Page 65 - TWO OF A KIND • Erik Renkema
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KEY VALUES OF DUTCH COOPERATION SCHOOL AND RELIGIOUS EDUCATION
2.3. Substantive Perspective
In heterogeneous settings, the role of religious traditions has changed: “Religious
education has developed from transmission of knowledge related to the Christian 3 tradition and the Bible into a transformative educational process (...)” (Ter Avest
et al. 2008, 82).Two implications of this shift can be marked. First, the objective
of religious education has changed: the “subjective religiosity of the student” (Van
der Zee, Hermans and Aarnoutse 2004, 80) is the centre of identity formation.
This means that the student actively participates in a hermeneutic practice by
giving meaning to religious content in relation to personal existential questions
(Van der Zee, Hermans and Aarnoutse 2004; Jackson 1997; Miedema 2000). The
student is the centre of religious education processes; the ideas and beliefs of
the teacher are no longer dominant content (Miedema 2000; Heimbrock 2009).
Second, the content of religious education consists of a variety of
perspectives that are explored by students and teacher together (Miedema
2000) and creates receptivity. This can be seen as the substantive core
of religious education, which enables students to explore a variety of
sources of meaning, and to encounter these differences (Wright 2004).
In summary, in theory about religious education in heterogeneous settings,
we see that no specific religious tradition or perspective plays a dominant role:
diversity is regarded as an opportunity to create dialogue between students
and a variety of sources. This dialogue and variety are key components
in the identity formation of students.
3. Single case study
3.1. Questions
Based on our theoretical framework, we will examine how key values of a cooperation school and of its teachers are exerted in the ‘moment of contemplation’. We explore the following four questions to do so:
a. What are the key values of the cooperation school in formal school documents
concerning religious diversity?
b. Which social didactics do we witness during the moment of contemplation?
c. What religious content do we witness during the moment of contemplation?
d. Which motives and values do teachers most appreciate in overall education
and religious education at this cooperation school?
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