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All Journal Indonesian Journal of Theology The Journal of Contemporary Sociological Issues (CSI)
Nenohai, Jear Niklas Doming Karniatu
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Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Meninjau Ulang Relasi Agama Kristen dan Agama Leluhur dalam Konteks Gereja Masehi Injili di Timor Nenohai, Jear Niklas Doming Karniatu
Indonesian Journal of Theology Vol 11 No 2 (2023): Edisi Spesial - Studi-studi Perbandingan Agama
Publisher : Asosiasi Teolog Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46567/ijt.v11i2.351

Abstract

This article examines the relationship between the Christian Evangelical Church of Timor (Gereja Masehi Injili di Timor, or GMIT) and Indigenous religions. It gives special attention to the Monthly Cultural Liturgy (Liturgi Bulan Budaya, or LBB), which is a contextual theological construct instituted by the GMIT Synod. This research explores the limited efficacy of contextual theology as the approach only aids GMIT members in observing aspects of Indigeneity within the context of Christian worship, while the LBB otherwise rejects Indigenous cultural and religious practices as errant and infidel. Despite incorporation of Indigenous values within an ecclesial milieu, the discriminatory attitudes of GMIT members towards Indigenous communities remain unaddressed within the current prism of contextual theology. Consequently, I aim to improve Christian contextual theology through studying other religions by means of the Indigenous religion paradigm. The goal is to create a more inclusive theology that encourages GMIT members to be more open and accepting of local communities practicing Indigenous religions. Such an amalgamation yields an intersubjective paradigm of contextual theology, the upshot of which makes for a more adaptive LBB that fosters relationships within the scope of GMIT’s ministerial services.
Religion and Belief in Indonesia’s Education System: Constitutional Recognition Amid Institutional Marginalization Nenohai, Jear Niklas Doming Karniatu
Journal of Contemporary Sociological Issues Vol. 5 No. 1 (2025): Journal of Contemporary Sociological Issues
Publisher : Advanced Studies on Socio-Economy Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/csi.v5i1.45609

Abstract

Changes in Indonesia's educational framework consistently align with shifts in the governing administration. Each variation of these reforms reveals a recurring pattern: Indigenous religious groups, holding minority status, regularly face discrimination due to these policies. Unfortunately, recognizing the indigenous belief system in education as a legitimate form of instruction within Indonesia remains elusive. The primary driver of this discriminatory practice is rooted in the principles of the belief system in education, currently regulated by the guidelines of the Ministry of Education and Culture (KEMENDIKBUD). Critics widely believe that this belief system symbolizes exclusion, deviating from inclusivity and misaligning with the fundamental principles outlined in the 1945 Constitution. Previous scholars have convincingly argued that the marginalization of Indigenous education directly stems from orchestrated religious politics. The prejudicial treatment extends beyond the dominance of world religions and is fundamentally based on religious exclusion. This exclusionary practice involves transforming Indigenous education into a secular and anthropocentric framework. A clear example of this exclusion is visible in the intentional separation of religious education from its indigenous counterpart. This is evident in the current administration, where the Ministry of Education and Culture oversees indigenous education, while the Ministry of Religion recognizes only six religions. Within the existing state paradigm, indigenous education is confined to secularism, stripped of its religious character. Given this reality, this paper argues that marginalization continuously occurs within the context of Indonesia’s educational system. Keywords: Belief, Education, Freedom, Indigenous, Religious
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