Page 75 - TWO OF A KIND • Erik Renkema
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KEY VALUES OF DUTCH COOPERATION SCHOOL AND RELIGIOUS EDUCATION
Summarising the results of the value coding, we can say that the social perspective
is dominant. Respondents indicate that underlying values like respect, interacting
with each other and appreciation of differences are endorsed by them personally
and by school policy as well. Consequently, we can say that this social perspective 3 is the unifying theme that links personal, school and teaching values. Here we must
add that, although two respondents mention the importance of the Bible for their personal life, none of the respondents motivate these values by referring to a specific religious tradition. This is interesting, since the school guide mentions the Bible as a source of inspiration for co-existing with other people (school guide 2012).
4.3.2. The Moment of Contemplation
We discuss two main codes concerning the respondents’ views on the moment of contemplation: its objectives and its content. Three objectives of the moment of contemplation can be recognised. A very important first objective within the substantive perspective is maintaining a focus on how the themes relate to students’ lives. Respondents indicate that the moment of contemplation should encourage the exploration of an existential theme: ‘That it [the theme, ER] really takes on significance.’ (Respondent A, interview 28-10-14) A second objective, concerning the social perspective, is interaction. All respondents indicate that the exchange of personal perspectives and experiences is important: ‘You teach each other, children learn to get to know each other better.’ (Respondent A, interview 22-9-14) In every interview, the respondents state that the social dimension of the moment of contemplation is valuable. They indicate that the moment of contemplation is a great opportunity to stimulate team-building, respect and the appreciation of differences, especially by means of talking to each other. One respondent phrases it as follows: ‘Learn to deal with each other, understand each other, so that everyone can be who he is (...).’ (Respondent B, interview 23- 9-14) Although talking as a way of interacting is highly valued by all respondents, in one interview all three respondents state that cooperation between students is strongly encouraged in education, but not during the moment of contemplation. A third, less dominant objective, and related to the substantive perspective, concerns the role of Christian tradition in the moment of contemplation. One of the respondents mentions ‘conveying Christian faith’ to the students as an objective (Respondent B, interview 28-10-14). Also, two respondents state that knowledge of biblical stories is important (Respondents A and B, interview 28-10-14).
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