Compassion as Pedagogical Identity: An Exegetical Study of Matthew 14:14 in the Context of Christian Education at SD Negeri 060800 Medan
Keywords:
Compassion, Christian Religious Education, Pedagogical IdentityAbstract
This study explores compassion as a transformative pedagogical identity in Christian education by examining Matthew 14:14 and its implications for the teaching ministry at SD Negeri 060800 Medan. With 44 Christian students and six Christian teachers, including one Christian Religious Education (CRE) teacher, the school provides a dynamic context for investigating how Christlike compassion shapes instructional practices, teacher–student relationships, and students’ spiritual development. Using a qualitative research design, the study integrates an exegetical analysis of Matthew 14:14, a systematic literature review of scholarship on compassionate pedagogy and Christian character formation, and semi-structured interviews with selected teachers and students. Exegetical findings highlight splagchnizomai as a deeply visceral expression of Christ’s empathy that compels restorative action, offering a theological foundation for understanding compassionate teaching. The literature review reinforces the view that compassion enhances emotional safety, intrinsic motivation, and moral growth in educational settings. Interview results reveal three major themes: compassion as a spiritual disposition shaped by prayer, humility, and emotional awareness, compassion as a relational ethic characterized by attentiveness, patience, and sensitivity to students’ needs, and compassion as a pedagogical practice that fosters confidence, promotes academic engagement, and strengthens students’ spiritual identity. Students described compassionate teachers as trustworthy, comforting, and inspiring, while teachers viewed compassion as essential for navigating challenges in diverse classrooms. The study concludes that compassion, rooted in Christ’s example, functions not only as a moral virtue but as a holistic pedagogical identity that transforms teaching and contributes profoundly to the formation of Christian character in students.
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