Page 79 - TWO OF A KIND • Erik Renkema

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religious dialogue between students. Hence, we ask the question: How can good practices in classes that exhibit religious diversity be encouraged by emphasising didactics enabling religious dialogue?
Based on our conclusion that a discrepancy can be detected between the 3 emphasis on Christian tradition in professional views and in educational
practice on the one hand, and the formal identity of the school and personal
beliefs of the teachers on the other hand, we could ask: Why and to what extent
should religious content be recognisable in religious education and formal documents in a cooperation school? This question is underlined by theory on substantive religious diversity as an important factor for stimulating dialogue in religious education (Wright 2004).
Respondents value the attention for students’ personal views on life which is provided in the context of religious education. This value is also stressed in theory about students’ identity formation by giving meaning to religious content for personal existential questions (Miedema 2000). However, this theory emphasises a central role for the student in this process, a role that is hardly identifiable in video data. In other theory we see that religious education puts the teacher in the role of one of the participants and a facilitator of dialogue (Heimbrock 2009). Therefore we ask: Can discussions between teachers about professional and school values and these possibilities for expression be helpful in expressing a distinctive way for the school to handle religious diversity?
Teachers indicate in the interviews that they would value attention for a variety of religious traditions in educational practice. Also, the formal identity of the school mentions that, in addition to the Christian faith, “other religious and societal convictions” (school guide 2012, 8) are the source on which school activities are founded. These other convictions could not be detected in the recorded moments of contemplation. Hence we ask: Could school values of respect, dialogue and equality be expressed by paying attention to a diversity of religious traditions? Especially in the light of our theoretical notion that the content of religious education consists of a variety of perspectives that are explored by students and teacher (Wright 2004), this question needs emphasis.
KEY VALUES OF DUTCH COOPERATION SCHOOL AND RELIGIOUS EDUCATION
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