Tallu Lolona Philosophy as the Basis of Torajan Christian Education in the Public Sphere: An Attempt to Break the Polarization of Christian Education

This study addresses the critical issue of educational polarization in Indonesia, where Christian education is often fragmented between academic-cognitive learning in schools and spiritual-indoctrination in churches. This dichotomy limits the impact of faith values in the public sphere, particularly in facing contemporary ecological and social challenges. Using an integrative literature review method, this research synthesizes various theological and cultural perspectives to propose a more holistic framework. The study identifies the Torajan philosophy of Tallu Lolona—which emphasizes the interconnectedness of humans (lolo tau), animals (lolo patuoan), and plants (lolo tananan)—as a vital ethical and pedagogical foundation. The findings suggest that by integrating Tallu Lolona into a collaborative curriculum between schools and churches, Christian education can move beyond descriptive summaries toward an analytical synthesis that promotes transformative praxis. This research offers a novel model of integrative education that empowers students to manifest Christian values as a response to public issues such as environmental degradation and social disharmony. This study contributes to the development of contextual public theology and provides a practical roadmap for educators and religious leaders in pluralistic societies. ABSTRAK Penelitian ini mengkaji isu kritis mengenai polarisasi pendidikan Kristen di Indonesia, di mana pendidikan agama sering kali terfragmentasi antara pembelajaran akademik-kognitif di sekolah dan indoktrinasi spiritual di gereja. Dikotomi ini membatasi dampak nilai-nilai iman dalam ruang publik, terutama dalam menghadapi tantangan ekologis dan sosial kontemporer. Dengan menggunakan metode tinjauan pustaka integratif (integrative literature review), penelitian ini mensintesis berbagai perspektif teologis dan budaya untuk mengusulkan kerangka kerja yang lebih holistik. Studi ini mengidentifikasi filosofi Toraja, Tallu Lolona—yang menekankan keterhubungan antara manusia (lolo tau), hewan (lolo patuoan), dan tumbuhan (lolo tananan)—sebagai fondasi etis dan pedagogis yang vital. Temuan penelitian menunjukkan bahwa dengan mengintegrasikan Tallu Lolona ke dalam kurikulum kolaboratif antara sekolah dan gereja, pendidikan Kristen dapat bergerak melampaui sekadar ringkasan deskriptif menuju sintesis analitis yang mendorong praksis transformatif. Penelitian ini menawarkan model baru pendidikan integratif yang memberdayakan peserta didik untuk memanifestasikan nilai-nilai Kristiani sebagai respons terhadap isu-isu publik seperti degradasi lingkungan dan disharmoni sosial. Studi ini berkontribusi pada pengembangan teologi publik kontekstual dan memberikan panduan praktis bagi para pendidik serta pemimpin agama dalam masyarakat yang pluralistik.