286 Chapter 9 TAR offers more than just an analysis of four different theological voices brought together through (ongoing) conversation. As explained in Chapter 4.1, it both discloses theology and has the potential to transform theology. This occurs when an adequate understanding of the four voices leads to authentic new practical-theological insights that, in the end, can be transformative for operant, espoused and formal theology, as well as for the interpretation of normative theology. The new theological insights for an ever-changing sociocultural reality that surface through the fruitful meeting of the four theological voices can be termed a theology of disclosure. This chapter, which is the last chapter of the practical-empirical part of this study (Chapters 4–9), presents the conversational community’s theology of disclosure. It precedes my own conclusion to the entire study, which will be presented in Chapter 10. To adequately present the conversational community’s theology of disclosure, the process that led to its establishment will first be explained (Section 1). Afterwards, the actual theology of disclosure, as established by the conversational community, will be presented without further explanation or interruption (Section 2). A brief personal reflection by me on the joint theological insight of the conversational community will wrap up this chapter (Section 3). Because Section 2 can be read as the conversational community’s conclusion to its deliberations, there will be no separate conclusion to this chapter. Indeed, as this chapter focuses on theological insights, the conclusions pertaining to the practical elaborations for DCU’s curriculum will be left for Chapter 10. 9.1 PROCESS TOWARDS A THEOLOGY OF DISCLOSURE As described in Chapter 4.5 and at the start of Chapter 6, the conversational community distinguished three main themes that it had discussed or wanted to discuss—in some cases—more deeply. During the process of thematic coding, these three themes functioned as lenses for viewing the central question concerning the citizenship formation of Christian trainee teachers. After having analysed the theological conversations about these three themes, Chapters 6, 7 and 8 were written, each of them separately presenting the voices of operant, espoused, formal and normative theology on these themes, before bringing them together in each chapter’s conclusions. During this process, the minutes and transcripts of the first 18 meetings supplied the necessary data. The 19th meeting of
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