Page 120 - TWO OF A KIND • Erik Renkema

CHAPTER 5
refer to the exchange of thoughts in the collective group after the segregated moments. In the first session meeting, three participants mention that this brief discussion hardly takes place in practice. During a presentation of our findings to the team, teachers indicate that this practice has been resumed. The teachers also note that the closing ceremony and the celebrations only involve a limited degree of encounter: students present to other students on stage. In session 1, a teacher mentioned that other celebrations than Christmas express relevant values more for students of Christian education. In mentioning this limitation, teachers interpret encounter as the practice of dialogue and interaction between students.
e. Togetherness.
This value, as such or in the form of ‘cooperation’, was mentioned on cards five times. The aim is to work and live together in a sense of togetherness, in order to prepare the students to be active citizens in society. In session 1, one of the teachers stressed his appreciation of the fact that a wide range of children and parents, from atheistic through highly ecclesiastic and ‘everything in between’, visit the school. Another teacher addressed the view that the school celebrations correspond to the value of working together. The teachers especially appreciated that the value of cooperation between students of general and Christian religious education are joined together in mixed groups during regular lessons besides separated religious education and in some celebrations. However, it was also mentioned in session 1 that there seems to be a discrepancy between this value and the Christian celebration of Christmas, where students of general education only watch. It is a conscious policy of the school to organize this celebration for and by students of Christian religious education only. In the description of Christian education, faith is regarded as “a way of living together” (2014-2018, 4).
f. Commitment.
The school guide mentions the value of commitment to societal themes in the common description of religious education as well as both general and Christian types. This is a dominant interpretation of the value of commitment. In session 2, teachers of both Christian and general religious education stressed that they “teach children to look at the world” (teacher of Christian education – session 2) and “paid attention to societal subjects like the environment” (teacher of general religious education – session 2). However, this notion was a marginal consideration
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