Imago Dei sebagai Kontra-Narasi: Rekonstruksi Respons Pendidikan Kristiani terhadap Perundungan melalui Antropologi Teologis
DOI:
https://doi.org/10.52220/c2619w27Kata Kunci:
bullying; Christian education; counter-narrative; imago Dei; theological anthropology; antropologi teologis; kontra-narasi; pendidikan Kristiani; perundunganAbstrak
Christian educational responses to bullying have predominantly remained reactive-behavioral and moralistic-imperative, without addressing the ontological roots of the phenomenon. This article aims to reconstruct Christian educational responses to bullying through the framework of theological anthropology, positioning the doctrine of imago Dei as a counter-narrative against the logic of dehumanization underlying bullying behavior. Employing a constructive-theological method with doctrinal-hermeneutical analysis, this study traces the development of the imago Dei concept from the patristic tradition (Irenaeus), through the Reformation (Calvin), to contemporary theology (Barth, Moltmann, Volf). The article argues that bullying constitutes an ontological distortion of the relational-communal dimension of human nature and proposes an imago Dei pedagogy as a distinctive and transformative framework for Christian education in anti-bullying missions.
Abstrak
Respons pendidikan Kristiani terhadap fenomena perundungan (bullying) selama ini cenderung bersifat reaktif-behavioral dan moralistik-imperatif, tanpa menyentuh akar ontologis dari persoalan tersebut. Artikel ini bertujuan merekonstruksi respons pendidikan Kristiani terhadap perundungan melalui kerangka antropologi teologis, dengan memposisikan doktrin imago Dei sebagai kontra-narasi terhadap logika dehumanisasi yang mendasari perilaku perundungan. Menggunakan metode teologis-konstruktif dengan analisis doktrinal-hermeneutis, studi ini menelusuri perkembangan konsep imago Dei dari tradisi patristik (Irenaeus), reformasi (Calvin), hingga teologi kontemporer (Barth, Moltmann, Volf). Artikel ini berargumen bahwa perundungan merupakan distorsi ontologis terhadap hakikat kemanusiaan yang berdimensi relasional-komunal dan menawarkan pedagogi imago Dei sebagai kerangka pendidikan Kristiani yang distingtif dan transformatif dalam misi anti-perundungan.
Referensi
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