Page 77 - TWO OF A KIND • Erik Renkema

KEY VALUES OF DUTCH COOPERATION SCHOOL AND RELIGIOUS EDUCATION
5. Conclusions
Examining how key values of a cooperation school and of its teachers are
exerted in the moment of contemplation, we can draw five conclusions. 3 First, with regard to the social perspective, we see that respondents and the school
guide speak highly of the social objective of education, and of religious education
in particular. The appreciation for working together, the respect for differences and
the interaction in lessons are portrayed as central values of the cooperation school.
A strong connection between the school values, personal and professional values
of the respondents can be seen regarding this social objective.
A second conclusion concerning the social perspective is that there seems to be a discrepancy between the values of the respondents and the institutional identity based on school values on the one hand, and the implementation of dialogue on the other hand. Differences between students are not explored by the students, although the lesson guide does provide didactics for interaction. We observed interaction during this moment, but this almost always concerned a question- and-answer exchange between the teacher and one of the students. Three of the respondents endorse the observation that interaction between students is marginal. Not only is there a lack of interaction between students, but no other didactics are organised in order to stimulate social cohesion of students. The institutional policy of these schools concerning the diversity of secular and religious students and the social objective of education is not embodied in religious education.
With regard to the substantive perspective, we can draw a third conclusion: the data show that respondents value religious education that deals with themes of how the students view their lives. As a result, it is remarkable that the school guide does not refer to this specific objective of religious education. A fourth conclusion, also about the substantive perspective, concerns the presentation of Christian tradition. The selection of a lesson guide is crucial in the presentation of religious content. Explicit Christian acts or objects are presented marginally, although some respondents seem to experience ambivalence on this matter. However, Christian tradition is visible in the telling of biblical stories. In this context, all respondents value the presentation of biblical stories for different reasons. Although the video data show an emphasis on these stories,
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