37 Teaching and the Art of Living Together I epistemology. All three elements relate to the issue of subjectification that will emerge in Chapter 1 as a crucial force to counteract fragmentation. Chapter 2 starts to apply the insights from Chapter 1 to education, studying WCD in more depth as an international movement for a more broad and holistic approach to students and education. Chapter 3 then brings WCD into contact with historic Christian theology (Augustine), pedagogy (Comenius) and philosophy (Dooyeweerd), which each have contemporary advocates who relate the associated work to holistic teaching: James K. Smith (2009, 2013, 2016, 2017) for Augustine, Jan Hábl (2011, 2017) for Comenius and André Troost (2005) for Dooyeweerd. Based on an analysis of their work and proposals, the application of WCD to Christian education is enriched with Wolterstorff’s (2004, 2017) shalom model. Chapter 4 then marks the start of the practical-empirical part of this study. It presents the methodology for this part, discussing the choice of TAR and applying it in a case study of DCU’s curriculum renewal and the challenges associated with Christian citizenship formation in a fragmented society (also see the research time table). Next, Chapter 5 offers an overview of the initial reception of WCD at DCU. It also presents a more detailed description of DCU as a typical example of a faith-based teacher training institute in the modern, fragmented context of the Netherlands. It further details the results of a broad, quantitative investigation among 228 junior and senior students at DCU and 56 teacher trainers about the perceived need or relevance of the WCD approach for DCU’s teacher training. Finally, it explains how six senior students at DCU dedicated their final theses to WCD and its relation to citizenship education. After finalising their theses, these six students were interviewed as a focus group, which finalised the exploratory research into the combination of WCD’s holistic approach and broad Christian citizenship formation.
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