Page 74 - TWO OF A KIND • Erik Renkema

CHAPTER 3
(Respondent B, interview 22-9-14).
From our coding results, we present values in personal life and in teaching (4.3.1) and objectives and content of the moment of contemplation (4.3.2).
4.3.1. Values and School Identity
All respondents answered questions about personal values, school values and teaching values.
1. Concerning personal values, respondents mentioned the importance of
how people relate to each other. One of the respondents expresses herself as follows: ‘What is important in life is that you love and that others love you, in a manner of speaking. That is very important to me. That you interact with other people in a decent and fun way.’ (Respondent A, interview 22-9-14) In more tangible terms, how teachers deal with differences and respect is mentioned: ‘That we just know that we are all different. And that differences are OK.’ (Respondent B, interview 22-9-14) Two respondents answer by referring to the Bible as being important for their way of living.
2. With regard to school values, we also acknowledge this social focus. Respondents emphasise the appreciation of differences between students and between teachers: ‘Respect is very important. Paying attention to each other as well. Because everyone probably has other things at home... So there are also differences.’ (Respondents B and A, interview 23-9-14) Also, the social school value of ‘working together’ is underlined by respondents. Interestingly, two critical issues were added: one respondent has his doubts about how effective the appreciation of differences is in practice. ‘We teach children to appreciate that [respecting differences, ER], but I wonder if that is really always the case; people still see things from their own perspective.’ (Respondent A, interview 28-10-14) And another issue, based on the appreciation of togetherness: ‘I would appreciate it if more attention and time were spent on being together and doing things together.’ (Respondent C, interview 22-9-14)
3. The teaching values give us a clear insight into the respondents’ goals for education. Teaching values and helping students develop a personal identity are seen as important. In the goals, the social perspective dominates: ‘I think this is the basis for everything: simply to be able to interact well with each other, to listen to each other, to be able to talk to each other and to help each other.’ (Respondent C, interview 22-9-14)
72