182 Chapter 5 N M SD 1. Good formative education requires a broad approach that connects head, heart and hands. 56 4.70 .46 7. Good formation requires students to step out of their comfort zone and have different kinds of (cultural) experiences. 56 4.41 .56 10. Good citizenship education for our students is only possible if we teach them to really be able and willing to listen to dissenters. 56 4.23 .60 11. Good citizenship formation of our students requires that they learn to cooperate with dissenters. 56 3.93 .66 2. For good formative education, cross-curricular (group) collaboration is a must. 56 3.77 .89 4. More attention on the broad formation of our students offers opportunities for new forms of subject (group)-transcending cooperation. 56 3.70 .74 Overall average 3.51 6. When renewing our curriculum, students should be listened to more. 56 3.14 .77 5. The education as a whole should be better tailored to the demands of the student(s). 56 3.04 .83 8. Students are sufficiently exposed to the world outside their own (subcultural) comfort zone through our classes. 56 2.84 .85 3. There is sufficient cross-curricular (group) collaboration within our programme. 56 2.70 .93 9. Students gain sufficient experience outside their own (subcultural) comfort zone during internships. 56 2.18 .58 The statements about ‘head, heart and hands’, ‘stepping out of one’s own comfort zone’ and ‘being willing and able to listen to dissenters’ scored, on average, very high (> 4.00). They can all be directly related to the WCD approach and a need for subjectification. However, by contrast, the statements concerning their actual realisation scored very low. This also applies to the statement that deals with cooperation between departments and subjects (groups). What stands out from the teachers’ responses is the strong support for the idea that good formative education requires a broad approach that connects head, heart and hands. Also striking is the strong support for the proposition that good education requires students to step outside of their comfort zone and gain different kinds of (cultural) experiences. The teachers wished to pay more attention to this in their own lessons, but also certainly by having students participate in internships outside of their (subcultural) comfort zone. There is clear support for the idea that good citizenship
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