DHARMA DAN PREMA SEBAGAI NILAI HIDUP: MENATA ULANG PENDIDIKAN HINDU ABAD KE-21 MELALUI ETIKA PUBLIK DAN SPIRIT PEDAGOGIS
Keywords:
Dharma; Prema; Hindu education; public ethics; pedagogical spirit; modern humanitarian crisis; 21st-century education; values of life.Abstract
Hindu education in the 21st century faces serious challenges related to the modern humanitarian crisis, characterized by the reduction of the meaning of life, the fragmentation of social relations, and the dominance of instrumental rationality in educational practices. In this context, education often becomes trapped in a cognitive and utilitarian orientation, thus losing the ethical and affective dimensions that are truly central to the formation of a whole person. This article aims to reconstruct Hindu education by positioning Dharma and Prema as operational life values, not merely normative concepts or spiritual symbols.
Through a qualitative-philosophical approach, incorporating an analysis of Hindu teachings and a critical reflection on contemporary educational practices, this article argues that Dharma needs to be understood as a public ethic that guides social responsibility, justice, and the sustainability of communal life. At the same time, Prema functions as a pedagogical spirit that animates the educator-student relationship, the learning process, and the climate of educational institutions. The integration of the two creates an educational paradigm that not only transmits knowledge but also transforms students' awareness, character, and life orientation.
The conceptual findings of this article demonstrate that a reconstruction of Hindu education based on Dharma and Prema can respond to the modern humanitarian crisis by revitalizing education as a space for ethical learning and compassionate practice rooted in an awareness of human interconnectedness and limitations. Thus, 21st-century Hindu education has significant potential to contribute to the development of a compassionate public ethics and a humanistic and transformative pedagogy. This article is expected to enrich the discourse on religious education by offering an alternative conceptual framework that is relevant and contextual to the challenges of our time
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