Page 37 - TWO OF A KIND • Erik Renkema

In our fifth and final phase, we provide a specific perspective that sheds light 1 on possible ways to deal with the mentioned discrepancies and with the implementation of this view in religious education. This perspective can help
teachers and principals at cooperation schools to reflect on the educational values
in their unique setting and on the coherent correlation between these values and the practice of religious education. In our sixth chapter, we demonstrate how Dewey’s perspective can help school teams develop a fundamental vision on a conscious construction of dialogical educational practices. We conclude that in religious education, democratic practices of dialogue and exploring differences have to be organized explicitly and intentionally in order to embody values of school identity and foster the student’s identity. We also argue that, in line with Dewey’s view on democratic education, the development of students’ identity and their competences of respect and openness are fostered more firmly in collective moments of contemplation and celebrations where students from all possible religious backgrounds are present and challenged to meet everyone. Finally, we also advocate using a variety of sources in the content of religious education. By doing so, teachers manifest equality of traditions and convictions as a key value of cooperation schools.
GENERAL INTRODUCTION
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