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Jurnal Koinonia: Fakultas Filsafat Universitas Advent IndonesiaJurnal Koinonia: Fakultas Filsafat Universitas Advent IndonesiaThis article examines the controversial leadership of Alexander McLearn as President of Battle Creek College (1881–1882) and its relevance for renewing Adventist education in Indonesias Merdeka Belajar era. McLearn, a former Baptist minister turned Seventh-day Adventist, clashed with Goodloe Harper Bell over student discipline and gender relations, reflecting tensions between tradition and educational reform in early Adventist schooling. Using a biographical narrative method and archival sources, this study analyzes McLearns student-centered disciplinary approach, which anticipated Ellen G. Whites holistic educational philosophy but conflicted with institutional norms. The findings emphasize the importance of flexible leadership and character-based discipline. In response to declining enrollment in Indonesian Adventist schools, this article reinterprets McLearn as a misunderstood innovator and suggests integrating digital learning with Adventist values to address contemporary educational challenges.
Alexander McLearns story highlights the tension between tradition and innovation in Adventist education, a struggle echoed in modern Indonesian schools facing declining enrollment.Whites holistic vision, but his inflexibility led to conflict and ultimately, his departure.The study suggests that Indonesian Adventist schools can revitalize their appeal by embracing adaptive leadership, integrating digital tools with denominational values, and fostering unity through open dialogue to balance academic excellence with spiritual mission.
Further research should explore how successful Adventist schools in Indonesia have integrated Merdeka Belajars principles while maintaining their unique identity, identifying best practices for curriculum development and teacher training. Additionally, a comparative study examining the impact of different disciplinary approaches—traditional versus student-centered—on student engagement and spiritual development within Indonesian Adventist schools is warranted. Finally, investigating the long-term outcomes of graduates from Adventist schools that have actively embraced digital learning platforms, assessing their spiritual and professional success, could provide valuable insights for refining educational strategies and ensuring that Adventist education remains relevant and impactful in the 21st century. These investigations, requiring approximately 150-200 words each, will contribute to a more nuanced understanding of how Adventist education can thrive in a rapidly changing Indonesian context, offering practical guidance for school leaders and policymakers alike.
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