277 Basic Attitude and the Art of Living Together 8 much more diverse context. It can thus be concluded that the same strong preference for Christian education that motivates others to remain in a far more homogeneous context is for them the central motivation to step out of that context, engage with others and share the goods of Christian education with them. These goods pertain not only to the transmission of Christian knowledge and values but also to how good education is considered. In particular, the quotations from meeting 6 point this out. This brings the present analysis to its final step, which involves placing the focus on the very general code ‘WCD’. One could question whether this code represents too broad a category (4). For the moment, however, it is helpful to show the connection the conversational community makes between its espoused theology concerning basic attitude, the identified driving force behind the missional idea in it and education as broad, integrative and even holistic education. The code ‘WCD’ has 16 co-occurrences with ‘espoused theology’ and one with ‘basic attitude’. The latter comes directly from the above analysed discussion in the 11th meeting (2.2). It combines the focus on the whole child, not just on his or her cognitive achievements, with the basic attitude of presence, of ‘being with’ the children. The 16 co-occurrences begin with the statement of one insider group member in the third meeting that ‘WCD provides for a more complete perspective’ on the education of children than ‘the actual teacher training curriculum due to it being too cognitive in approach’. In the same meeting, two more outsider group members declared seeing clear leads in WCD for Christian education, especially when it comes to how the child is seen and approached. During the 16th meeting, one outsider group member, who in the third meeting was still a bit hesitant regarding the coherence between WCD and Christian education, declared experiencing WCD as ‘a countermovement that invites us to look at the other side’, which means that ‘what needs to be corrected is that it feels like a failure if a child does not immediately achieve high cognitive performance’. Another outsider group member added that ‘children who do not meet the set of standards do often, in fact, have great achievements that go unnoticed’. The latter brought the discussion during the 16th meeting round to the earlier analysed shalom idea. This idea asks for a shalom attitude that is, like the term itself, driven by faith-based education. The conclusion of this subsection can be that Christian faith, according to the espoused theology of the participants, motivates stepping outside of the comfort zone of Christian education for only Christians, just to be able to share its internal goods (the 4 The use of this code has been criticised in the process for possibly being too general.
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