306 Chapter 10 reinforce Christian citizenship formation in the context of a modern, fragmented society? The summarised answer to this question is that a holistic approach to education reinforces Christian citizenship education through subjectifying education towards social justice practices, through the formation of an attitude of presence and service in society (starting within the school’s mini-society and growing from there) and through the teaching of a relational epistemology that enables students to interact openly and faithfully with others outside of their comfort zones. Practical elaborations for the curriculum, as summarised in the next section, were found to be effective for the citizenship formation of students during teacher training. Together, these elements stand for something that is best characterised as shalom-seeking citizenship, which refers to the art of living together based on the fundamental idea that seeking wholeness and peace is the duty of the human existence and represents its chance of flourishing (Chapter 3.3). To seek shalom means to seek a connection—with God, others, the community and the whole of creation. It connects what Christian teachers have to do to equip students for the fragmented society with their deepest religious motivation for the teaching job; and thus it connects the aforementioned practice-theory directly to their Christian identity. 10.2 CORE COMPONENTS AND THE TEACHER TRAINING CURRICULUM With the help of the conversational community and my colleagues at DCU, I have made practical elaborations of such an approach for DCU’s curriculum, as made visible in 6.3, 7.3 and 8.3. The idea is that they form active elements within teacher training to provide for subjectifying education and the consequent attitude formation and epistemological formation work. They should fit together holistically, which is supported by the new professional profile that the curriculum renewal process was built on (Chapter 6.3). However, reality has shown that it is difficult to create an entirely holistically fitting curriculum. Within the conversational community, the participants at times complained about the obstinacy or unruliness of the existing system. As a consequence of that reality, what I present in this section can be seen as some practical elements for holistic Christian citizenship formation that match the abovementioned practice-theory. They have (partly) proven to be working in the DCU curriculum renewal and they form part of an ongoing process. • Make room for idealistic personhood formation This elaboration mainly belongs to the practice-theory’s core component of
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