Spiritual Competence and Holy Living: Insights from Genesis 26:25 for Christian Religious Education Teachers at SMP Negeri 2 Satu Atap PGGS Pakpak Bharat
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Abstract
This study explores how the theological symbolism contained in Genesis 26:25 can inform and strengthen the spiritual competence and holy living of Christian Religious Education (CRE) teachers, with a specific focus on SMP Negeri 2 Satu Atap PGGS Pakpak Bharat. The verse-describing Isaac’s actions of building an altar, pitching his tent, and digging a well-offers a holistic biblical model for understanding teacher spirituality amid contemporary educational challenges. Through a mixed qualitative methodology integrating a Systematic Literature Review (SLR) and semi-structured interviews, the research examines how these three symbolic actions correspond to the essential dimensions of spiritual formation for CRE teachers: devotional fidelity, ethical embodiment, and communal impact. The SLR synthesizes 32 relevant scholarly sources addressing biblical spirituality, pedagogical theology, and the exegesis of patriarchal narratives. Findings reveal that the “altar” symbolizes disciplined devotion and communion with God, forming the foundation of spiritual identity and vocational authenticity. The “tent” signifies ethical integrity and holy living, highlighting the importance of character consistency in shaping students’ moral imagination. The “well” represents relational ministry and transformative engagement, reflecting the CRE teacher’s role in providing emotional, spiritual, and communal support within the school environment. Interview data confirm that teachers perceive these three dimensions as interconnected and essential for navigating cultural diversity, adolescent challenges, and institutional pressures. The triadic pattern of altar-tent-well provides a practical framework for integrating spirituality into teaching practice. Overall, the study concludes that Genesis 26:25 offers a biblically rooted, contextually relevant model for cultivating spiritually competent CRE teachers who embody faith, character, and transformative presence in public-school settings.
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