The text presents an education model. A model built based in experiencies and practices and also an utopia not yet realized, but a model that is inspiring education in many places all over the world.
“Diffuse education” offers an alternative vision of our society, one in which the education of its youngest members is no longer a separate, specialist practice but, rather, increasingly becomes the responsibility of all members of the society and part of its life, taken as a whole. In this model, young children and adolescents are encouraged to involve themselves in real-world activities and tangible projects, and thus to learn and find agency in the flux of everyday life and participate in the opportunities it brings.
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?
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?
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.
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.
Italo Fiorin
L’articolo presenta le ragioni che hanno portato l’università LUMSA di Roma ad istituire la Scuola di Alta Formazione “Educare all’Incontro e alla Solidarietà” (EIS): da un lato, la positiva esperienza di Service Learning, iniziata con un piccolo gruppo di studenti qualche anno fa e ora molto più diffusa; dall’altro, l’attenzione alle sollecitazioni della Congregazione per l’Educazione Cattolica, con la quale l’università ha un rapporto molto stretto, fin dalle sue origini.
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© 2019 EducA — Developed by JR/DR — Team Fundação Manuel Leão