186 Chapter 5 Respondent group Teacher Student Total NMSDNMSDNMSD B. Cognitive aspect 56 5.66 1.50 214 5.10 1.73 270 5.21 1.70 F. Social aspect 56 4.98 1.59 214 4.98 1.77 270 4.98 1.73 E. Moral aspect 56 4.02 1.53 214 4.44 1.65 270 4.35 1.63 G. Spiritual aspect 56 5.37 1.64 214 4.00 2.20 270 4.29 2.16 C. Emotional aspect 56 3.21 1.29 214 4.15 1.68 270 3.96 1.65 A. Artistic aspect 56 2.45 1.57 214 2.84 1.66 270 2.76 1.65 D. Physical aspect 56 2.30 1.74 214 2.39 1.64 270 2.37 1.66 From the table, it can be concluded that both the teachers and the students encounter the cognitive aspect the most and the physical aspect the least. Moreover, the teachers encounter the cognitive aspect and the spiritual aspect more than the students, while the students encounter the emotional aspect more than the teachers. Regarding WCD the table shows that more could be done at DCU to foster whole teacher formation to enable trainee teachers to approach children, amidst society’s high levels of diversity and complexity, as whole children. 5.2.4 Open student reactions At the end of the survey, 64 students took the trouble to also leave an open, spontaneous comment. Some students showed great, sometimes critical, commitment to DCU. A strikingly high number of responses provided advice regarding how closed and/or open the curriculum was, at the time, to the non-Christian environment and field. A total of 42 students expressed the opinion that DCU should be more open in one way or another. Often, these reactions were directly related to religious identity, although seven of them also mentioned a lack of connection to the problems of socioeconomic adversity and/or integration. Opposed to the call for more openness were seven responses from students who felt that, on the contrary, openness had gone too far and that more closedness, more focus on the individual in form and content, was desirable (6). For all three of the aforementioned categories, one example can be provided (7): 6 It is important to also take into account these negative reactions, as they show that there is not only a wish for more openness but also resistance towards it, at least among a small proportion of DCU students. 7 Translations are mine.
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