I 357

Peter van Olst

Preface 10
Introduction Teaching and the Art of Living Together 15
1. Schools Amid Diversity and Complexity 20
2. Proposal for a Holistic Approach 25
3. Research Question and Context 29
4. Towards a (Holistic) Research Design 33
5. Structure of the Study 36
Chapter 1 Fragmentation and Subjectification 40
1.1 MacIntyre and Taylor: A Joint Critique of Modernity 42
1.1.1 A diagnostic of fragmentation 43
1.1.2 Consequences of fragmentation 47
1.1.3 Protestantism as an accelerant 51
1.2 Consequences of Fragmentation for Ed ucation and Schools 53
1.2.1 Disorientation among students 54
1.2.2 Fragmented schools 60
1.2.3 Fragmented (global) education 64
1.2.4 Engaging with subjectivity: A conclusion 71
1.3 Answers from Christian Theology and Pedagogy 73
1.3.1 Re-connecting the person: Zizioulas 74
1.3.2 Healing communities: Zerbe 77
1.3.3 Communicating frameworks: Beech 79
1.4. Conclusion 84
Chapter 2 Whole Child Development as a (W)Holistic Response 87
2.1 Reductionism in Education 89
2.2 Holism as a Broad Reaction to Reductionism 91
2.3 WCE as an Educational Reaction to Reductionism 94
2.3.1 History leading up to WCD 96
2.3.2 Meta-ethnography of WCD-related studies 100
2.4 Merging of Holism and Wholism in Education 102
2.5 Towards a Conceptual Framework 109
2.6 Conclusion 111
Chapter 3 Christian Anthropology and the (W)Holistic Approach 115
3.1 WCD Insights and Christian Anthropology 117
3.1.1 Ján Amos Comenius and Jan Hábl 118
3.1.2 Herman Dooyeweerd and André Troost 125
3.1.3 Aurelius Augustine and James K.A. Smith 133
3.2 Synthesis of the Three Contributions 139
3.3 Towards Shalom-Seeking Citizenship 142
3.4 Conclusion 148
Chapter 4 The Methodology of Theological Action Research 151
4.1 Justification for the Use of TAR 152
4.2 TAR Application for DCU 163
4.3 Data Collection 168
4.4 Ethical Considerations 171
4.5 Analysis of Data 172
Chapter 5 Preliminary WCD Reception at Driestar Christian University 175
5.1 DCU Amid Secularisation and Fragmentation 176
5.2 Baseline Survey 180
5.3 Exploratory Student Research 187
5.4 Conclusion 194
Chapter 6 Subjectifying Education and the Art of Living Together 197
6.1 The Practice of Citizenship Formation 198
6.1.1 Critical faithfulness and critical openness 200
6.1.2 Eye-opening experiences 205
6.1.3 Citizenship formation as personhood formation 207
6.2 Four Theological Voices on Shalom-Seeking Citi zenship 211
6.2.1 The voice of operant theology 213
6.2.2 The voice of espoused theology 214
6.2.3 The voice of formal theology 216
6.2.4 The voice of normative theology 218
6.3 Concrete Elaborations for DCU’s Curriculum 219
6.4 Conclusion 222
Chapter 7 Relational Epistemology and the Art of Living Together 225
7.1 Conflicting Allegiances: Between Faithfulness and Openness 226
7.1.1 Loyalty to God, parents and social background 227
7.1.2 Loyalty to (Biblical) world-centredness 230
7.1.3 Starting points on absolute truth 231
7.2 Four Theological Voices on Relational Epistemology 235
7.2.1 The voice of normative theology 236
7.2.2 The voice of operant theology 240
7.2.3 The voice of espoused theology 242
7.2.4 The voice of formal theology 246
7.3 Concrete Elaborations for DCU’s Curriculum 248
7.4 Conclusion 251
Chapter 8 Basic Attitude and the Art of Living Together 255
8.1 Character and Longing to Pursue 256
8.1.1 Felt need for character formatio 257
8.1.2 Felt need for a pedagogy of longin 260
8.2 Four Theological Voices on Basic Attitude Formation 262
8.2.1 The voice of normative theology 263
8.2.2 The voice of formal theology 266
8.2.3 The voice of operant theology 273
8.2.4 The voice of espoused theology 274
8.3 Concrete Elaborations for DCU’s Curriculum 278
8.4 Conclusion 281
Chapter 9 Theology of Disclosure for Christian Citizenship Formation 285
9.1 Process Towards a Theology of Disclosure 286
9.2 Theology of Disclosure – The Final Text 288
9.3 A Personal Note 293
Chapter 10 Conclusion and Discussion 299
10.1 Core Components: A Practice-Theory 301
10.2 Core Components: A Practice-Theory Core Components and The Teacher Training Curriculum 306
10.3 Discussion of the Methodology Used 309
10. 4 Discussion of Future Research 312
Bibliography 314
Summary (English) 330
Summary (Nederlands) 336
Appendices 342
1. Matrix of Studies and Reports on Whole Child Education 343
2. Informed Consent Form for the Research Participants 346
3. Structure Focus Group Interview Six Senior DCU Students 347
4. List of Codes Used in TAR 348
5. Conceptual Influences from Theory and Practice 350
6. Explication of Artistic Imagination 352
Curriculum Vitae 354

RkJQdWJsaXNoZXIy MTk4NDMw