199 Subjectifying Education and the Art of Living Together 6 teacher can just do. Indeed, it is not a makeable thing; it happens during the ongoing contact of students with the world that their schools and classrooms form just a small and relatively protected part of. Therefore, it cannot be approached as merely an add-on to an existing curriculum, something that teachers do because they like to pay more attention to it or the government says it has to be featured. Citizenship formation is narrowly tied to and thoroughly interconnected with all a teacher has to do when he or she influences the preparation of schoolchildren for higher levels of diversity and complexity in society and the wider world. This process cannot function when trainee teachers are inclined to turn their backs towards society and the world as it is, or to enclose themselves in their safe social bubbles. To practice the art of living together in an exemplary way for students, they have to be open to the challenges of a modern, fragmented society. These conceptions were embraced by the members of the conversational community, forming the foundation for its longing to improve the formation of DCU students for a modern, fragmented society. Trainee teachers need to be open to the challenges associated with high diversity and complexity and to learn to handle those challenges as a person, independently of their more socially safe and homogeneous contexts. They must learn to be a self that freely and responsibly responds to these challenges without being forced or manipulated because, as future teachers, they need to serve as examples of embracing the challenges of the world. As Biesta (2022) explained, first and foremost, they need freedom. Socialisation is in direct need of subjectification, of being enabled to respond as a subject to the challenges presented. This is what Biesta (2022, p. 50) termed ‘subjectifying education’. It is ‘not about forcing children and young people to stay there’; rather, it is better described as ‘encouraging an “appetite” for trying to live one’s life in the world’ (Biesta, 2022, p. 50). Overview of TAR analysis – main topics and levels Chapter 6 Subjectifying education Hands Chapter 7 Epistemological formation Head Chapter 8 Attitude formation Heart The conversational community, thus, found this need to encourage an appetite for practicing the art of living together to be one of three main issues concerning the central topic of holistic Christian teacher training for citizenship and citizenship education. It followed Biesta (2022) in calling this ‘subjectifying education’. When, in the 14th meeting, the three issues were identified, one of the members of the outsider group recognised in them the triad heart,
RkJQdWJsaXNoZXIy MTk4NDMw