221 Subjectifying Education and the Art of Living Together 6 could be combined with and related to this leading principle (specific modules, assignments, workweeks, international activities, et cetera). The conversational community established that the level of openness should be increased from the first year to the fourth year little by little, allowing shalom to be understood and practiced at increasing levels of diversity. This choice was confirmed in the discussions on challenging the student to freely respond as a subject, without forcing too much on him or her at once. Becoming acquainted with diversity within wider society was seen as something that should be picked up from the second year, allowing freshmen the opportunity to first adapt to the challenges of teacher training and the in-group (4). Year Theme related to shalom Explication 1 Shalom at home In the own social group 2 Shalom in the city In the country/society 3 Shalom worldwide Internationally 4 Shalom in action For practice 4 A link was made in the curriculum between this gradually increasing acquiantance with cultural diversity and Bennett’s (2017) Developmental Model of Intercultural Sensitivity.
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