334 Summary (English) theology (what the Bible and other scriptures they accept as authoritative bring in) and formal theology (what insights science, broadly understood in this study, can bring in). A research group (conversational community) consisting of internal researchers and curriculum innovators and external experts with extensive experience of providing explicitly Christian education in a context of high ethnic, cultural and religious diversity has been set up for the teacher training for primary education at Driestar University of Applied Sciences (DCU). Chapter 5 shows that the latter expertise was not or hardly present at DCU. Because of its Reformed Christian identity, DCU attracts students from all over the country who particularly want to prepare for Reform-Christian schools and in usually still rather homogeneous contexts, often also protected by a closed admissions policy. A baseline survey among DCU students and teachers demonstrates this, but also shows that among both groups there is a broad conviction that, in the current social climate and towards the future, more is needed in the sphere of learning to deal with higher measures of ethnic, cultural and religious diversity. Exploratory research at Driestar, in which six graduating students conducted their own research and were subjected to a focus group interview, shows that WCD's broad formative approach can be helpful in connecting one's own formation to the current questions of society in a better and positive way. Chapters 5, 6 and 7 present the main points of the conversation within the conversational community. For almost three years, four representatives from DCU and four to five representatives from first two and later three multi-ethnic Christian primary schools talked intensively with each other (twenty meetings in total) about vision, intentions, design and practice of the broad citizenship education of trainee teachers at DCU. Regularly, students were involved in the discussions or student experiences were analysed. Main topics that emerged clearly along the way, partly also due to input from formal (scientific) theology as expressed in the theoretical chapters mentioned above, are: subjectivising education (Chapter 6), relational epistemology (Chapter 7) and a basic attitude of service (Chapter 8). Together, these three topics form the core of the theory of practice to which this thesis leads in the conclusion (Chapter 10). They call for an integrated formation process focused respectively on the hands, the head and the heart of the Christian teacher, who realises that he or she may contribute to his or her students’ connectedness with themselves, each other and the world. Before the final conclusion was drawn, the lines from empirical Chapters 6, 7 and 8 were first brought together in a newly created theological insight (theology of disclosure). This insight has been discussed with and is shared by
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