Theology and education of the indigenous people
A theological-educational reconstruction of the biographies of the 19th century ‘Penulong Minahasa’
Bibliographic Data
| ID | 21492550 |
|---|---|
| Authors | Meily M Wagiu (0009-0000-2771-8600, Institut Agama Kristen Negeri Manado), Jekson Berdame (0000-0001-9974-2343, Institut Agama Kristen Negeri Manado), Denni H R Pinontoan (0000-0002-7877-8731, Institut Agama Kristen Negeri Manado) |
| Year | 2026 |
| Volume | 82 |
| Issue | 1 |
| Publication date | 2026-07-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | HTS Teologiese Studies / Theological Studies (JOURNAL) |
| Journal identifiers | ISSN: 0259-9422 • E-ISSN: 2072-8050 |
| Publisher | AOSIS (PUBLISHER • ZA) |
| DOI | 10.4102/hts.v82i1.11291 |
| OpenAlex | W7167509121 |
| Language | EN |
| References cited | 4 |
Historical narratives about the evangelism and education in 19th-century Minahasa are often Eurocentric, placing European missionaries at the centre and ignoring the role of indigenous people. This study reconstructs the role of the ‘Penulong Minahasa’ [Minahasan’s helper] as theological–educational agents who played a role in the indigenisation of the Christian faith and the formation of the local education system. Using a historical-hermeneutic method based on missionary archives and indigenous biographical writings, this study shows that the Penulong [helper] were not passive recipients, but active actors who adapted Christian teachings through cultural values and the traditional Papendangan education system. Prominent figures such as Adrianus Angkow, Silvanus Item and Lambertus Mangindaan demonstrate the evolution from missionary assistants into educators and community leaders. The main findings of the study confirm that the success of missionary education is rooted in local contextual and participatory principles. The theological and educational spirit of the Penulong offers a holistic paradigm for the renewal of Christian education in the era of disruption. Contribution: By articulating the holistic theological–educational paradigm embodied by the Penulong, this study provides a critical framework for renewing Christian education in contemporary contexts of disruption
Embodied cognition · Evangelism · Faith · Indigenization · Indigenous · Indigenous Education · Missiology · Narrative · Asian Studies and History · Educational Practices and Challenges · Multicultural Education and Local Wisdom
| Highly cited | No |
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