Christology, Identity Formation, and Theological Pedagogy: A Qualitative Study of the Darakbang Movement among Indonesian Theological Educators
DOI:
https://doi.org/10.64529/vtn70p17Keywords:
Christology, Darakbang Movement, Lecturer of Theology, Religious-cultural identity, Qualitative Case StudiesAbstract
This study investigates the impact of Darakbang Christology on the development of religious and cultural identity, as well as the pedagogical orientation of theology lecturers in Indonesia. The unit of analysis of this research is a theology lecturer who is involved in or influenced by the Darakbang movement in several theological education institutions in Indonesia. This study aims to analyze Darakbang Christology from a biblical and theological perspective, examining its implications for the formation of the identity, lifestyle, and pedagogical practices of theology lecturers in the context of a pluralistic religious society. This study employs a qualitative approach with a dual-case study design. Data was collected through in-depth interviews, participatory observations, and document analysis and then analyzed thematically. The study's findings reveal that Darakbang Christology serves not only as a doctrinal framework but also as a formative paradigm that shapes the spiritual discipline, teaching practices, and self-understanding of theology lecturers as theological agents. The novelty of this research lies in the integration of Christological analysis with the formation of identity and theological pedagogy in the context of the Global South. This research contributes to the development of the study of contextual Christology, educational theology, and religious studies through empirical models of how a theological movement shapes academic and religious identity.
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