EducA

International Catholic Journal of Education

Journal

Nº2 | 2016 . Abrirse a los demás

“Open to Others” – Editorial Comment

Bart McGettrick

There is a real sense in which the title of this edition to EducA is itself a contradiction. If we were truly open it may be that there would be no “others!” There would be only a concept of “we” and “us,” rather than some kind of identification with “others” – implying a difference or separation in some way. This journal is concerned with Catholic education, and of course the term “Catholic education” immediately provides an orientation to a certain kind of education.


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Being Open to Those with Less: Academic Outcomes of Disadvantaged Pupils Attending Catholic Schools in England

Andrew Morris

Despite there being significant numbers of state maintained Catholic schools in England, they have proved to be of interest only to a minority of empirical researchers, usually those directly involved in their promotion. Recent government initiatives encouraging further provision of schools with a religious character have proved controversial and have prompted interest in their comparative academic performance.


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Being open to the educational competencies on the community life experience

Alessandra Gargiulo Labriola

Social transformations in times of economic crisis suggest the need to re-evaluate (upgrade) the educational role of parents, educators, teachers, and social workers. The new social emergencies sometimes obscure the importance of education as an indispensable instrument of social, cohesion, integration policies, and economic and human development. The present study describes the theoretical pedagogical context in which the research project on the socio-educational competences of educators in a community for unaccompanied foreign minors was developed.


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Dialogue with the Other. For a pedagogy of encounter

Joaquim Machado de Araújo, Alberto Filipe Araújo

This article values pedagogy as dialogue, the founding leitmotif whose cornerstone is the initiatory word, as trans-formation (um-bildung) whilst emphasizes the importance of Looking at the Other not as a “minor”, not as a “foreigner” but as my “neighbor“ like in the Gospel parable of the “Good Samaritan”. It underscores the traveling condition of the human being (homo viator), highlights the symbolism of the brotherly gesture, shows the importance of the dialogue held along the way and the pedagogical implications of this perspective.


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Catholic Education and principles of openess

Gerald Grace. KSG

As I have argued elsewhere (Grace 2016b) the ‘aggiornamento thinking’ about Catholic education made itself apparent in The Catholic School (CS) publication of 1977 from the Congregation for Catholic Education in Rome. This document powerfully expressed a new spirit which it was hoped would characterise Catholic education internationally in the era of late modernity. Influenced by the Second Vatican Council’s call for more openness to the wider world, The Catholic School proclamation may be seen as the foundation chapter or universal mission statement for Catholic schooling…


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Narratives of Openness: International Students’ Experiences in a British Ecumenical University and its City

Bignold, W.

Liverpool Hope University prides itself on being a strong community which values students and staff from different places, locally, nationally and internationally. This paper tells the stories of international students and alumni, a significant part of the community, and explores their lived experiences. It does this through narrative accounts written by the students and in doing so gives them a voice which enables us to experience the openness they feel towards them, or a closed attitude, from those they meet in the University and its city.


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The Relationship Between First-Generation College Status and Co-Curricular Engagement on the University Satisfaction of Students

Ricardo Arturo Machón, Angelica Diaz, Nicole Muldoon, Lauren Cullen

Ricardo Arturo Machón, Ph.D., Angelica Diaz, Nicole Muldoon and Lauren Cullen, B.A.* Abstract As an increasing number of first-generation students attend college, it is important for universities to understand and meaningfully respond to the unique needs of these students in…


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Rapporto tra identità e cultura, una coordinata essenziale per «comprendere l’altro» nella prospettiva dell’intercultura

Pina Del Core

Pina Del Core* Abstract This article examines the relationship between identity and culture. This constitutes a necessary choice for “understanding the other person”, and allows one to indicate specific paths for formation to enable each individual to constructively internalize the…


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Being Open to Other Cultures and Beliefs Catholic Schools in the United Kingdom

Leonardo Franchi

Leonard Franchi Abstract Catholic schools exist in a state of uncertainty between their double identity as Church and civic institutions. Political pressure to conform to the prevailing cultural climate can be a source of tension between Catholic school leaders and…


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Para uma fundamentação antropológica e ética da educação: a escola como lugar de hospitalidade

Isabel Baptista

O presente texto reflete sobre os fundamentos antropológicos e éticos da educação, tentando explorar o poder heurístico da noção de hospitalidade no quadro de uma filosofia da educação escolar indexada a valores de alteridade. Na linha de autores como Emmanuel Lévinas e Jacques Derrida, sustentamos que a experiência de acolhimento do outro, reconhecido e valorizado enquanto outro, constitui o acontecimento antropológico fundamental, a partir do qual podemos compreender a fecundidade dos seres mortais, a sua misteriosa, e paradoxal, vocação para a imortalidade e para a transcendência.


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Communication, media and inculturation

John Sullivan

This article addresses two dimensions of being open to others, both of which are then related to inculturation, a task shared by the Church and her schools and universities. First, the micro-level of personal communication with other individuals is considered, along with the qualities and virtues that enhance such communication. Second, the focus switches to the broader level of an intelligent and sensitive engagement with the media of communication deployed within contemporary culture. In the final section there is an indication of the bearing on inculturation and the relevance for Christian educators of both effective personal communicative relationships and a critical discernment of culture and its media of communication.


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Being open to other generations: a research on – and – with adolescents in Mantova (ITALY)

M. L. De Natale & C. Simonetti

The research which is presented in this article has been developed in the last school year with adolescents in the secondary schools in Mantova and was sustained by Regional office for education in Lombardia, Lions club Mantova Ducale, CreadaItalia onlus, and chair of Family Pedagogy in Catholic University of Sacred Hearth in Milano. The origin of the project was related to the idea that men and women nowadays need educational help to construct their relationships in a correct way in this changing society and the adult educators must reflect on the new educational needs of the adolescents, in order to educate them to the value of reciprocal RESPECT.


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Education as a Mission that is Inclusive

Joseph Varghese Kureethara CMI

Christianity as a religion focussed mainly on the spiritual transformation of human beings in the first millennium. In the second millennium, it realized the unique role of reason in the emancipation of individuals. Hence, it augmented the establishment of institutions that catered to the sharpening of reason. In every part of the world, direct or indirect influence of the Church is seen in the spread of education. India is not an exception.


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La Misericord est-elle injuste?

Carlo Nanni

La miséricorde – outre que une importance pratique – a aussi un profond sens culturel et anthropologique, que l’école est appelée à approfondir et développer.
Mais à ce propos il y a trois questions, qui sont à surmonter:
(1) la miséricorde est contraire à la mentalité commune d’entendre la justice (voir a propos de la parabole du père miséricordieux, des ouvrier de la dernière heure, du soleil pour tous, du larron crucifié…..)?
(2) Les œuvres de la miséricorde, sont-elles un «amortisseur» social?
(3) L’action miséricordieuse favorise la passivité, l’inaction d’entreprise, le non affrontement des problèmes?
Et donc, quoi faire au niveau de l’éducation?


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Justice and mercy as a value of the education and pedagogy of mercy

Marian Nowak

What is the justice? What is the mercy? – as values of the human existence? What do they mark for education and pedagogy? What does it mean to be a just person? What does it mean to be a merciful person?


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© 2017 EducA — Developed by JR/DRFurtherance Fundação Manuel Leão

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Justice and mercy in Education

Educa | n.º 3 | 2017

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