Pedagogical Humility and Spiritual Formation: An Educational Interpretation of Matthew 23:12 at SD Negeri 173374 Simarsalaon
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Pedagogical humility has increasingly gained attention as a vital spiritual and ethical dimension in Christian education, particularly within formative learning environments at the elementary level. This study aims to explore the role of pedagogical humility as a spiritual strength in shaping students’ spiritual formation, interpreted through the biblical perspective of Matthew 23:12. The research was conducted at SD Negeri 173374 Simarsalaon, involving 17 Christian students and seven Christian educators, including a Christian Religious Education teacher. Employing a qualitative research design, the study integrated field-based inquiry with a Systematic Literature Review (SLR) to provide both contextual and theoretical depth. The findings reveal that pedagogical humility is manifested through teachers’ attitudes of service, openness, and moral consistency, which significantly influence classroom climate and student engagement. Teachers who model humility foster relational trust and create learning environments conducive to spiritual growth and character development. Rather than diminishing authority, humility enhances teachers’ credibility and strengthens their formative influence on students. The SLR supports these findings by highlighting humility as a core virtue in Christian pedagogy and spiritual formation, emphasizing its role in servant leadership and relational teaching. Interpreted educationally, Matthew 23:12 provides a theological framework that redefines pedagogical authority as service-oriented and example-based leadership. This study concludes that pedagogical humility functions as a transformative educational virtue that bridges theological conviction and professional practice. The findings suggest that integrating humility into teacher formation programs can strengthen spiritual formation in Christian education, particularly within pluralistic public school contexts.
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