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.
Andrew Morris | Birmingham, England
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.
Alessandra Gargiulo Labriola | Sacred Heart University, Milan
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.
Joaquim Machado de Araújo, Alberto Filipe Araújo | Universidade Católica Portuguesa, Faculdade de Educação e Psicologia – Porto, Portugal . Universidade do Minho, Instituto de Educação – Braga, Portugal
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.
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…
Bignold, Wendy | Liverpool Hope, England
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.
Pina Del Core | Pontificia Facoltà di Scienze dell’Educazione «Auxilium» di Roma,
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…
Leonardo Franchi | Director of Catholic Teacher Education at the University of Glasgow
Isabel Baptista | Centro de Investigação para o Desenvolvimento Humano da Universidade Católica Portuguesa (CEDH), Porto, Portugal
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.
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.
M. L. De Natale & C. Simonetti | Sacred Heart University, Milan, Italy
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.