Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) 504 Years of Reformation: Building a Holistic Christian Education Dr. Aripin Tambunan (Affiliate: Pelita Harapan University) Received 2022 February 2; Revised 2022 March 20; Accepted 2022 April 24 Abstract The goal of this research is to strengthen the holistic dimension of Christian education. Thecontext (needs) of this research is to answer the problem of Christian education implementation which prioritizes teaching doctrine rather than building character. To achieve the target in this context, it is necessary to redevelop the Christian education model in the Reformation era with the research method of social criticism. The social critical method (Anderson and Moore, 1992) is used to see the social description in Christian education today, and Hermeneutics is used to examine biblical texts related to Christian education. The results of this study contribute some ideas about the implementation of holistic Christian education, which can be carried out in four stages, namely, doctrinal information, doctrinal application exercises, becoming an identity, and Crystallization of identity. Keywords: Education, holistic, reformation, character, doctrine. Introduction Christian education, especially in seminary and church education, still applies doctrinal education as a method of education. Instilling doctrine through teaching is believed to be the prima donna that can change students or church members to become like Christ. That is whydoctrinal development in seminaries and churches is still prioritized. Doctrineshave become a benchmark for the similarity or likeness of faith with seminary and church leaders. Doctrinal claims have sprung up regarding the validity of the doctrines of each seminary and church. Some say that his doctrine is the most correct compared to others. There is also often found vilifying and bringing down each other between one seminary and church with other seminary andchurches. Even so, all of them want to find lost soulsto be taken to heaven. But that does not apply to those who contradict each other, because how can they bring one of them who is astray to heavenif they hate one another because of the different doctrines that they have. Doctrinal teachings and truth claims from the doctrines of each seminary and churchcontinue to be built and upheld but not be reasoned, examined, considered, and tested for validity. This may happen because, as Walters said, dogmatic tendencies increase relating directlyto a person's inability to prove an opinion (2003:21). If so, that means doctrinal education is only to buildand preparefollowers to become obedient to the doctrine. Indeed, doctrinal education has long been known to be an education that can make its followers become obedient to the teachings. That is whyindoctrination methods have long been used to brainwash someone to conform to the wishes of their leaders. Doctrinal education that is built and carried out like that has created a space for radicalism in teaching. For the sake of the teachings (doctrine) that are held, they are willing to be hostile to fellow 682 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) Christians. And if anyone tries to question and challenge their teachings, it is not uncommon to receive sanctions in the form of expulsion from seminaries and churches. A rational reason that was made to justify the act was, “for fear of misleading others and fear of tainting others.” If there is fear, it means failure in indoctrinating followers. This fear is also the evidence of the weak system of thinking used in doctrinal educationbecause it still leaves room for doubt. According to Descartes in his cogito ergosum thesis, a thought must be at the clear and distinct stage so that there is no room or place to doubt it. Because if it still exists, then the thought cannot be made into truth (in this case it cannot be used as a doctrine). If so, then the teachings of the doctrine used in education in seminaries and churchescan actually still be doubted. That means that it cannot be said to be the truth, therefore there is still room for a discussion or a dialogue. I said a dialogue, not a debate. A dialogue is conducted to seek the truth, while a debate is conducted to find a winner based on rhetorics. However, the leaders do not dare to open a dialogue. They are afraid that they will deviate from the teachings that have been instilled by the leaders or their predecessors,or they are afraid that in the dialogue later, it might be found that the doctrine they teach turns out to be flawed or cannot be said to be the truth. Referring to the education that Jesus promoted in Matthew 28:16-20, there He expressed the idea of discipleship education. What is exactlyJesus’ idea of education? Is it also doctrinal education? Why is Jesus’ idea of educationnot a trend in seminaries and churches? Can it be said that Jesus’ idea of education is a holistic education idea? Methods To be able to achieve the objectives above, this study uses the research methods of social criticism and hermeneutics. The social criticism method (Anderson and Moore, 1992) is used to see the social depiction that occurs in the implementation of Christian education today, and hermeneutics is used to examine or interpret texts related to Christian education in the Bible. The results of this study are hoped to contribute some ideas about the implementation of holistic Christian education. The Essence of Education In general, education experts see humans as homo educandum because humans are rational creatureswho need to receive an education. What is education for? Education is for socializing because humans are also homo socius or social creatures. Ways of social living must continue to be developed through education. Additionally, humans can also be referred to as homo viatur, creatures who continue to develop their own existence. To develop their existence, humans need to receive an education so that in this developmenthumans are not thrown from their virtuous nature. Thus, the education built for humans is education that can build their rational life, social life, and education that can build their existence as virtuous human beings. This is the essence of education for humans that cannot be done separately. For example, an education is carried out only to build rationality without paying attention to social life. As a result of this kind of education, when one builds one’s own existence, it becomes incomplete. As a result, one becomes a human who has developed a strong rationale in knowledgebut is socially blunt. On the other hand, if education only builds the social aspect regardless of the rationale, then there will appear some human beings who are obedient and good, but are rationally stupid. In Reformed theology, man is the imago Dei or image of God. This Imago Dei looks very complete in Adam and Eve before the fall. God initially created man in the image and likeness of 683 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) God, with the aim that man becomes God's representative or representative figure of God over the universe (Berkhof, 1995; Erickson, 1994). This is confirmed in David's interpretation of the creation of the universe. David says in Psalm 8:5-6, that God has made man almost equal to God in the universe. Because God made man as the master of the universe, everything in the universe is subject to his feet. Even God crowned man with glory and honor so that man deserves to be a representative figure of God over the universe. That means that if the whole universe wants to see God, then they should look at humans because humans are the imago Dei. That is whyit can be understood why God created man, in the beginning, to only "know what is good", because man is God's representative figure over the universe. But because of the serpent's temptation which carries the idea of wanting to be like God, namely: "knowing good and knowing evil", Eve was tempted. She saw that only knowing the good was less attractive. In addition to knowing what is good, it’s better to also know what is bad. What’s more, there is an idea that as a result of knowing good and evil, they will become like God. The idea that this snake put forth about knowing good and evil (Genesis 3:5)was also confirmed by God. God said that man had becomelike one of the Triune God(Genesis 3:22). But the history of mankind changed after Adam and Eve followed the idea of the snake. They fell into sin, and at the same time lost their nature of knowing what is good. Now that Adam and Eve knew good and evil, they had become like one of the Triune God. But those who previously knew only what is good were able to produce it, therefore seeing nakedness was not something to be ashamed of. Now nakedness has become something to be ashamed of, filled with evil meanings. No longer able to produce what is good, no longer able to see nakedness as something good. This is proof of the total destruction of humans: humans are not able to produce what is good. The measurement of good changes: naked becomes bad. To be clothed becomes good, it becomes virtuous. Hence, it can be seen that the total damage here is that humans are no longer able to see something good from God's moral point of view. From the moral point of view of the fall, humans can still view something as good. For example, seeing that being dressed is good, while nakedness is not good. Humans have only come to this moral level, unable to see nakedness as a good thing anymore likebefore they had fallen into sin. Moral standards change, and this measure continues to be developed to this day by mankind. As a result, humans began to see the good and the bad from the glasses of the fall, therefore it can be said to be totally damaged. Then they will say, where is the total damage? Humans until now still know good and evil. They can still do good;they can still help others. Isn't that good? So where is the total damage? The total damage is the inability of humans to see everything in the good without including the bad in it. Like when one seesnakedness, it would not be shameful. There is a view of the good without including the evil in it. But when seeing nakedness includes the knowledge of evil (knowing good and evil), then nakedness is seen as something to be ashamed of. We try to give education to humans in this kind of condition. This means that education is given to humans who have experienced total damage. Education tries to answer or provide solutions to this total damage by developing two kinds of educational approaches, namely pedagogy and andragogy. A pedagogical approach is an educational approach that places students as students; even though they are adults, they are still indoctrinated. They are not allowed to think for themselves or analyze on their own. Students are more passive and can only accept what is given by the teacher or lecturer. On the contrary, andragogy education is education that is developed to place students as 684 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) subjects of education and not objects. Students are invited to be actively involved in the educational process.They are invited to be involved critically to determine what is good for themselves. The developers of educational theories are also aware of such human conditions, which is why they think about what kind of educational theory is actually suitable for the unfinished human being. In educational theory, it is common to say that humans are unfinished creatures. That is why humans need education. But in Reformed theology, a man is not an unfinished creature, but a being who has fallen or been degraded into sin. This initial thought about humanswill produce a very different approach to education. The theories that were developed for these unfinished creatures came and were taken from the philosophical thinkers who formed their respective schools. The philosophy of rationalism (Rene Descartes 1596-1650, Spinosa 1632-1677, Leibzniz 1646-1716) developed a theory of education that prioritizes reason; the authority is on the human mind itself. What does not make sense or is not acceptable to reason cannot be accepted as truth. As a result, education is always directed at the fulfillment of reason;the reason is the determinant of the course of education. That is why in America it is not justified to teach the creation of the universe that does not come from reason. This means that the creation of the universe according to the Bibleis not taught because it is not according to reason. In Indonesia, the teaching of the creation of the universe through the Big Bang theory will always be present in the teaching of natural science. Realism (Aristotle 384-322 BC) developed an education that states that the ultimate reality is not in the realm of the mind but in nature. Truth for a realist is an observable fact (inductive method)where the sense perception is only a medium for acquiring knowledge (Knight, 2006:58-61). For example, in a forest, there is a mango tree. The mango tree does not exist because of human thought (idealism), but it will still be there as it is. So, realism makes the truth in the human experience. Humans get an impression and understanding (idea) through experience. The concept of realism makes Adam's sinful nature unacceptable. Adam was the one who sinned, so it means that it exists only in Adam's experience. Adam's sin would not be able to be in the human experience now because Adam was long dead. So, if it is said that Adam's sin was passed on to his descendants, then it cannot be accepted as truth. That is the truth of idealism, which is in the mind. Existentialism (Soren Kierkegaard 1813-1855, Jean-Paul Sartre 1905-1980, Karl Jaspers 1883-1969) developed an education that prioritizes the reflection of their thoughts in the world, which brought uniqueness as trinkets of his thinking. According to Sartre, there are two types of existentialism (Kakkori and Rouno, 2010:2): Christian existentialism (Jaspers and Gabriel Marcel) and atheist existentialism (Sartre). For atheist existentialism, man is nothing but what he makes of himself. This means that human existence precedes essence, so there is no human nature.The sinful nature of humans as descendants of Adam cannot be accepted by atheist existentialism, because, for existentialism, a human being's life is determined by the current concrete situation and it has nothing to do with Adam. Actually, the purpose of a theory being created, referring to the answer of MagnisSuseno (2009), is to aufklarung (to enlighten) or to give an understanding oftruth so that this theory liberates humans from prejudices, myths, and deceptions that bind humans. If that is the purpose of a theory created, then no theory of education can truly free man from these things because humans were bound by sin. Adam and Eve had fallen into sin, and there is no theory that can free man from his sin so that humans are free from deception about the truth about what is good, which is the original 685 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) nature of humans. Man has been deceived by the serpent who stated that man would know good and evil. Humans know what is good but that knowledge is always accompanied by evil, so they no longer only know what is good without that knowledge being accompanied by evil. When humans only know what is good, nudity is not something to be ashamed of. But when knowing what is good is accompanied by knowing what is evil, nudity becomes something to be ashamed of. Because of this, education in Reformed theology must begin with the liberation of man from the deception of the serpent. Man must be set free (liberated) through the atonement by Jesus on the cross, so that man can see the truth. As long as man has not been freed from the deception of the serpent, man will not be able to see the truth. And if humans are not able to see the truth, then any education that is created to free humans from deception, presumptions, and myths, will not be able to make humans in aufklarung. Why does human liberation have to be through the atonement by Jesus? Is there no other way? To understand this, it must be seen from the point of view of God's moral attributes. God is good, righteous, just, loving, holy, and He also has provisions (Frame, 2002: 394-399). When God issues a statute, then that stipulation cannot be violated by anyone, including Himself, because the violation of His statuteswill make his moral attributes become imperfect. For example, God's decree regarding sin is found in Hebrews 9:22. There it is written thatsins can only be forgiven with blood; without the shedding of blood, there is no forgiveness. The blood referred to here is holy blood, according to the provisions in the Old Testament concerning the forgiveness of sins.Therefore, that decision cannot be violated by anyone, including God. That is why for the forgiveness of sins, there must be the shedding of holy blood. Under heaven, there is no more holy blood. This is where John 3:16 can be understood:“For God so loved the world that He gave His one and only Son, that whoever believes in Him shall not perish but have eternal life.” HereGod's moral attributes do not collide with one another. Sin must be punishedto fulfill His justice. To show His love and kindness, He gave Jesus as a sin offering for His people. Through that, it is seen that He is righteous and holy. His righteousness is seen because His decrees are carried out, and His holiness is seen because sin is punished and at the same time, His moral attributes do not collide with each other. The Essence of Education in the Bible In the Old Testament, the nature of education can be seen being expressed in Deuteronomy 6:4-9. There the education that is built and developed is an internalization of value education. In the text, it can be seen that there are teachings given in education, namely, the teaching about God is one and the teaching about loving God. The teaching conveyed is not only conveyed as a doctrinebut it must be lived up to the stage of being internalized. It can be seen from the words "are to be on your hearts", "teach and talk about it repeatedly at any time", "bind as a signature", “write it on the doorframe of the house.” This means that the teaching must be transformed into the identity of the Israelites; the teaching must get to the extent of being united with oneself. This internalization education was given by Moses to the Israelites; these teachings were an external product for the Israelites. The external product must be embedded within the Israelitesthrough internalization. Internalization means inserting external values into self-worth. The teaching of loving the Lord God is the value of God and Moses, but not yet the value of the Israelites. For it to become the value of the Israelites, Moses needs to build internalization education 686 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) by applying and discussing (teaching) the teaching about God being One and loving the Lord their God repeatedly. In the New Testament, the essence of education can be seen from the idea of education expressed by the Lord Jesus in Matthew 28:16-20. Jesus' idea of education was discipleship. Discipleship is a circle like this: Discipleship Starting from the outreach, “go”. If there are people who believe by the outreach, they need to be included in the Christian social community by “baptizing”. After entering the Christian social community, it is necessary to provide guidance through teaching and it should be repeated so that it continues. The guidance process through this teaching is carried out with internalization education. Jesus gave an example of a pattern of discipleship that He himself did, namely, by being an example to His disciples. That is why, in John 13:13-15, it can be seen how Jesus teaches by washing the feet of His disciples. He did not only teach, but at the same time, He also set an example. This means that Jesus is implementing internalization education: the teachings must be lived. Teachings must be the identity of students; teachings should not be only limited to the depth of understanding. It must also be followed by the depth of application in the lives of His disciples. This is also made clear by Paulin his understanding of internalization education. He says in 1 Corinthians 4:6 “… so that you may learn from us the meaning of the saying…”. Even in Philippians 3:17, he asked the Philippians to follow his example by saying "join together in following my example...". So, whose example did Paul follow? If he wants to be imitated, of course, he has received teachings and examples as well. Paul said that he was worthy of imitation because he had followed the example of Jesus. This expression is clearly seen in 1 Corinthians 11:1 which says “follow my example, as I follow(Μιμηταί/imitators) the example of Christ.” He even asked that people who follow his example to be an example for others. This he expressed in 1 Thessalonians 1:7, “and so you became a model to all the believers in Macedonia and Achaia.” Paul has become an imitator of Christ. It means he has succeeded in internalizing Christ's values. Christ's values have become indicative of him and no longer imperative. He lives the values of Christ, no longer because he is commanded by Christ, but because these values have fused with him (indicative). This means that if he does not carry out these values, he will not be joyful. That is why he was able to endure such great suffering as revealed in 2 Corinthians 11:24-27. Even though he suffered, he was joyful. 687 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) Medieval Era Education After the fall of the Roman empire, the church acted as the main educator for society at that time. But in the 7th-8th centuries, the decline in education continued. It was seen from the education of the clergy that had been neglected. The result that appeared was the worship of the saints rather than developing faith in God (Eavey, 1971:102). This made worldly things creep into the church's territory, so there arose the idea to isolate oneself from material things. This seclusion gave rise to monasteries. Monasteries first appeared in the East, as a continuation of the influence of Greek Christian thoughts. In a monastery, there is a monastic rule that the reading and study of the Bible is part of the daily duties of every bishop (Ibid, 103). Novice bishops were taught to read and study the scriptures in the monasteries, and this required a rule for reading and studying. Because of that need, the monastic school arose. Manuscripts copying and books copying began to be done in the monastery. The monastic school was instrumental in the emergence of almost all medieval church leaders. However, society at that time was almost completely ignorant. There were even many religious leaders who did not understand the meaning of the services they performed and the prayers they offered (Ibid, 107). Christian education in medieval times that was considered most qualified was the teaching of the Ave Maria, the Lord's Prayer, and the profession of faith (Boehlke, 1991). Education did not emphasize the content of the Christian faith and its experiences in everyday life; the most important thing was to understand these concepts. If someone could understand it well, then it was considered to have become a strong Christian. There was no longer an element of imitation. The element of living the teachings to be an example has been distorted by emphasizing the mastery of teaching materials (doctrine). That is whythe example that is done is the example of religious rituals. Religious rites were highlighted so that the practice of imitating faith was developed through religious dramas and the use of art, like YHWH's painting, and the painting of Jesus without a beard which was later turned into a painting of Jesus with a beard. In medieval England, the writing of religious poetry, religious song lyrics, and religious dramasdeveloped rapidlyas a method of Christian education (Lawson, 2017). This method of Christian education was very popular at that time as impressive and joyful teaching for children. This method was used to build the faith of church members. Even the walls of the church building were made of paintings containing educational motivations. Because the nature of this education was external and not spiritual, the priority was liturgical abilities (performance) as outlined in poetry, song lyrics, and drama. Reformation Era Education Before reaching its peak of glory in the 13th century, the Catholic church had experienced a decline since the 12th century. This happened along with the development of science in the fields of philosophy and education. Some of the factors that made the medieval collapse (Eavey, 1973: 125126) include: 1) The emergence of inductive reasoning to replace deductive reasoningwhich was seen as adding nothing to knowledge. 2). Double truth standard. Falsehood and truth were judged by infallible dogma. In terms of what may be true for dogma, it may not be true for ratio. What is true for ratio may not necessarily be true for dogma. 3). The development of mysticismemphasized the importance of the individual human experience. The church was not needed as an intermediary between man and God as was the case with the medieval heritage. 688 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) Christian education in the Reformation century changed completely from medieval Christian education. It was influenced by the renaissance spirit that went back to ancient texts. Christian education began to re-explore Bible teachings and thoughts from the 1-4th century. The Reformers wanted to reform the teachings of the Middle Ages, especially on the topics of the sinful state of every human being, justification by faith (Romans 1:17b) which was the prophecy of Habakkuk, the Sovereignty of God, and Predestination. Reformation education did not separate education from pious life as in the Middle Ages. Luther confirmed this by saying “the Bible is a written word, its contents must be the flesh and blood of every church member” (Boehlke, 1991:331). The teachings (doctrine) must be lived; therefore, the thought occurs because teachings cannot be true without implementation. This has been shown by the book of James: show me your faith without deeds, then faith is dead. Further information in James says that “whoever looks intently into the perfect law (doctrine) and continues in it …they will be blessed in what they do.” (James 1:25). So, the teachings (doctrine)must be accompanied by the living of the teachings (doctrine). Actually, the reason why the teaching (doctrine) is not lived by someone might also be because he himself has not lived or has not been born again by the Holy Spirit. If people are still dead (the condition of humans descended from Adam are all dead; see Genesis 2:17 and Ephesians 2:1), how can he live the teachings? The teachings only apply to the living. The dead are not able to see the teachings even though it is good and right to do it. That is why the reformers saw this sinful state of man as something that deserves special attention. After 405 years of reformation, the education pattern of the reformation century seems to have disappeared without a trace, because the current pattern of Christian education only focuses on doctrine (dogma). The teachings (dogmas) are taught in Christian education, whether in churches, schools, and even universities in Indonesia. In general, they only see and emphasize the mastery of doctrine (dogma). In terms of the educational pattern of the reformation century, this is a come back to the pattern of Christian education in the first century, because the Middle Ages had made the pattern of Christian education only focused on teachings (dogmas) which were developed through poetry, painting, and drama. Therefore, it is necessary to develop a holistic Christian education. Holistic Christian Education The expression of Christian education (sv Xpιστx παιδsια) has been in use since 96. Clement of Rome was the first to use it. Christian education at that time learned about the doctrine (dogma) and truth of salvationwhich was accompanied by moral training (the law of Christian behavior)(Marrou, 1964:419). Such Christian education was actually adopted from Paul's educational scheme, and it was used in the education of the early church. This kind of education is the specialty of the church and family education, so it cannot be delivered in schools. That is why parents bring their children to follow the teachings given by the church as education on dogma and behavior. If we take a look at the nature of education in the Bible which has been discussed above, we can see that Jesus carried out a holistic education, and Paul also carried out a holistic education. Christian education developed by Jesus and Paul is the education through the transmission of values (exemplary). Jesus set an example by washing the feet of His disciples, while Paul gave and even invited his followers to follow his example. So holistic Christian education is Christian education 689 Jundishapur Journal of Microbiology Published online 2022 April ISSN: 2008-3645 Vol. 15, No.1 (2022) that is carried out through teachings (dogmas)as well as imitation of the teachings that have been lived. If only teachings (dogmas)are developed, it will produce religiously pious people or followers. This means that the teaching (dogma) has been used as a benchmark (measurement) of piety or faith: if he masters the teachings (dogma) then it means he is already pious. Christian education by such benchmarks is the education developed by the teachers of the law and the Pharisees that we see in the Bible. They were very religious (following the law), but they lacked social piety (e.g., when the disciples were hungry but picking some heads of grain on the Sabbath was forbidden). Christian education is actually intended to bring students into strong spiritual formation (piety). To form a strong spirituality, it is necessary to love one another (Willard and Simpson, 2011:145). This means that the formation of true spirituality (piety)occurs in a loving relationship (social piety) and not only in teachings (dogma) only. Holistic Christian education means there is the need to teach and at the same time live the teachings (dogmas). To live the teachings, it is necessary to internalize them through example. Internalization of teachings can be exemplifiedby what Moses had done (Deuteronomy 6:4-9).He did it in four stages. First, the stage of doctrinal information. Moses reminded the Israelites to pay attention to the teachings he gave. Second, the training stage to apply the teachings in life (doctrinal application exercises) to the lives of the Israelites. Moses asked the Israelites to teach his teachings repeatedly to their children when they are sitting, lying down, getting up, andtraveling. Of course, what Moses meant here was not just teachings that were taught again and again, but teachings that were applied again and again wherever they were. Third, the stage of becoming an identity as God's people. Moses asked his teachings to be a sign on their hands and a symbol on their foreheads. This means that wherever they go, signs and symbols of God's people are attached to them (hands and foreheads). It means that the teachings have been internalized within the Israelites. Fourth, the stage of crystallization or identity strengthening at home (crystallization of identity). Musa emphasized the importance of home as a place of identity strengthening. This means that the Israelites must behave the same at home as well as outside their homes. Conclusion Holistic Christian education must be carried out in four stages, namely: first, doctrinal information, where teachings (dogmas) are informed to Christians. Second, doctrinal application exercises, the training stage to apply the teachings in life. Third, becoming an identity stage, the teaching stage where it is formed into identity. Fourth, the crystallization of identity stage, the stage of strengthening identity so that there is no difference in behavior between outside and inside the house. BIBLIOGRAPHY 1. Anderson, Janice Capel dan Stephen D. Moore. (1992). Mark & Method: New Approaches in Biblical Studies. 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