Viktorahadi, Bhanu
Faculty Of Philosophy, Parahyangan Catholic University, Bandung, Indonesia

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Journal : Melintas An International Journal of Philosophy and Religion

The Authenticity of the Word in the Expression “Yahweh Touching Jeremiah’s Mouth” (Jer 1:4-10) R. F. Bhanu Viktorahadi
MELINTAS Vol. 25 No. 2 (2009)
Publisher : Faculty of Philosophy, Parahyangan Catholic University, Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1225.53 KB) | DOI: 10.26593/mel.v25i2.925.179-205

Abstract

The prophetical offices are always started with prophetic call narrative. There are several unique elements in this prophetic call narrative, which can be found in prophetic call moments of the prophets, namely the role of God’s Words, the appearance of God (theophany) in its variety, and the delegation mission task. What is interesting to analyze is the variety of God’s appearances (theophany), since the varieties depend on the context of each prophet and the delegation mission tasks given to them. This article discusses the prophetic call narrative of Jeremiah. At first sight, the calling and delegation moments of Jeremiah resembles Isaiah and Ezekiel’s, especially in God’s hands and the prophet’s mouth activity. Nevertheless, in Jeremiah’s prophetic call narrative, God’s activities have a special meaning related to his context. In Jeremiah’s case, the act of God touching his mouth and putting His words into it is the emphasis of the authenticity of God’s Words that comes out of Jeremiah’s mouth. The authenticity is needed by Jeremiah because he has to face false prophets.
Murka Allah atas Kebebalan Seksual Manusia dalam Roma 1:18-32 R. F. Bhanu Viktorahadi
MELINTAS Vol. 33 No. 3 (2017)
Publisher : Faculty of Philosophy, Parahyangan Catholic University, Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.396 KB) | DOI: 10.26593/mel.v33i3.3075.322-341

Abstract

Among the myriad of human behaviours, few may provoke the wrath of God such as that of ‘sexual asininity’ (pathe atimias). An expression literally meaning ‘lust for impurity’ or ‘shameful desire’, this refers to homosexual acts be they feminine or masculine. In his letter to Rome 1:18-32, Paul asserts the gravity of this sin as evoking the ire of God upon their heads, the reasons being not only this sin confronts the natural will of the Creator, but even more so for its inclination in leading human to idolatry. Paul clarifies that homosexuality is not the issue per se, but all acts in whatever form they be, should they violate God’s will are displeasing to God. Paul’s starting point was not that of homosexuality leading up to idolatry. On the contrary, the text quotes Paul as explaining that idolatry is the result of erroneous relationship between human and God mirrored in aberrant sexuality. Human errs due to the bond between human and God is not firm. The logical consequence of God’s wrath is punishment. In other words, human’s transgression brings the wrath of God. God’s wrath is not part of the judgment, but a logical consequence streaming from the ill-relationship between the Creator and the creation. Punishment befalls the humankind because of the deviation of the creation’s nature.
Kadar Pendidikan Multikultural pada Buku Teks Pelajaran Agama SMA Kurikulum 2013: Tanggapan Agama terhadap Isu Multikulturalitas R. F. Bhanu Viktorahadi
MELINTAS Vol. 35 No. 2 (2019)
Publisher : Faculty of Philosophy, Parahyangan Catholic University, Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.171 KB) | DOI: 10.26593/mel.v35i2.4038.122-158

Abstract

Renouncing the reality of plurality and multiculturality can provoke religious violence and social conflicts. The emergence of violence might have been one of the consequences of the deteriorating role of education, particularly the religious education, in the society. As part of the national education system in Indonesia, religious education bears on its shoulders the responsibility to propagate the values of plurality and multiculturality. It also disseminates other related values such as inclusiveness and tolerance, which are of paramount significance in building a society characterised by peace, harmony, solidarity, and respect to people of different cultures and religions. It is therefore an important role of Islamic Religious Education and Catholic Religious Education in Indonesia to cultivate ways of thinking that support plurality and multiculturality. This article analyses degrees of integration of plurality and multiculturality understanding in the 2013 curricula of Islamic Religious Education and Catholic Religious Education in high schools. The students’ better understanding of plurality and multiculturality can help them promote the above mentioned values as part of God-given reality in the society.