272 Chapter 8 deeply introduced into a reality that is greater than we see or know (God’s reality) (…) School is a place where you are invited and challenged to awaken in them the desire to serve God in society as they are intended by the Creator. The insider group first found a problem. Starting teachers indicate that with ideals/desires they cannot win the battle in the classroom; they would rather like to learn the basics of educational practice. For seniors and teachers with more life experience, however, desires/ideals are often a source of energy to sustain the profession, which makes it meaningful for them. Another problem the insider group encountered: Students obtain qualifications to be able to add to the economy, although the roles have shifted in church, parenting and education (…) Contemporary teachers have to pick up on many thing they could leave in previous times to the church, to the state (…) Today, out of necessity, you are working on a number of subjects because otherwise students won’t hear it. From the presented text the insider group picked four relationships that matter in teacher training—namely, the other (God), yourself (personhood formation), others (living together in society) and the other (things such as money, nature, stewardship, creation). To practice these relationships, some schools are becoming missionary because they have that desire (…) You are at work in the kingdom of God. School is where you reinforce education in the family. Christian education is laid out on becoming a Christian/being a Christian. That starts close by, in the mini-society. A good attitude for students and their teachers is, therefore, important. Every work has it’s uninspiring elements since the Fall. Students need to learn to do their jobs out of inner drive (…) I don’t need to change the world on my own. Encounters with people who move on play an important role in that (…) Relationships and contact are meaningful. The role of a teacher is inspiration, passion, helping to flourish. Never cynical, but longing, wanting to make a difference. To make space for real encounters with others and for inner and outward conversation. The insider group also finds it necessary to address the problematic use of smartphones. You can interact with smartphones in two ways: Teach how to use it; putting it away for increasing attention (…) Eliminate outside stimuli more. Meeting. Places to practice silence. Similar to the outsider group, the insider group connects the topic of longing with relationships and making students aware of the bigger wholes they need to partake in. In its widest sense, the whole network of relationships is connected to God as God’s reality. The statement above distinguishes a driving force or motivation to introduce students to their role as teachers in this reality—namely, to do their jobs in the light of God’s kingdom in the world, a missionary drive. Although much is asked of teachers, perhaps be
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