Bumi yang Mengerang, Kelas yang Mendengar: Ekoteologi sebagai Horizon Baru Pendidikan Kristiani di tengah Krisis Iklim Nusantara
DOI:
https://doi.org/10.52220/jerc8z94Keywords:
Christian education; climate crisis; contextual pedagogy; ecological spirituality; ecotheology; ekoteologi; krisis iklim; pedagogi kontekstual; pendidikan kristiani; spiritualitas ekologisAbstract
The climate crisis in the Indonesian archipelago, marked by massive deforestation, rising sea levels along coastal regions, and the degradation of island ecosystems, demands a theological response that moves beyond charitable categories. Christian education in Indonesia remains predominantly anthropocentric, treating ecological issues as supplementary themes rather than a formative horizon. This article aims to formulate an ecotheological pedagogical framework for contextual Christian education in Indonesia. The research employs a qualitative approach, drawing on literature review and theological construction methods, integrating Sallie McFague's ecotheology (the earth as the Body of God), Jürgen Moltmann's ecological pneumatology, and Stephen Bevans' synthesis model. The findings show that ecotheology can function as a new horizon for Christian education through four pedagogical axes: the recovery of cosmic awareness; the formation of a spirituality of place (sense of place); learning grounded in local ecological wounds; and the praxis of cross-species solidarity. This article contributes to the development of an ecological, contextual, and transformative Christian education curriculum for learners who live amid the climate vulnerability of the Indonesian archipelago.
Abstrak
Krisis iklim di Nusantara, yang ditandai oleh deforestasi masif, kenaikan muka air laut di kawasan pesisir, dan kerusakan ekosistem kepulauan, menuntut respons teologis yang melampaui kategori karitatif. Pendidikan Kristiani di Indonesia masih cenderung antroposentris dan menempatkan isu ekologis sebagai tema pelengkap, bukan sebagai horizon formatif. Artikel ini bertujuan merumuskan kerangka ekoteologi pedagogis bagi Pendidikan Kristiani kontekstual Indonesia. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan dan konstruksi teologis, mengintegrasikan ekoteologi Sallie McFague (bumi sebagai Tubuh Allah), pneumatologi ekologis Jürgen Moltmann, serta model sintesis Stephen Bevans. Hasil penelitian menunjukkan bahwa ekoteologi dapat berfungsi sebagai horizon baru Pendidikan Kristiani melalui empat poros pedagogis, yaitu pemulihan kesadaran kosmis, pembentukan spiritualitas tempat (sense of place), pembelajaran berbasis luka ekologis lokal, dan praksis solidaritas lintas spesies. Artikel ini berkontribusi pada pengembangan kurikulum PK yang ekologis, kontekstual, dan transformatif bagi peserta didik yang hidup di tengah kerentanan iklim Nusantara.
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