Christianity in Indonesia Essay Example
Christianity in Indonesia Essay Example

Christianity in Indonesia Essay Example

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  • Pages: 11 (2855 words)
  • Published: September 27, 2017
  • Type: Paper
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Based on accounts from chapter one until four, in this chapter the author will suggest a practical proposal sing reading the Bible with children’s eyes, concentrating on kids as victims of struggling countries in Indonesia. This plan is divided into four subdivisions:

  1.  my narrative ;
  2. hard times in my life ;
  3. what the Bible says to me, and
  4.  my declaration – which are adapted from the “Share Christian Praxis” theory from Thomas Groome as already explained in chapter four.

Section one (my narrative) and two (hard times in my life) are my debut to assist kids see the world that they face and at the same clip assist them be engaged with the Bible when they are seeking for reply ( subdivision three –what the Bible says to me) .


After cognizing world and what the Bible says to them, my hope is that kids can do the determination –my declaration– in their life. Therefore, in subdivision three, the author propose one or two illustration from Scripture, but this does non intend that merely those transitions can be used in this procedure. There are many Bible transitions that relate with this subject which we can utilize. What the author proposes here are merely for illustration.

The period of this plan will be around a hebdomad ( if we do it everyday ) or two months ( if we do it every Sunday within two-month period ) with agreement of clip and subjects as follows:

  1.  First day/week: Introduction of this plan
  2. Section 1 “My Story”
  3. Second day/week: Section 2 “Difficult Timess in My Life”
  4.  Third day/week: Section 3 “What the Bible Says to
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Me” –

  • Part 1 ( “Who Is the Child )
  • Fourth day/week: Section 3 – Part 2 ( “About Conflict and Reconciliation” )
  • Fifth day/week: Section 3 – Part 3 ( “About Forgiving Each Other” )
  •  Sixth day/week: Section 3 – Part 4 ( “About Loving Each Other” )
  •  Seventh day/week: Section 4 “My Resolution”
  • This plan could be a particular plan for Sunday school kids during summer or Christmas interruption, or even it can be integrated into the Sunday school course of study for every Sunday. The following are elaborate plans that the author proposes:

    1. MY STORY


    Helping the kids to portion their narratives and show their feelings that they have had inside them since and during struggle

    As a instructor, we need to retrieve that struggle ever makes people – including kids – feel insecure, sad, and vulnerable. It is natural for kids to hold these feelings. It is of import to inquire kids what is doing him or her feel insecure. Some specific inquiry possibly that is at the root of the fright. Sometimes replying a specific inquiry will take attention of the job.

    Therefore weeping does assist kids experience better, particularly when they can shout with person. Shouting helps because they are allowing themselves feel what they are experiencing alternatively of seeking to conceal their feelings. So we must state the kids, if they are sad, that shouting is a manner to state themselves and others, “We are sad.” Crying helps them to let go of the churning they feel inside of them.


    Sharingin little groups andusing creativeness

    Intelligence Focus:

    Verbal/linguistic, interpersonal, intrapersonal and visual/spatial


    1. The instructor can split the kids into little groups.
    2. In little groups, the

    instructor asks them to portion their narrative and what they felt – sad, score, unhappy - when they had been in struggle. Why had they felt like this?

    Alternate One

    1. After they portion their narrative, in a large group, have kids pull a image or sketch, or compose a verse form of how they felt about the struggle. Then, have them state the group about their image or verse form.

    Alternative Two

    1. After they portion their narrative, make ascrapbookabout struggle together with the kids and piece it together over clip. Be originative! This scrapbook could include:
    • Pictures from newspapers and magazines
    • Quotation marks from people who were involved in the struggle
    • Name callings ( and images, if it is possible ) of kid neighbours, friends and even household members who are victims of struggle. This can besides go a every night prayer list - for those who are still alive and enduring – so kids can pray for them.
    • Other things about struggle that average something to kids


    Helping kids to cognize that jobs ( struggles ) are a portion of their life. It could happen in their life, anytime and anyplace and it manifest in assorted ways.

    For the instructor, we should retrieve that struggle could be a chance to learn kids' values about life. There are many analogues between folks in struggle and kids contending on the resort area. Conflict is approximately right and incorrect, regulations being observed or broken, friends and enemies. In the struggle faced by kids, regulations are really of import. Children have an unconditioned sense of justness – “It is non just!

    ” is their changeless call. Stating them that life is non just does non fulfill that demand, even though the statement is true. A kid needs to larn that truth from experience, and your speaking to him about equity and justness in the manner struggles are conducted will assist fulfill that demand within. Conflict besides teaches a kid about religious facets of life. During and instantly after a struggle period a child thinks about supplication in a new manner. It changes from a rote activity into a cheering clip before bed at dark. Children think about God more during a clip of crisis, and that becomes a chance for the instructor to speak to the kids about Jesus and to read the Bible together with them.


    Brainstormingandgroup treatment

    Intelligence Focus:

    Verbal/linguistic and interpersonal


    1. Get down this subdivision by oppugning kids ; “What is the job ( struggle ) ? ” In my sentiment, most the kids will believe and reply that the problem/conflict is something bad, something that needs to be avoided in their life.As a instructor we need to explicate to them that struggle is non ever negative, there is a positive side through the struggle besides.
    2. Then, inquire kids to place what sorts of struggle that they have been holding in the household, school, Sunday school and when they play with their friends. Therefore, how do they work out all those struggles?


    Enables kids to put their jobs in dialectical hermeneutics with Christian narrative and vision


    Related to the procedure of reading the Bible with children’s Eyess, we can discourse several subjects here as illustrations:





    • Bible: Mark 10:13-16
    • Lesson Focus: Children were of import to Jesus and are of import today
    • Methods: Role drama and originative art
    • Intelligence Focus: Visual/spatial and body/kinesthetic
    • Learning Procedure:
      1. Have the kids sit softly with their pess on the floor, custodies in their laps, and their eyes closed. Now say to them, “Take a three deep breaths ( allow clip ) . See a hillside with many people. See many people. See Jesus sitting on the land speaking to the people… . What does he look like? What does his voice sound like? See female parents come through the crowd with their children… . How many kids are at that place? Many? Just one or two? How old are they? Are they quiet or noisy? Are they boys or misss? Now hear some work forces shouting at the kids to travel away… . How do the kids look now? Are they frightened? Now hear Jesus stating, “Let the kids come to me ; make non halt them ; because the land belongs to such as these.” Now see Jesus taking all the kids into his weaponries, embracing them, snoging them and blessing them… . Wow, how do the kids look now? How make the work forces, the adherents look now? How does Jesus look now? When you are ready, unfastened your eyes and easy come back to our room.
    1. Now, ask for the kids to state about their experience. Ask what they saw and heard, and how they felt about the narrative.
    2. Invite the kids to choose characters and move out the narrative ( Jesus, the adherents, parents, and kids ) . Older

    pupils can make their ain duologue, while younger kids can move out the parts while the instructor reads or tells the narrative.

  • Then, have each kid draw a image of herself or himself to be placed on a big mural-size posting. Invite one kid to pull Jesus and topographic point him in the image. Invite other kids to make the background ( grass, trees, and other people in the background ) .
  • 2. ABOUT Conflict


    • Bible: Genesis 33
    • Lesson Focus: There is a manner to work out every job that we face
    • Methods: Group treatment and doing creativeness
    • Intelligence Focus: Verbal/linguistic, interpersonal, intrapersonal and


    • Learning Procedure:
    1. Get down this subdivision with inquiring the kids to portion their cognition about the narrative of Esau and Jacob
    2. Then, divide the kids into two groups, group Esau and Jacob
    3. Children in each group have to move out the characters of Esau and Jacob, and reply the inquiries that follow:

    Esau’s Group:

    • What do you believe and experience about Jacob? Why?
    • Do you desire to be like Jacob?

    Jacob’s Group:

    • What do you believe and experience about Esau? Why?
    • Do you desire to be like Esau?
    1. After treatment and before the kids portion their consequence, the instructor can inquire them foremost about their feeling when they had been Esau and Jacob.
    2. End this subdivision by inquiring the kids to do something originative, such as pulling a image, composing a verse form and doing a posting that expresses the significance of struggle and rapprochement for the kids in their life.



    • Bible: Luke 15:11-32
    • Lesson Focus: God ever forgive us

    whenever we are making incorrect, so

    we should make the same for others

    • Methods: ( Active ) Storytelling and group treatment
    • Intelligence Focus: Intrapersonal, interpersonal, body/kinesthetic,

    musical/rhythmic, verbal/linguistic and visual/spatial

    • Learning Procedure:
    1. Ask kids to react by standing up and feigning to hearten when they feel happy. Furthermore, slumping down and looking unhappy when they are sad as the instructor reads a narrative to them.

    “There one time was a male child named Johnny, who stole a piece of confect from a shop because his friends dared him to make it.( Children response )At foremost, he was proud of himself and thought he was cool.( Response )Then he remembered what the Bible said about stealing.( Response )he was non proud any longer.( Response )he took the confect back and told the adult male at the shop vitamin E was regretful for taking it.( Response )The adult male at the shop said, “I am sorry you took it, excessively, but it was really courageous of you to convey it back.”( Response )

    1. Now, state the kids that they are traveling to hear another narrative and they will be asked to demo the characters’ reactions by showing feelings of felicity or unhappiness. This narrative is about a male child who ran off. (Teacher can read or state the fable of lost boy in Luke 15:11-32) .
    2. Ask the kids to speak about the feelings of the different characters in the narrative by demoing their happy or sad organic structure stances. When the instructor tells the narrative once more, halt sporadically and inquire the kids how they think one of the characters felt at that peculiar minute in the narrative. (Examples:

    How do you believe the male parent felt when his youngest boy asked for his heritage?) Ask the kids to stand and utilize their organic structures to pass on happy or sad. Ask why they chose that stance. As the instructor continues the narrative, halt several times for a “feelings check” about the different characters.

  • After we read the narrative and see the response from the kids, the instructor can inquire the kids to take one of the activities as followers:
    • Write a vocal or blame about this narrative including God is message “to forgive” in this parable.
    • Make a image of this parable. Have them state the narrative of their image.


    • Bible: Genesis 42:1-45:28 [ 2 ]
    • Lesson Focus: Every kiddemands forgivenessin their life
    • Methods: Games, group treatment and originative authorship
    • Intelligence Focus: Verbal/linguistic, body/kinesthetic, interpersonal and


    • Learning Procedure:
    1. Get down this subdivision with a game. The instructor can take a pupil to be “The Freezer” . The Freezer attempts to label other participants. Once a kid is tagged, she or he must “freeze” in topographic point. Frozen kids may pull other players’ attending by shouting, “Forgive me! ” The lone manner to re-enter the game is for another kid to touch a frozen participant and state, “You are forgiven.” If a kid is frozen three times, she or he so becomes The Freezer, and the game continues. Children can play this game every bit long as clip allows.
    2. After playing, inquire the kids to discourse several inquiries below:
    3. Have you of all time needed forgiveness before in your life? What happened?
    4. Why is it frequently more hard

    to forgive person than to have forgiveness?

  • Why is it when you need forgiveness, you feel all frozen interior?
  • Why is it that after you are forgiven, you feel so free?
  • After treatment about these several inquiries above, now is the clip to inquire the kids to compose one “personal letter” with the rubric “I forgive you!” This missive will be addressed to one of their friends who have been hurt by them. Through this missive, kids want to forgive what they already did to another.


    • Bible: 1 Samuel 18:1-4 ; 19:1-7 ; 20:1-42
    • Lesson Focus: Love others as we love ourselves
    • Methods: Games and group treatment
    • Intelligence Focus: Interpersonal, intrapersonal and body/kinesthetic
    • Learning Procedure:

    THE Good Samaritan

    • Bible: Luke 10:25-37
    • Lesson Focus: Who is my friend?
    • Methods: Storytelling and group treatment
    • Intelligence Focus: Logical/mathematical, intrapersonal, body/kinesthetic and


    • Learning Procedure:
      1. Ask kids to believe about three things that happened since they got up this forenoon and write or exemplify each activity on a faux pas of paper ( woke up, brushed dentitions, showered, got dressed, ate breakfast, and so on ) . When this undertaking is done, invite pupils to work with a spouse and topographic point the sequence of their partner’s forenoon experience in the right order.
    1. Gather kids into a big group and ask for voluntaries to move out the narrative as the instructor reads it. Ask person to play each portion (if category size is big ask for two or three robbers) . Some kids will desire to be the audience. Guarantee them that they are all right. Read the parable

    through one time and the once more easy to enable kids to move out their parts.

    1. The instructor can utilize sequencing cards (images for immature children/phrases for older kids) and ask kids to re-create the narrative in the order that it happened. Let younger kids ask inquiries. Older kids can read the text themselves for elucidation.
    1. Introduce the Story Grid. Make the grid on a blackboard or newspaper. Ask older pupils to make full in all the columns with the replies to these inquiries: “Who is the victim? What is the action? Who are the passersby? Who is the savior? What was the result? Ask for at least four responses in each column. Record the responses in the appropriate columns. Then allow kids take to work separately or in little groups. Give each kid or group a different colour marker and allow them randomly pull a line across the grid linking all columns. Out of this information, compose a contemporary rendering of the fable of the Good Samaritan based on the responses selected from each column.
    1. If clip allows, portion the narratives, have kids think about when:
      • They have beenthe robber– robbing person of their self-esteem or self-respect by squelchs and exclusion.
      • They have crossed to the other side – avoiding person who truly needed a friend ; possibly the category swot or an ageing relation.
      • The have beenthe good neighbourby assisting person who is in demand – possibly assisting person with jobs, or a friend with his prep.
    1. MY Resolution
    • Purpose:

    Gives chance for kids to do determinations about how to populate what they believe ( Christian

    religion ) in the universe, such as household, school, Sunday school and society


    • Bible: Matthew 5:9
    • Lesson Focus: Every kid can be conciliator
    • Method: Art activities
    • Intelligence Focus: Verbal/linguistic, interpersonal and visual/spatial
    • Learning Procedure:
    1. The instructor can get down this subdivision by inquiring kids “What the significance of peace for them is? ”
    2. After sharing, the instructor can split the kids into little groups. Ask each group to do mottos or symbols that express their committedness to be a conciliator. In this instance, they can pull or compose down something related with peace. Then, allow them explicate it.
    3. After this subdivision, the instructor can roll up all the mottos and symbols that the kids already made. Arrange one twenty-four hours for an exhibition so you can demo all those things to grownups in the church
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