193 Preliminary WCD Reception at Driestar Christian University 5 from a Christian perspective. When discussing the results of her research, she stated that all in all, the holistic vision of whole child development seems to align well with Christian visions of education, the child and reality. In particular, the attention to personal development, the vision of reality as a coherent order and the vision of the child as a unit, a created whole. St6 performed a comprehensive literature review to be discussed in both an expert interview and two focus groups formed by teachers from two Christian schools with very diverse student populations. Throughout her profound and extensive study, she compared what she could find on WCD with Christian education, with the aim of developing a model to combine the two. In the model that she presented at the end of her work (visible on this page), she placed the Christian worldview, Christian lifestyle and Christian attitude in the centre. Around this core, she grouped elements of the context she believed to be important: the community, spirituality, student engagement, socialemotional learning and a safe and rich environment. She surrounded that circle with other circles that included academic knowledge, values and virtues, and, finally, God, Jesus and the Bible. At the end, St6 concluded that the WCD vision that, in education, there has to be attention paid to the whole child ties in with the Biblical vision of the human being as a unity of mind, feeling and hands. This education of the whole child must, like all Christian education, proceed from the following educational aims: The development of a Christian vision of the world as a created, a fallen and a hopeful reality; the development of a Christian lifestyle aimed at serving the Other, the other and otherness; the development of a Christian attitude. Together with the six senior students, the DCU project team was able to confirm the starting premise with respect to WCD and Christian citizenship formation
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