The Teacher’s Role in Fostering Social Harmony Based on Matthew 7:12: A Case Study at SD Negeri 173178 Bonan Dolok

Abstract

This study investigates the teacher’s role in fostering social harmony through the application of Matthew 7:12-the Golden Rule-within the elementary school context of SD Negeri 173178 Bonan Dolok. Drawing on a Systematic Literature Review (SLR) of 37 high-relevance sources, the research integrates biblical exegesis with contemporary educational theory to articulate how the ethic of “treating others as you would have them treat you” can be translated into pedagogical practice. Exegetical insights highlight that the Greek imperative poieite (“do”) denotes deliberate and continuous moral action, while the phrase “in everything” underscores the universality of this ethic. These theological dimensions reveal the Golden Rule as a comprehensive moral framework for shaping interpersonal relationships, empathy, and communal responsibility. The SLR findings further show that teachers serve as ethical models and relational leaders whose attitudes, behaviors, and instructional choices significantly influence students’ social development. Educational literature demonstrates that classrooms characterized by respect, emotional safety, and positive social interactions-qualities aligned with Matthew 7:12-promote enhanced motivation, cooperation, and conflict resolution skills. Contextual analysis of SD Negeri 173178 Bonan Dolok confirms that socio-economic diversity and emotional challenges among students necessitate pedagogical approaches grounded in fairness, compassion, and reciprocity. The study concludes that the Golden Rule offers a biblically grounded yet universally relevant pedagogical framework capable of shaping harmonious classroom cultures. By embodying and intentionally applying this ethic, Christian Religious Education teachers can cultivate relationally healthy learning environments, strengthen character formation, and contribute to the development of socially cohesive school communities. The findings provide a foundation for integrating biblical ethics with contemporary educational practice in pluralistic Indonesian classrooms.