| 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 |