From Authority to Service Kenotic Leadership Pedagogy in Jesus’ Ministry and Its Implications for Christian Religious Educationthority to Service

Abstract

This study examines Jesus’ leadership through the lens of kenosis (Philippians 2:5–11) and develops its implications for Christian Religious Education (CRE), focusing on the paradigm shift from authority-based to service-based leadership. The problem addressed is a leadership crisis marked by hierarchical, less formative patterns of authority in educational and religious institutions. Using a theological-qualitative approach, the study analyzes biblical texts-primarily Philippians 2:5–11, the Synoptic Gospels, and John 13 through a three-stage hermeneutical-theological method: analysis of the biblical texts, theological synthesis with Christian leadership literature, and critical reflection on the implications for CRE practice. The findings show that kenosis constitutes a formative leadership paradigm built on four interrelated characteristics humility, relationality, exemplarity, and transformative orientation which this study extends beyond their established theological meaning by grounding them concretely in the teacher-student relationship as the primary site of Christian formation, a dimension underexplored in prior, largely clergy-focused kenosis scholarship. Jesus’ leadership is thus understood as a process of character and relational formation rather than an exercise of authoritative function. Theoretically, the study contributes to Christian leadership studies by articulating kenotic leadership pedagogy, an educational approach in which formation rather than the transfer of information is the primary pedagogical goal. Practically, it recommends reorienting the CRE curriculum toward reflective, participatory, and character-forming learning designs. These findings clarify how the formative-pedagogical dimension of kenosis, and not only its ethical or theological dimension, can reshape the practice of Christian Religious Education.