Pengajaran sebagai misi: Sebuah pembacaan naratif misi Paulus di Kisah Para Rasul
DOI:
https://doi.org/10.30995/kur.v11i1.1028Keywords:
Acts of the Apostles; mission; Paul's mission; teaching mission; Kisah Para Rasul; misi; misi Paulus; misi pengajaranAbstract
The era of digital disruption has created substantial challenges for the integrity of Christian teaching, with the proliferation of divergent doctrines spread through social media platforms. This research analyzes teaching patterns in Paul's mission as represented in the Acts narrative to identify missiological models applicable to contemporary challenges. Using narrative analysis methodology, this study identifies three essential dimensions in Paul's teaching strategy: a progressive pattern of spatial movement from synagogues to public spaces to private settings; adaptive yet uncompromising contextualization of teaching for Jewish, Greek, and Roman audiences; and, the role of teaching as a catalyst for transformative community formation. The results show that Paul's missional success lay in integrating teaching with communal formation and cultural contextualization. This model offers a paradigm for contemporary churches facing digital disruption challenges, demonstrating the importance of comprehensive, contextual, and communal teaching for maintaining doctrinal integrity in the post-truth era..
Abstrak
Era disrupsi digital telah menciptakan tantangan substansif bagi integritas pengajaran Kristen, dengan proliferasi doktrin menyimpang yang disebarkan melalui platform media sosial. Penelitian ini menganalisis pola pengajaran dalam misi Paulus sebagaimana direpresentasikan dalam narasi Kisah Para Rasul untuk mengidentifikasi model misiologis yang dapat diaplikasikan dalam menghadapi tantangan kontemporer. Dengan menggunakan metode analisis naratif, penelitian ini mengidentifikasi tiga dimensi penting dalam strategi pengajaran Paulus: pola progresif pergerakan spasial dari sinagoga ke ruang publik ke lingkungan privat; kontekstualisasi pengajaran yang adaptatif namun tidak kompromi untuk audiens Yahudi, Yunani, dan Romawi; dan, peran pengajaran sebagai katalis pembentukan komunitas transformatif. Hasil analisis menunjukkan bahwa keberhasilan misi Paulus terletak pada integrasi pengajaran dengan formasi komunal dan kontekstualisasi kultural. Model ini menawarkan paradigma untuk gereja kontemporer yang menghadapi tantangan disrupsi digital, menunjukkan pentingnya pengajaran yang komprehensif, kontekstual, dan komunal untuk mempertahankan integritas doktrinal di era post-truth.
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