The Exploration of Inner Peace in Community of Finding Truth: A Functional Discourses about the Role of the Teacher being the Peacemaker toward Conjunctive Faith Relationship and its implication for the Teacher of Sunday School and the Children Garden of Religious Teaching in Waai and Tulehu

One of the important elements in education world is the teacher presence. Basically, the role of the teacher are looked conventionally, limited by the space of class room physically and the identity was labeled when those are in the class room. Many demand are trusted to teacher and all demand just talking about the external competency, such as the teaching method and the ability to break down all the stuff relating with curriculum. Talking about teacher comprehensively, cannot be separated from one of the important question, that is, "who is the self that teaches?" That question helps the teacher to start doing theirs task by making an exploration of their own inner life. That question invites the teacher to come into their own life, knowing their motivation, the passion and hearing the voice of calling in their own selves. The notion about "who is the self teaches?" would be placed in the plural context, where the teacher always face the vulnerable situation made by the differences that can arouse the conflict. Teacher can not only protect themselves or feeling comfort behind the class room. There is another task would be played by the teacher in plural context, that is being peacemaker. The notion of inner life exploration would become the entry point to explore about teacher's inner peace. The result of the inner peace exploration, the teacher are asked to join in the wide community, playing their role to bring peace by themselves and building the community of truth starting with their presence in the interfaith community. Through research that was conducted in Waai Congregation and Tulehu Moslem Children Religious Teaching Garden, it is clearly to see the presence and also the function of the teacher in bringing peace to their own community but also building peace in interfaith community. By building peace in interfaith community, teacher could move toward conjunctive faith relationship. The relation does not see the reality in "either-or" perspective any more, but seeing reality with "both-and" perspective. The "both-and" perspective will help the teacher to embrace all the tension in the reality and peace with those realities. All the notion that has been expalained not only to see the nature of peacemaker but also to see how the teacher being peacemaker in community of truth toward conjunctive faith relationship.