332 Summary (English) fragmentary in themselves, such as adding citizenship education to existing curricula or a one-sided cognitive approach to it. Citizenship is defined in this study as the art of living together and citizenship education as creating social cohesion by inviting students and learners to connect with others, the community, society and the world. This emphasis on connection calls for a broad, holistic, well-integrated approach to citizenship education for trainee teachers. This leads to the central question of how a holistic educational approach can strengthen Christian citizenship education in the context of modern fragmented society. In order to approach this question methodologically broad and holistic as well, the choice was made to start a continuous pendulum movement between theory and practice. Chapters 1, 2 and 3 present the results of the theoretical study, Chapter 4 presents the methodology for the practice-based research, Chapter 5 outlines the situation of Driestar University of Applied Sciences in the Netherlands as a typical case study of an explicitly Christian (Reformation) teacher education in a modern and fragmented society and describes the first experiences with a more holistic approach there, after which Chapters 6 to 9 present the results of the empirical research for the benefit of the Driestar curriculum. The pendulum swing, which is simultaneously a movement between vision, intentions, educational design and educational practice, leads to a concluding answer to the main question in Chapter 10. Chapter 1 describes fragmentation as a multi-layered problem. It does so using the partly overlapping cultural critiques of philosophers MacIntyre (notably in: After Virtue) and Taylor (notably in: Sources of the Self). Fragmentation has in some sense always been there and can be interpreted from a Christian perspective as a consequence of the fall of mankind. However, it is greatly facilitated by modernity. On the macro-level of the world, it leads to the lack of a shared framework for moral judgement and a shared vision of the good life. On the meso-level of society, it leads to individualisation and polarisation. Fragmentation also becomes visible on the micro-level of the person and his intra- and interpersonal connectedness, generating atomisation, alienation and a sense of meaninglessness. Schools and education as such are part of the trend of fragmentation, leading to reduction of education to measurable achievements and, in particular, cognitive development and skills development. Fragmentation calls for a stronger emphasis on subjectification. At first glance, this concept of Biesta's seems typically modern, but actually leads to broad formation of pupils aimed at voluntarily entering into connections with others. Elements from Christian theology that fit into this are the emphasis on the formation of the whole person as a relational being (at the micro-
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