TABLE OF CONTENTS Preface 10 Introduction Teaching and the Art of Living Together 15 1. Schools Amid Diversity and Complexity 2. Proposal for a Holistic Approach 3. Research Question and Context 4. Towards a (Holistic) Research Design 5. Structure of the Study Chapter 1 Fragmentation and Subjectification 41 1.1 MacIntyre and Taylor: A Joint Critique of Modernity 1.1.1 A diagnostic of fragmentation 1.1.2 Consequences of fragmentation 1.1.3 Protestantism as an accelerant 1.2 Consequences of Fragmentation for Education and Schools 1.2.1 Disorientation among students 1.2.2 Fragmented schools 1.2.3 Fragmented (global) education 1.2.4 Engaging with subjectivity: A conclusion 1.3 Answers from Christian Theology and Pedagogy 1.3.1 Re-connecting the person: Zizioulas 1.3.2 Healing communities: Zerbe 1.3.3 Communicating frameworks: Beech 4. Conclusion Chapter 2 Whole Child Development as a (W)Holistic Response 87 2.1 Reductionism in Education 2.2 Holism as a Broad Reaction to Reductionism 2.3 WCE as an Educational Reaction to Reductionism 2.3.1 History leading up to WCD 2.3.2 Meta-ethnography of WCD-related studies 2.4 Merging of Holism and Wholism in Education 2.5 Towards a Conceptual Framework 2.6 Conclusion Chapter 3 Christian Anthropology and the (W)Holistic Approach 115 3.1 WCD Insights and Christian Anthropology 3.1.1 Ján Amos Comenius and Jan Hábl 3.1.2 Herman Dooyeweerd and André Troost 3.1.3 Aurelius Augustine and James K.A. Smith 3.2 Synthesis of the Three Contributions 3.3 Towards Shalom-Seeking Citizenship 3.4 Conclusion
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