Spiritual Authority in Christian Pedagogy: Understanding the Teaching Power of Matthew 7:29 in the Context of SMPS PT. LTS ADE
Keywords:
Spiritual Authority, Christian Religious Education, Christian PedagogyAbstract
This study explores the nature of spiritual authority in Christian pedagogy through an exegetical reflection on Matthew 7:29 and its application in the context of SMPS PT. LTS ADE, where Christian Religious Education (PAK) teacher serve a group of 33 Christian students. Matthew 7:29 describes Jesus teaching “as one who had authority,” a concept that extends beyond institutional or positional power and reflects a moral and spiritual authenticity that deeply impacts learners. Using a qualitative research design that integrates a Systematic Literature Review (SLR), semi-structured interviews, and exegetical analysis, this study investigates how spiritual authority is embodied, perceived, and experienced within Christian educational practice. The SLR identifies key themes related to spiritual integrity, relational trust, moral coherence, and virtue-based pedagogy, which informed the thematic coding of interview data. Findings reveal that spiritual authority among PAK teachers is primarily rooted in character: humility, emotional self-control, compassion, fairness, and consistency between teaching and personal life. Students described their teachers as trustworthy, patient, and genuine, attributing their own moral and spiritual growth to the teachers’ Christlike example. The results also show that spiritual authority operates relationally, creating a classroom atmosphere of safety, respect, and openness, which enhances both learning and character formation. Spiritual authority serves as a catalyst for transformation, influencing students’ attitudes, behavior, and spiritual identity. The study concludes that spiritual authority is an essential dimension of Christian pedagogy, one that must be continually nurtured through intentional spiritual formation. This research contributes to a deeper understanding of how Christlike teaching practices shape holistic student development in contemporary Christian education.
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