| 1 | Pedagogical triangle. | 11 |
| 2 | The pedagogical triangle with the interdependent relationships. | 12 |
| 3 | Layers in theology and pedagogy. | 24 |
| 4 | The hermeneutical, inspirational, directive and critical functions in the interaction between pedagogy and theology. | 28 |
| 5 | The constitutive and the regulative in normative practice. | 56 |
| 6 | Implications of the knowledge ideal for the student, the teacher and the curriculum. | 101 |
| 7 | The educational playing field. | 115 |
| 8 | The relationship between heart, mind and actions (first visualisation). | 122 |
| 9 | The relationship between heart, mind and actions (second visualisation). | 123 |
| 10 | The formation of heart, mind and hands. | 123 |
| 11 | The pedagogical relationship in the pedagogical triangle. | 127 |
| 12 | Context, interaction and action. | 132 |
| 13 | Relationship between general didactics and subject-specific teaching. | 152 |
| 14 | Didactics: the educational playing field. | 152 |
| 15 | Didactic analysis model. | 164 |
| 16 | Intended, lived, and perceived identities. | 200 |
| 17 | Collective sense-making. | 207 |
| 18 | Steps to follow in defining the mission. | 209 |
于The Courage to Guide
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Bram de Muynck
Bram de Muynck
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Bram Kunz
Bram Kunz
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