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Towards the Declaration: Understanding the Lasallian School in the Context of the 21St Century

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Towards the Declaration: Understanding the Lasallian School in the Context of the 21St Century Digital Journal of Lasallian Research Revista Digital de Investigación Lasaliana Revue numérique de Recherche lasallienne Collection: Towards the Declaration, Nº 2, May 2018 Colección: Hacia la Declaración, Nº2, Mayo 2018 Collection : Vers la Déclaration, Nº2, Mai 2018 PROMOTING DIALOGUE ON FAITH AND CULTURE IN THE LASALLIAN SCHOOL OF THE 21st CENTURY PROMOVER EL DIÁLOGO FE-CULTURA DESDE LA ESCUELA LASALIANA DEL SIGLO XXI PROMOUVOIR LE DIALOGUE FOI-CULTURE DEPUIS L’ÉCOLE LASALLIENNE DU XXIe SIÈCLE A Publication of the Lasallian International Council for Association and Educational Mission Publicación del Consejo Internacional de Asociación y Misión Educativa Lasaliana Publication du Conseil International de l’Association et la Mission éducative lasallienne Alisa Macksey, RELAN - CIAMEL Chair Rose Dala Nanema, Afrique de l´Ouest Colette Allix, France Antoine Béland, ICYL Merv McComrack, PARC Br. William Mann, F.S.C. IALU H. Jesús Félix Martínez, F.S.C. RELEM Br. Ferdinand Biziyaremiye, F.S.C. RELAF H. Carlos M. Castañeda Casas, F.S.C. RELAL Editors: H. Diego A. Muñoz Léon, F.S.C. (Journal Editor) Br. Robert Schaefer F.S.C. – Editor-reviewer of the English version Translators: Saideh Sepehr Simone Zibellini Roberto Clark Terry Collins F.S.C. Aidan P. Marron F.S.C. Antoine Salinas F.S.C. Cover design: José Hipólito Yañez Adame Universidad La Salle Laguna, México Free access ISSN 2007 - 1965 Copyright ®Creative commons Institute of the Brothers of the Christian Schools Lasallian Research and Resource Service Generalate Via Aurelia 476 – 00165 Roma Italy website: www.lasalle.org e-mail: [email protected] Technical support: Universidad La Salle Bajío, México http://revista_roma.delasalle.edu.mx Journal indexed to: LATINDEX ULRICHSWEB DIALNET ATLA Tutto il materiale presente in questa rivista è stato pubblicato previa consenso degli autori. Table of Contents page Presentation 1 PART ONE STARTING AFRESH FROM THE SCHOOL 5 Presentation 6 1 HUMAN AND CHRISTIAN FORMATION IN THE INSTITUTE OF THE BROTHERS OF THE CHRISTIAN SCHOOLS. HISTORICAL NOTES (1680-2018) 1.1 Introduction 1.2 The founding intuition of De La Salle and the first Brothers (1680-1719) 7 1.3 The Institute moves forward in a world in turmoil (1719-1789) 1.4 The Institute is reborn after the French Revolution (1802-1875) 9 1.5 The Institute in relation to the laicisation of French society (1875-1907) 10 1.6 The Institute and the preconciliar catechetical movement (1907-1966) 11 1.7 From the renewal of the Vatican Council to the Institute of today (1966-2018) 12 2 BASIC CHARACTERISTICS OF THE CATHOLIC SCHOOL IN THE NEW SITUATION OF SECULARIZATION OF THE 21st CENTURY 14 3 EXPLICIT AND/OR IMPLICIT? THE NATURE AND PURPOSE OF RELIGIOUS EDUCATION IN THE LASALLIAN MISSION 3.1 Introduction 17 3.2 Conceptual Framework 3.3 Methodology 3.4 Results and Discussion 19 3.5 The necessity of explicit and implicit RE 25 4 ORIENTATIONS TO DIRECT PASTORAL ACTIONS IN LASALLIAN WORKS A LOOK FROM RELAL 4.1 Introduction 4. 2 Assumptions 28 4.3 First phase: See: Become aware of the personal and surrounding reality 29 4.4 Second phase: Judge: Illuminate reality with the Word of God 33 4.5 Third phase: Act: Decide, assuming personal and community implications 36 5 THE CHALLENGE OF FORMING LASALLIAN RELIGION TEACHERS AN EXISTENTIAL DIALOGUE BETWEEN BELIEFS AND CHRISTIAN EDUCATION 5.1 Introduction 39 5.2 Catechesis in the Lasallian educational mission: mind, heart and will 40 5.3 Basic catechesis: stir up faith, educate reason 41 5.4 The importance of teaching religious culture. The European example 5.5 The importance of higher education in formation for dialogue in the midst of different beliefs 42 5.6 The Christian message in inter-religious dialogue 5.7 Faith-Culture Dialogue in higher education 43 5.8 The formation of religion teachers. Proposal 44 5.9 Three lines for the formation of teachers of religion: content, processes, skills 46 5.10 Conclusion 48 Annex 49 CONCLUSION OF PART ONE PUTTING DOWN THE FOUNDATIONS OF OUR REFLECTION 50 PART TWO EDUCATIONAL URGENCIES 52 Presentation 53 6 FIVE URGENCIES IN FAITH EDUCATION TODAY 6.1 Introduction 54 6.2 The Personal Encounter with the Lord 55 6.3 Community 58 6.4 Celebration 61 6.5 Sustainability 63 6.6 Interculturality 66 7 THE AFRICAN EXPERIENCE OF CATECHESIS AND PASTORAL ANIMATION 7.1 Intent of Religious Pedagogy Pathway of an educator-researcher in the field of inculturation 7.2 The African context of catechesis 69 7.3 The main lines of thought for deepening the theme, investigating and conducting research on catechesis and pastoral animation in the African context 70 7.4 Some key-questions 71 7.5 What is inculturation and how to Inculturate? 73 7.6 Reflections for a catechetical and a pastoral animation linked to the environmental culture of education in Africa today 74 7.7 Basic bibliographic documents concerning inculturation in Africa 75 8 LASALLIAN EDUCATION IN THE 21ST CENTURY: MEETING THE CHALLENGE OF CULTIVATING THE INTERIOR LIFE 8.1 Introduction 78 8.2 The objectives of this study 8.3 The literature of this study 79 8.4 The orientation of cultivating the inner life in the Lasallian Mission 83 Annex 1 86 9 THE EXPERIENCE OF LASALLIAN ACCOMPANIMENT 9.1 The experience of Lasallian Accompaniment 87 9.2 Objectives 9.3 Hypotheses 89 9.4 Methodology 90 9.5 Theoretical Framework 91 9.6 Results of the Online Survey 92 9.7 Discussion 93 Appendix 95 10 THE GOSPEL MEANING OF SAINT JOHN BAPTIST DE LA SALLE’S EXPRESSION “TOUCHING HEARTS” AND ITS POSSIBLE REPERCUSSIONS IN THE DIALOGUE OF FAITH AND CULTURE WITHIN A LASALLIAN SCHOOL 10.1 Introduction 96 10.2 Touching hearts 97 10.3 “Touching hearts” in the world today 99 CONCLUSIONS TO PART TWO CHALLENGES FROM OUR SITUATION 102 PART THREE DIALOGUE IN A MULTICULTURAL CONTEXT 103 Presentation 104 11 THE LASALLIAN EXPERIENCE OF INTER-RELIGIOUS DIALOGUE IN PARC 11.1 Lasallians in Pacific-Asia 11.2 Lasallian Theology of Dialogue 105 11.3 Lasallian Practice in Pacific-Asia 106 11.4 Announcing the Gospel through Dialogue 106 7 12 WHERE ARE THE COLLEGE STUDENTS? SERVING THE POOR THROUGH HIGHER EDUCATION IN THE UNITED STATES 12.1 Introduction 110 12.2 Fundamental challenges 112 12.3 Looking to the Future with Hope 114 13 FRATERNAL DIALOGUE: A PEDAGOGICAL OPTION IN UNIVERSITIES, PROMOTING AN ENVIRONMENT FOR THE CONSTRUCTION OF PEACE. A LASALLIAN PEDAGOGICAL PERSPECTIVE 13.1 Introduction 13.2 University environments for the construction of peace. Contextualisation of the study 115 13.3 Methodology 117 13.4 Fundamental concepts 118 13.5 Analysis by experts regarding education and environment of peace 120 13.6 The value of fraternal dialogue from the perspective of Lasallian pedagogy 121 13.7 Education in Catholic Universities 125 13.8 Conclusions and proposals 126 14 THE MINISTRY OF DIALOGUE IN THE LIGHT OF LASALLIAN EDUCATION 14.1 Introduction 128 14.2 Lasallian Education promotes Dialogue for witness 14.3 Seeing and judging the reality 129 14.4 Ministering the Dialogue for togetherness at Suranam 130 14.5 Dialoguing with caste-oriented culture 131 14.6 Acting out: Strategies for harmonious living 133 14.7 Response from the institution 134 14.8 Conclusion 135 15 RECOGNISING THE VALUES MANIFESTED BY NON-BELIEVERS AND BY THOSE DISILLUSIONED IN THE MARXIST CAMP IN ORDER TO FACILITATE A FAITH-CULTURE DIALOGUE 15.1 Introduction 15.2 Value and virtue 137 15.3 Formation in values or philosophy of values 138 15.4 Human values 139 15.5 Thinkers who confirm the effectiveness of recognising values in order to initiate dialogue 140 15.6 Evangelisation, catechesis and pastoral ministry 141 CONCLUSION TO PART THREE KNOWING HOW TO ASK STARTING WITH REALITY 142 PART FOUR BEST PRACTICES 143 Presentation 144 16 TWENTY YEARS INTO THE 21ST CENTURY. LOOKING AT BEST PRACTICES OF LASALLIAN PASTORAL MINISTRY QUO VADIS? (WHERE TO NEXT?) 16.1 Introduction 16.2 Three General Chapters 145 16.3 MEL Bulletins and other publications 148 16.4 Conclusion 149 17 THE FAITH-CULTURE RELATIONSHIP IN PASTORAL PRACTICES 17.1 A Starting point 151 17.2 The method: a parallel reading 152 17.3 Some pastoral initiatives 153 17.4 Analysis of practices 154 17.5 Comprehension tracks and final reflections 157 18 PROCLAIMING THE GOOD NEWS ANSWERING TO THE PROPOSAL OF THE 45th GENERAL CHAPTER 18.1 Introduction 160 18.2 Announce the Good News: Seven keys to evangelization 161 18.3 Keys to action, by way of conclusion 164 EPILOGUE A CHALLENGING HORIZON 165 A HORIZON FOR EDUCATIONAL PASTORAL CARE 19.1 Introduction 166 19.2 Jesus Christ, key to the Christian school 167 19.3 The pedagogical relationship at the centre of the school 168 19.4 The classroom as place of relationship 169 19.5 The teacher, key actor for institutional change 170 REFERENCES 171 AUTHORS 182 Because you are ambassadors and ministers of Jesus Christ in the work that you do, you must act as representing Jesus Christ. He wants your disciples to see him in you and to receive your instructions as if he were instructing them. They must be convinced that your instructions are the truth of Jesus Christ, who speaks with your mouth, that it is only in his name that you teach, and that he has given you authority over them. They must also be convinced that they are a letter that Jesus Christ dictates to you, which you write each day in their heart, not with ink but by the Spirit of the living God, who acts in you and by you through the power of Jesus Christ.
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