Inclusive Education” & “Christian Religious Education

Inclusive Education in Christian Religious Education

Inclusive education has emerged as a vital paradigm in global educational discourse, emphasizing equal access, dignity, and meaningful participation for all learners. In the context of Christian Religious Education (CRE), inclusivity is not merely a pedagogical option but a theological responsibility rooted in biblical values of love, justice, and respect for human dignity.

CHAPTER I
INTRODUCTION

1.1 Background of the Study

In recent decades, inclusive education has gained significant attention worldwide as societies become increasingly diverse in terms of culture, religion, social background, and individual abilities. Educational institutions are challenged to respond to this diversity by creating learning environments that are equitable, respectful, and accessible to all students. Inclusive education seeks to remove barriers to learning and participation while recognizing diversity as a valuable resource rather than a problem.

Christian Religious Education plays a crucial role in shaping faith, character, and ethical awareness among learners. However, in many contexts, Christian education has been criticized for being inward-looking, doctrinally rigid, or insufficiently responsive to social diversity. Such conditions may unintentionally foster exclusivism, limit dialogue, and weaken the transformative mission of Christian education.

From a theological perspective, Christianity affirms that all human beings are created in the image of God (imago Dei) and therefore possess inherent dignity and worth. The ministry of Jesus Christ consistently demonstrated inclusive practices, as He welcomed the marginalized, healed the sick, and engaged those who were socially and religiously excluded. These biblical foundations provide a strong basis for inclusive education within Christian Religious Education.

In multicultural and pluralistic societies such as Indonesia and many other parts of the world, Christian Religious Education is expected to strengthen faith while simultaneously nurturing attitudes of openness, empathy, and peaceful coexistence. Inclusive education within CRE thus becomes a strategic approach for developing learners who are spiritually grounded and socially responsible in a globalized world.

1.2 Problem Identification

Despite the strong theological foundations for inclusivity in Christianity, the implementation of inclusive education in Christian Religious Education faces several challenges. These challenges can be identified as follows:

• Limited understanding of inclusive education among Christian educators from a theological perspective.
• Teaching approaches that prioritize doctrinal transmission over relational and contextual learning.
• Insufficient integration between biblical principles and inclusive pedagogical practices.
• Difficulties in addressing learner diversity, including differences in ability, socio-economic background, culture, and interfaith context.
• A gap between Christian ethical teachings and real educational practices in classrooms and church-based learning environments.

These issues highlight the need for a systematic and reflective study on inclusive education within the framework of Christian Religious Education.

1.3 Research Questions

Based on the background and problem identification above, this study is guided by the following research questions:

1. What is inclusive education in the context of Christian Religious Education?
2. What biblical and theological foundations support inclusive education in Christianity?
3. How can inclusive education be effectively implemented in Christian Religious Education?
4. What are the implications of inclusive Christian education for learners in multicultural and pluralistic societies?

1.4 Purpose of the Study

The purposes of this study are as follows:

• To analyze the concept of inclusive education from the perspective of Christian Religious Education.
• To explore biblical and theological foundations that support inclusive educational practices.
• To propose practical strategies for implementing inclusive education in Christian Religious Education.
• To contribute to the development of Christian education that is faith-centered, inclusive, and socially transformative.

1.5 Significance of the Study

This study is expected to provide meaningful contributions in several aspects:

Theoretical Significance:
This study contributes to academic discourse by integrating inclusive education theory with Christian theological and biblical perspectives, enriching the field of Christian Religious Education.

Practical Significance:
The findings of this study may serve as a reference for Christian educators, theological institutions, and church-based education programs in developing inclusive teaching practices.

Global and Contextual Significance:
For readers from diverse cultural and national backgrounds, this study offers insights into how Christian education can promote tolerance, social harmony, and responsible citizenship in a global and multicultural context.

© Dr. Yonas Muanley, M.Th. | Christian Theology & Education Studies