308 Chapter 10 differences—as they give others the floor to react to what they have said. The conversational community’s conviction and the early experiences in the curriculum revealed this to be very important for both attitude and epistemological formation—and for the dynamics of critical faithfulness and openness. Still lacking, however, is a physical chapel at DCU in which students can practice more liturgical or embodiment forms to practice their faith in relation to music and art. • Get students to engage with others outside of their comfort zones This elaboration mainly belongs to the core component of subjectifying education and partly to those of attitude formation and epistemological formation. As experiences outside of one’s comfort zone have been proven to be eye-opening and, therefore, highly formational, extra space was assigned to them in the curriculum renewal. The construction to start within the Christian community and expand the acquaintance with diversity gradually was recognisable for students through the used shalom terms: shalom at home (year 1), shalom in the city (two), shalom in action (three) and shalom worldwide (four). In year 1, an older interview assignment was included, but the new curriculum specified interviewing a Christian with very different conceptions than one’s own. In year 2, dialogues with people from other religious and sociocultural backgrounds were included. In addition to their personhood formation, students in year 2 or 3 are now obliged to do at least one internship at a school that does not belong to their comfort zone because of its multiethnicity or its educational philosophy. The experiences the conversational community obtained with students in a multi-ethnic context were very positive in terms of taking this step. • Enable students to serve society through a civic internship This elaboration mainly belongs to the core component of subjectifying education and partly to those of attitude formation and epistemological formation. For the third year of teacher training, a new type of internship was included in the curriculum. On the advice of the conversational community, it had the title of a civic internship. In this internship, students learn to contribute to society not just via the type of school they are being trained specifically for but also in a much broader sense. They are free to choose or to obtain an exemption, but the idea is that they learn to dedicate themselves somehow to the common cause of the common good—to have that experience and to be able to take it to their education of children.
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