280 Chapter 8 process, where its importance was recognised and is value emphasised. In its personhood formation, since the curriculum renewal, DCU worked in these small learning communities with permanent supervisors, joint and individual tasks to complete, free space for being together and helping each other with different types of peer reviews, and masterclasses to feed the process with insights intended to open up new perspectives. Several outsider group members participated in these masterclasses and in the training of the learning communities’ supervisors, after which they expressed enthusiasm in the conversational community (meetings 11, 12 and 17). To strengthen an attitude of broader presence in and service to a modern, fragmented society, the conversational community collaborated with an initiative of TIP to enrich DCU’s curriculum with a new social internship. The idea behind this internship is for students to learn not just to be focused on an educational job but also to, in a broader sense, contribute to society. At the intercession of the conversational community, this idea was not only adopted by DCU's management but also renamed a civic internship and connected to (world) citizenship and the shalom idea. It was, therefore, situated within the third-year curriculum in connection to the shalom title ‘Shalom in action’. In the 15th meeting, the outsider group, after a separate session, advised specifying its central aims as ‘to gain insight into opportunities/diversity (in addition to or instead of problems) in society and to promote personal formation and growth—clarify exactly what you mean, for example, broadening one’s social outlook’. It asked DCU to not set the goals too high, but to stimulate students to just be present in other parts of society and to be open to their demands. This recommendation was adopted by DCU and incorporated into a citizenship internship of approximately 50 hours for each student. The final concrete elaboration for DCU’s curriculum in order to foster a basic attitude of presence and service was paying explicit attention to WCD as a concept and a leading principle from the practice of designing lessons and education in general. At this point, the insider group was leading, feeding DCU’s developers with ideas. It did so with the explicit support of the outsider group, to teach students to be critical about what the education system asks of them, to be true to their initial motivation to opt for a job as a teacher in primary education and to never lose sight of the pedagogical mission, which means developing a certain toughness to not give up on the central task of inviting children to be in the world. The crucial elements for such an attitude were shared, especially in the sixth, 14th and 16th meetings. The insider group managed to have WCD included as leading principle in a broad module, also delivered in the third year, on educational design. In this module, students
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