourage students’ spiritual transformation. Collaboration with local communities, project-based curriculum and context-based educator training can improve the competitiveness of theological colleges in Indonesia. This study offers an educational model that is relevant and capable of being an agent of social change in a pluralistic society.Contribution: This study integrated the approach of reconciliation theology and educational technology to create an inclusive and transformative learning model. This study contributes to cross-cultural studies by offering a dialogue-based teaching strategy to build harmony in a multicultural society. |
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| ISSN: | 2072-8050 |
| Contains: | Enthalten in: HTS teologiese studies
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| Persistent identifiers: | DOI: 10.4102/hts.v81i1.10488 |
