Homo Faber dan Animal Laborans dalam Dunia Pendidikan Teologi di Indonesia: Refleksi dari Pemikiran Hannah Arendt
DOI:
https://doi.org/10.21460/gema.2023.81.1030Keywords:
Theological education, divinity studies, Hannah Arendt, homo faber, animal laborans, Pendidikan teologi, filsafat keilahianAbstract
Abstract
Theological education (or divinity studies according to the nomenclature of the Ministry of Education, Culture, Research and Technology) is in a tension between the interest of the Church as a subject, that of the government with its various rules, and the call to answer and provide solutions for society. A practice of theological education often produces either graduates or theological thinking that is only intended for an exclusive community, namely a particular faith community. Using Hannah Arendt's thoughts on homo faber and animal laborans, it is seen that theological education that does not produce a change in society is still in the animal labor stage. For this reason, several conditions are needed for the theological education process to produce homo faber, including criticality, creativity, and freedom.
Abstrak
Pendidikan teologi (atau filsafat keilahian jika mengikuti nomenklatur Kemendikbudristek) berada dalam tegangan antara kebutuhan Gereja sebagai pemilik, pemerintah dengan beragam aturannya, dan kemampuan menjawab dan memberi solusi bagi masyarakat. Tidak jarang pendidikan teologi hanya menghasilkan 'produk' entah lulusan atau teologi yang hanya diperuntukkan bagi komunitas eksklusif, yaitu komunitas anggota gereja. Dengan menggunakan pemikiran Hannah Arendt tentang homo faber dan animal laborans, terlihat bahwa pendidikan teologi yang tidak menghasilkan 'produk'- yang membawa perubahan dalam kebebasan masih berada dalam tahap animal laborans, sekedar bekerja tanpa menghasilkan perubahan. Untuk itu beberapa syarat diperlukan agar proses pendidikan teologi menghasilkan homo faber antara lain kekritisan, kreativitas dan kebebasan.
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