Article Per Year (5 Year)
p-Index From 2019 - 2024
1.623
P-Index
This Author published in this journals
All Journal Konselor Jurnal Filsafat Analisa Kelola: Jurnal Manajemen Pendidikan Aksara Jurnal Filsafat Jurnal Kajian Bimbingan dan Konseling Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan CARADDE: Jurnal Pengabdian Kepada Masyarakat Abdimas Universal Analisa: Journal of Social Science and Religion
Dami, Zummy Anselmus
Universitas Persatuan Guru 1945 NTT, Indonesia
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Analisa: Journal of Social Science and Religion

 1 
THE MULTICULTURAL PEDAGOGY IN THE PARABLE OF THE GOOD SAMARITAN AND ITS CONTRIBUTION TO SUNDERMEIER’S INTERCULTURAL HERMENEUTIC: A DIACOGNITIVE ANALYSIS Erni Maria Clartje Efruan; Zummy Anselmus Dami
Analisa: Journal of Social Science and Religion Vol 4, No 02 (2019): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.504 KB) | DOI: 10.18784/analisa.v4i02.836

Abstract

This study was aimed to analyze the text of Luke 10:25-37 using the methods of diacognitive analysis, thus discovering the principles of Jesus’ multicultural pedagogy that can be used as a tool to solve multicultural issues and complement Sundermeier's intercultural hermeneutics so as not to look brittle in its application. The result of the analysis of the Parable of the Good Samaritan suggests that there are five principles in Jesus’ multicultural pedagogy and at once as a contribution to Sundermeier' intercultural hermeneutic, namely: (1). Multicultural issues can only be resolved through the creation of dialogue by the teacher; (2) The teacher's position is decisive in solving multicultural problems; (3) The teacher must know the actual cognition object; (4) The teacher must have multicultural competence; and (5) the primary goal of multicultural pedagogy is reconciliation. Among these five principles, the third principle has the most essential role in its application because it emphasizes compassion. The presence of compassion in teacher' self will make the teacher has a strong desire to help others without considering the differences of ethnicity and religiosity, eliminating assumptions, paying attention to the welfare of others without being selfish, having feel-in and respect, willing to sacrifice both psychic and material to manifest life together (convivencia). 
Co-Authors Agusthinus Sahureka David Samuel Latupeirissa David Samuel Latupeirissa, David Samuel Efruan, Erni Maria Clartje Elka Anakotta Ezra Tari Ferdinant Alexander Gunaryo Sudarmanto Imanuela Pandu Jamhari Jamhari Liufeto, Martin Ch. Loppies, Paula Alfa Messakh, Merling Tonia Litron Litos Conthes Pandu, Imanuela Petrisia Anas Waluwandja Polikarpus Parikaes Rio Janto Pardede Sahureka, Agusthinus Santi Curniati Tameon, Sance Mariana Uling, Manintiro Yatmini Yatmini