307 Conclusion and Discussion 10 attitude formation. Personhood formation has always received significant attention at DCU. This enabled me to integrate the ongoing line of learning for (world)citizenship education, first and foremost, with the existing curricular element of personhood formation. I was able to help with phrasing the ideals for the student in the blue inner circle of the new professional profile (for this personhood formation) as follows: connected to the faith, the self, the other(s), the world and the past/present/future. The ideas of the abovepresented practice-theory made me hesitant concerning the addition of a short series of indicators to each of these ideals. At this point, the system did show its unruliness. Personhood formation, including citizenship formation, needs to remain idealistic—based on ideals that provoke longing rather than on achievable indicators that suggest manufacturability. A strong need for measurability undermines the centrality of the pedagogical relation between the teacher trainer and the student that it requires. • Work with small learning communities This elaboration belongs to all three core components—namely, attitude formation, epistemological formation and subjectifying education. DCU started its new curriculum by splitting larger classes of students into smaller learning communities. Within these communities, 8–10 students work together on their personhood formation assignments. These assignments are sometimes for the group, sometimes highly personal. In both cases, students learn to share, to collaborate and to give feedback. They learn to make use of the diversity within their group. The idea these learning communities convey is that studying to be a teacher is not an individualistic matter. Teachers learn to form a team in which attention is paid the whole person, including his or her wellbeing and connectedness to the group. For teachers, it is important to give space to the dynamic of the group. Where pedagogically possible, the initiative to take concrete action should be left to the student group. • Enable and incite students to practice their own faith in Chapel activities This elaboration mainly belongs to the core component of epistemological formation and partly to those of attitude formation and subjectifying education. Resulting from a special Chapel memo, which was strongly endorsed by the conversational community, the daily morning devotions were, from the start of the new curriculum, left to the students instead of to their teacher trainers. In their first year, they receive some practical guidance and instruction from their religion teachers. They choose a short Biblical passage, pray, propose a Psalm to sing and express a personal message based on the Bible passage. In so doing, they learn to give words to their own faith and to handle their
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