Page 104 - TWO OF A KIND • Erik Renkema

CHAPTER 4
Appendix B
Number of respondents that value segregated moments of contemplation
Motives for segregated moments of contemplation
Reasons for collective celebrations
Number of respondents that value collective celebrations
Respondents that value segregated moments of contemplation
3
Formulated by all respondents:
It corresponds to parent preferences.
- we have shared values and vision on being human N=1
- the children get to know the story behind the celebration of Christmas and Easter N=1
- children and parents think it’s good N=1
32
School 1
N=3
School 2
N=12
Motives for segregated moments of contemplation
a = I value the choice for segregated moments of contemplation b = no valuation is mentioned
c = both positive as negative valuation
d = wrong interpretation of the question
- the teacher knows and understands the biblical stories: this is a condition for quality
- enrichment which parents can choose
- freedom of choice for parents
- started by the standard of lifting
- way of showing respect: students of different beliefs can visit one school perfectly
- no reason
- the Christian children can have a feeling of believing together
- the children will get more knowledge of the biblical stories
- we may not ignore a conscious choice for protestant education
- we don’t impose something on someone else: in life you have a choice
- do justice to the choice of the parents
- transfer of Christian faith
- transfer of knowledge regarding Christian faith
- deepening
- more commitment
- facilitate gaining knowledge of personal choice
102