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All Journal Jurnal Penelitian Progresif (JPP)
Ricko Andhika
Sekolah Tinggi Teologi Anugrah Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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JOHANNINE DUALISM RECONSIDERED: BEYOND THE COSMOLOGICAL-EPISTEMOLOGICAL DIVIDE Evans Winata; Ricko Andhika; Adi Prasetyo Wibowo
Jurnal Penelitian Progresif Vol 5 No 2 (2026): MARCH 2026 - AUGUST 2026
Publisher : CV Naskah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jpp.v5i2.349

Abstract

The persistent debate over the character of Johannine dualism has long been framed as a choice between two dominant positions: a cosmological reading that identifies two ontologically distinct realms (light/darkness, above/below), and an epistemological reading that reduces the dualism to contrasting human responses to divine revelation. This article argues that both positions, despite their genuine textual support, impose an anachronistic dichotomy onto the Johannine corpus. Drawing on close exegesis of John 1:1–18, 3:1–21, 8:23–47, 17:6–19, 1 John 4:7–8, and Revelation 12, and engaging the contributions of Jörg Frey, Jan van der Watt, and Catrin Williams alongside the classical scholarship of Bultmann, Dodd, Brown, and Lincoln, this article proposes a third framework: incarnational-relational dualism. This framework holds that the Johannine polarity is neither a metaphysical division between two realms nor a merely cognitive-ethical distinction, but rather a differentiation between two modes of existence constituted by one's participation in or rejection of the incarnate Logos. The proposed model is distinguished from the doctrine of perichoresis and from Chalcedonian categories, to which it is related but not reducible. Implications for Johannine hermeneutics and pastoral theology are considered.
FORMULATION OF THE PHILOSOPHY OF CHRISTIAN RELIGIOUS EDUCATION IN CHARACTER FORMATION OF GENERATION Z Ricko Andhika; Suranto; Erwin Marcelino; Hendrianto
Jurnal Penelitian Progresif Vol 5 No 2 (2026): MARCH 2026 - AUGUST 2026
Publisher : CV Naskah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jpp.v5i2.383

Abstract

This study aims to formulate a philosophy of Christian Religious Education (CRE) that engages critically and constructively with the philosophical structure of the digital ecosystem inhabited by Generation Z, in order to develop a framework for character formation that is not merely technically adaptive but rooted in deep ontological, epistemological, and ethical inquiry. Existing studies on CRE and Generation Z have largely remained at the level of digital media-based learning strategies, with limited attention to the philosophical tensions between classical/contemporary CRE and the internal logic of the digital ecosystem. This study employs a qualitative method with a library research design, applying a philosophical-hermeneutical approach and dialectical-conceptual analysis across five domains: (1) faith epistemology versus algorithmic epistemology; (2) the philosophy of presence/koinonia versus disembodied digital relationships; (3) imago Dei versus performative, layered digital identity; (4) classical spiritual disciplines versus the digital attention economy; and (5) vertical pedagogical authority versus peer-to-peer/influencer culture. The findings indicate that an adequate response lies neither in outright rejection nor uncritical accommodation of the digital ecosystem, but in creative reformulation, yielding five new theoretical constructs: counter-epistemology, layered hybrid theological presence, a pedagogy of divine recognition, spiritual discipline as communal resistance, and relational-verified authority. These five formulations affirm that a CRE philosophy responsive to Generation Z is one that engages contextually with theological confidence, rather than sacrificing depth for digital relevance. The study recommends further empirical research to test the application of these formulations in the practice of Christian education within churches and Christian educational institutions.
Co-Authors Adi Prasetyo Wibowo Erwin Marcelino Evans Winata Hendrianto Suranto