Integrating Spirituality and Cognition in the Curriculum of Christian Religious Education

Abstract

Christian Religious Education (CRE) carries a formational mandate that extends beyond the transmission of theological knowledge toward the holistic formation of faith, character, and lived Christian identity. However, in many formal educational contexts, CRE remains dominated by cognitive and instructional approaches, while students’ spiritual experiences are insufficiently integrated into the curriculum. This study explores how the integration of spirituality and cognition is experienced and understood by Christian Education students within the CRE curriculum. Employing a qualitative descriptive approach, data were collected through open-ended questionnaires completed by 20 students and semi-structured interviews with seven purposively selected students at a Baptist theological seminary in Jakarta, Indonesia. The data were analyzed using thematic analysis. The findings indicate that spirituality–cognition integration is experienced as a formational learning process that connects theological knowledge with personal reflection, spiritual growth, and everyday Christian practice. By foregrounding students’ lived experiences, this study offers an empirically grounded contribution to discussions on holistic Christian education, particularly within Global South contexts