335 Summary (English) EN all members of the research group mentioned above. Leading the way is the shalom idea that makes it clear that teachers should not have their backs to society, but be formed into persons who are at the same time principled and open to others. Fragmented society needs Christian teachers who know what they stand for, but also realise that dealing with differences and staying in contact and cooperating with those who think differently is an essential part of their biblical assignment. From that assignment, they learn to have space for the other, to truly see children in their individuality and to pursue social justice, both in the classroom and in the larger society. An important tool for practising this is deliberate experiences outside one's own social comfort zone during teacher training and beyond. From Chapters 6, 7 and 8, practical proposals emerge that the research group discussed, (sometimes) concretely tested and proposed to give a place in the ongoing process of curriculum renewal at DCU (its teacher training institute for primary education). Chapter 10 specifically mentions: making room for ideals-based person formation, working with small, activating learning communities, promoting the practice and articulation of one's own religious beliefs in so-called Chapel activities (e.g. daily devotions), engaging in internship experiences outside one's own comfort zone (e.g. at multiethnic primary schools), learning a service attitude towards the wider society through a civic internship and closely linking internationalisation activities to one's own personal development and reflection on one's own diversity competences. All these elements contribute directly to broad education, focusing simultaneously on head, heart and hands, linked to the ideal of shalom-oriented citizenship as the art of living together amid profound ethnic, cultural and religious differences.
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