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Proceeding of The International Conference on Religious Education and Cross - Cultural Understanding
Published by Asosiasi Riset Ilmu Pendidikan Agama Dan Filsafat Indonesia
ISSN : -     EISSN : 30905753     DOI : https://doi.org/10.61132/icreccu.v1i2
Core Subject : Religion,
Religion
Proceeding of the International Conference on Religious Education and Cross-Cultural Understanding, Its a collection of scientific papers or articles that have been presented at the National Research Conference which is held regularly every year by Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia.The topics of the papers published in the Proceeding of the International Conference on Religious Education and Cross-Cultural Understanding, are: (a). Religion, (b). Religion (Philosophy) of Hinduism, Buddhism and others not yet listed, (c). Sociology of Religion, (d). Other relevant fields and published twice a year (January and July). Proceeding of the International Conference on Religious Education and Cross-Cultural Understanding is a scientific journal that publishes research articles, conceptual papers, and case studies focusing on religious education, intercultural dialogue, and cross-cultural understanding. The journal aims to provide a platform for academics, researchers, educators, and practitioners to share knowledge, perspectives, and innovations that strengthen tolerance, diversity, and global citizenship through education. The scope includes, but is not limited to: Religious education in formal and non-formal settings Comparative religion and interfaith dialogue Multiculturalism, pluralism, and global ethics Curriculum development and pedagogy in religious and moral education Cross-cultural communication and intercultural competence Philosophy of religion, theology, and ethics in education Peace education, tolerance, and conflict resolution Identity, diversity, and human rights in religious contexts Interdisciplinary studies on religion, culture, and education
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 24 Documents
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The Crisis of Authority in Global Culture: An Interdisciplinary Analysis of Contemporary Shifts in Epistemology, Values, and Truth John Massie; Yohanes Nduru; Herbin Simanjuntak
Proceeding of The International Conference on Religious Education and Cross - Cultural Understanding Vol. 2 No. 1 (2026): January : Proceeding of the International Conference on Religious Education and
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/icreccu.v2i1.51

Abstract

The crisis of authority in global culture is a complex phenomenon reflecting a fundamental shift in how humans understand truth, values, and the sources of legitimacy of knowledge. This research focuses on the dynamics of epistemological change in global society influenced by digital technology, cultural relativism, and value pluralism. The main issue studied is how this crisis of authority influences the construction of truth and value systems in contemporary society, as well as its implications for social and spiritual life. The aim of this research is to develop an interdisciplinary analysis that integrates perspectives from philosophy, sociology, theology, and media studies in understanding this phenomenon. The method used is a qualitative approach based on systematic literature studies with a critical analysis of recent academic sources. The main findings indicate that the crisis of authority is characterized not only by the weakening of traditional institutions but also by the emergence of "alternative authorities" based on algorithms, public opinion, and subjective experience. This results in the fragmentation of truth, the relativization of values, and a crisis of epistemological legitimacy. The synthesis of this research confirms that the reconstruction of authority requires an integrative approach that combines rationality, ethics, and spiritual dimensions. In conclusion, the crisis of authority in global culture is not merely a challenge, but rather an opportunity to build a new epistemological paradigm that is more holistic, reflective, and rooted in transcendent values.
Integration of Biblical Authority in Curriculum Design and Pedagogical Practice: Toward a Transformational Model of Christian Education Yohanes Nduru; Yustini Laia; Listari Halawa
Proceeding of The International Conference on Religious Education and Cross - Cultural Understanding Vol. 2 No. 1 (2026): January : Proceeding of the International Conference on Religious Education and
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/icreccu.v2i1.52

Abstract

This study examines the integration of biblical authority into curriculum design and pedagogical practices as a foundation for developing a transformational Christian education model in a global, digital context. The main issue raised is the dichotomy between normative theological approaches and contemporary pedagogical practices that are often secular, leading to a weak integration of faith and learning in Christian education. The purpose of this study is to formulate an integrative model that harmonizes biblical authority with modern pedagogical approaches in a contextual, relevant, and applicable manner. The research method uses a qualitative approach through systematic literature study and conceptual analysis of various recent journals and books in the fields of Christian education, curriculum, and transformational pedagogy. The results show that the integration of biblical authority can be constructed through three main dimensions: epistemological (the Bible as a source of truth), curricular (the integration of biblical narratives into the curriculum structure), and pedagogical (learning practices oriented towards character transformation and spirituality). The research synthesis produces the "Biblical Transformative Curriculum-Pedagogy Integration (BTCPI)" model that emphasizes the relationship between theological truth, character formation, and the practice of faith. In conclusion, the holistic integration of biblical authority and modern pedagogy contributes significantly to developing students who are not only academically competent but also possess contextual spiritual and moral maturity.
The Integration of Biblical Authority in the Construction of the Theological Education Curriculum: Theological and Pedagogical Analysis Edison Edison; Erikana Laia; Temaziso Halawa; Linusman Hulu; Tema'aro Zai
Proceeding of The International Conference on Religious Education and Cross - Cultural Understanding Vol. 2 No. 1 (2026): January : Proceeding of the International Conference on Religious Education and
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/icreccu.v2i1.53

Abstract

This research aims to analyze the integration of biblical authority in the construction of the theological education curriculum through a theological and pedagogical approach. The authority of the Bible as the normative and final word of God has a central role in the formation of doctrine, ethics, and practices of church life, so it should be the main foundation in the development of the theological education curriculum. In practice, however, there is a tendency that the construction of the curriculum is more influenced by modern academic and pedagogical approaches without adequate integration into biblical theological foundations. This study uses a qualitative method with a literature study approach that analyzes various sources of systematic theology and Christian education theory. The results of the study show that the integration of biblical authority in the theological education curriculum can be carried out through three main aspects, namely: (1) the placement of the Bible as a normative source in the entire curriculum structure, (2) the integration of theological values in learning design, and (3) the development of pedagogical models oriented towards spiritual formation and character. The findings of this study confirm that the construction of a theological education curriculum rooted in biblical authority not only results in academic competence, but also shapes spirituality, integrity of faith, and readiness for ministry. Thus, this research makes a conceptual contribution in developing an integrative theological education curriculum model between theological and pedagogical dimensions.
Reconstructing Biblical Authority in Christian Religious Education Amid Global Cultural Fragmentation Talizaro Tafonao; Desy Mintin; Daniel Agustin
Proceeding of The International Conference on Religious Education and Cross - Cultural Understanding Vol. 2 No. 1 (2026): January : Proceeding of the International Conference on Religious Education and
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/icreccu.v2i1.54

Abstract

The development of globalization and digital culture has given rise to an epistemological crisis that shifts the authority of truth from revelation to social construction, so that the authority of the Bible in Christian education is increasingly marginalized. This condition has an impact on the low internalization of the value of faith, where students understand the Bible cognitively but do not live it in daily practice. This research aims to reconstruct the authority of the Bible in Christian education through an integrative and contextual approach in the midst of global cultural fragmentation. This research uses a qualitative approach with a library research method that integrates theological, pedagogical, and digital cultural contexts. Data were obtained from theological literature, educational theory, and relevant journal articles, which were analyzed using content analysis techniques and theological-constructive reflection. The results show that the crisis of biblical authority is influenced by epistemic shifts, the dominance of post-truth culture, low internalization of values, and non-contextual pedagogical approaches. This research creates a model of reconstruction of biblical authority that integrates the epistemological, pedagogical, and bruxistic dimensions in a transformational manner. In conclusion, this reconstruction does not change the theological substance of the Bible but updates the approach to learning to be more dialogical, reflective, and contextual, so that the authority of the Bible remains relevant in shaping the faith and character of learners in the global era.

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