The importance of “growing in humanity”

On the 20th anniversary of its publication, the general secretariat for the Ministry of the Order and the Calasanctian Editions have reprinted the collection of 21 notebooks that address from different points of view the challenges of education for social action.

The collection is available for  free download online and aims to promote the reflection on education from the perspective of an “integral and open humanism” collected in the encyclical “Populorum Progressio” by Paul VI and in the social thought of John Paul II: “the values of an integral humanism, founded on the recognition of the true dignity and rights of man, open to cultural, social and economic solidarity among people, groups and nations, with the awareness that the same vocation brings all humanity together.”

The notebooks are organized into 3 broad blocks that address the social issue from different perspectives such as the identity of Catholic education, the great social challenges and finally, those that translate the great principles into practice. It is, as the coordinator of the Collection, the Piarist Javier Alonso points out, a material “very useful”. “Thesenotebooks are an instrument of permanent training for educators, students of education sciences, pastoral agents or sociocultural animators,” explains Alonso, for whom the material facilitates the acquisition of a “more humanistic perspective on education”.

Among the authors participating in the collection are the Dominican and Doctor of Theology Martín Gelabert, Professor Fernando Marhuenda or María Nieves Tapia, founder and Director of the Latin American Center of Learning and Solidarity Service (CLAYSS). The “Education for Social Action” notebooks were an editorial initiative promoted by the Pious Schools 20 years ago and now are becoming more topical than then as they respond to the great challenges that education has, well entered the 21st century.

“Growing in humanity” is the great challenge facing educational systems that show clear symptoms of decline, as stated lucidly in the Vatican document “Educating in solidarity humanism”:

” (There are anthropological conceptions) that understand education as a process of training the individual to public life, in which the different ideological currents act, which compete with each other for cultural hegemony. In this context, the formation of the person responds to other demands: the affirmation of the culture of consumption, the ideology of conflict, relativistic thinking, etc. Education must therefore be humanized; that is, transformed into a process in which each person can develop his or her deep attitudes, his vocation and thus contribute to the vocation of his own community. “

“Humanizing education” means putting the person at the center of education, within a framework of relationships that constitute a living, interdependent community, united with a common destiny. In this way, solidarity humanism is qualified.

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