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Sutrisna Harjanto
Sekolah Tinggi Teologi Bandung
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Visi Pendidikan Berdasarkan Konsep Panggilan: Upaya Menemukan Arah yang Menyatukan Pendidikan Kristen di Berbagai Konteks Sutrisna Harjanto
Indonesian Journal of Theology Vol 7 No 1 (2019): Edisi Spesial Pendidikan Kristiani di Indonesia
Publisher : Asosiasi Teolog Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1002.501 KB) | DOI: 10.46567/ijt.v7i1.5

Abstract

Fragmentation constitutes a classic phenomenon for Christian education in various contexts, one that is not easily addressed despite the many attempts leaders and thinkers in Christian education have explored. The ongoing fragmentation indicates lack of a comprehensive vision that might unify the direction of Christian education in various contexts. In this article, the author proposes that a vision for Christian education be based on the concept of calling as understood from the framework of a biblical metanarrative, to provide a unifying trajectory for Christian education within various contexts (family, school, church, parachurch, and seminaries) by which such efforts can be seen as complementary and synergistic. The need for collaboration and synergy among various and widely differing educational contexts is illustrated by a certain qualitative study that traces the process of formation as experienced by a number of Christian professionals in ways that enable them to live out their vocational work as the Lord’s call (vocation) as well as to dedicate their lives according to the interest of others. This need for collaboration and synergy also finds confirmation in the theory of human development ecology as proposed by developmental psychology expert, Urie Bronfenbrenner.
A Critical Appreciation to Thomas Groome's Shared Praxis Approach Sutrisna Harjanto
Indonesian Journal of Theology Vol 4 No 1 (2016): Edisi Reguler - Juli 2016
Publisher : Asosiasi Teolog Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.938 KB) | DOI: 10.46567/ijt.v4i1.50

Abstract

Thomas Groome’s shared Christian praxis approach is the fruit of a genius effort to draw theological, philosophical, and pedagogical insights from various, sometimes opposite, resources, and blend them together to provide a rich approach in Christian religious education. His approach can be understood better by exploring the theological and the philosophical frameworks behind it, and also the historical background that influences Groome, which shaped his thoughts and to which he reacted. Among the significant contributions of this approach are an enriched epistemology for Christian religious education and a balance/holistic approach between theory and praxis, and between Christian Story/Vision and participant’s stories/vision. There are, however, some points that need to be critically challenged in order to make this approach more fruitful, such as his overemphasis of freedom as the purpose of Christian religious education and the absence of clearer boundary markers between the constitutive and nonconstitutive elements of the Christian Story/Vision in this approach.
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