Huma Betang Philosophy as A Contextual Theological and Educational Framework in Indonesian Multiculturalism

Abstract

Indonesia’s multicultural context requires theological and educational approaches that can engage cultural diversity while strengthening social harmony, peace, and ecological responsibility. This study examines the Huma Betang philosophy of the Dayak people of Central Kalimantan as a contextual theological and educational framework for Christian education in Indonesia. Specifically, it aims to identify its core ethical and theological values, explore their relevance to Christian theological reflection and educational praxis, and formulate practical implications for multicultural learning. The study employed a qualitative descriptive design using contextual theological inquiry and ethnopedagogical analysis. Secondary data were drawn from theological writings, ethnographic studies, educational literature, journal articles, and relevant reports and were analyzed through hermeneutical and thematic analysis with source triangulation. The findings show that Huma Betang integrates principles of justice, communal solidarity, ethical living, spirituality, consensus, and ecological awareness, which correspond with Christian concepts such as koinonia, diakonia, martyria, reconciliation, and stewardship. It also provides an ethnopedagogical model that supports dialogical learning, character formation, peacebuilding, and ecological discipleship. The study concludes that Huma Betang is a dynamic Indigenous resource for contextualizing Christian theology and education while strengthening multiculturalism, intercultural dialogue, social responsibility, and national unity within Indonesia’s culturally plural churches and educational institutions.