Pendidikan Kristiani sebagai Praksis Perdamaian: Integrasi Pemikiran Dietrich Bonhoeffer dan Thomas Groome

Yanice Janis

doi:10.30648/dun.v10i2.1953

Pendidikan Kristiani sebagai Praksis Perdamaian: Integrasi Pemikiran Dietrich Bonhoeffer dan Thomas Groome

Yanice Janis

Abstract

Abstract. This study explores Dietrich Bonhoeffer’s theological perspective as a foundation for Christian education in fostering peace, courage, and transformative action within communities. The research employs a qualitative library method with theological analysis, drawing upon Bonhoeffer’s writings and contemporary scholarship on Christian education. The finding reveals that Bonhoeffer’s emphasis on community, risk-taking, and resistance to injustice can be integrated with Thomas Groome’s framework of Christian religious education to create a transformative pedagogical model. Such integration enables Christian communities to act as peace agents by embodying ethical commitment, dialogical learning, and social engagement.

Abstrak. Kajian ini mengeksplorasi perspektif teologis Dietrich Bonhoeffer sebagai fondasi bagi pendidikan Kristiani dalam menumbuhkan perdamaian, keberanian, dan tindakan transformatif dalam komunitas. Penelitian ini menggunakan metode kualitatif berbasis kajian pustaka dengan analisis teologis, berfokus pada karya Bonhoeffer dan literatur kontemporer tentang pendidikan Kristiani. Hasil penelitian menunjukkan bahwa penekanan Bonhoeffer pada komunitas, keberanian mengambil risiko, dan perlawanan terhadap ketidakadilan dapat diintegrasikan dengan kerangka pendidikan Kristiani Thomas Groome untuk menghasilkan model pedagogi transformatif. Integrasi ini memungkinkan komunitas Kristen menjadi agen perdamaian melalui komitmen etis, pembelajaran dialogis, dan keterlibatan sosial.

Keywords

community; ethics; etis; justice; keadilan; komunitas; pedagogi; pedagogy; transformatif; transformative

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DOI: https://doi.org/10.30648/dun.v10i2.1953