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Full Issue Final Sent for Posting Education: Towards an opening of minds... “Fill your minds with those things that are Indeed, it needs to make people good and that deserve praise: things that are true, understand that their religious noble, right, pure, lovely, and honourable” (Phil.4.8) identity is fluid, always 'in the making' and complex, with its Christian communities have been and are meanings contested by different still actively involved in the educational enterprise interpretations, and its definitions with education/teaching being an integral part of the ever subject to changing conditions Church's mission. If Christian communities are and multiple understandings, committed to peace, justice and harmony in a multi- always undergoing a process of religious society, their educational policy should qualification and modification. reflect this intent in the content and direction of the education that is being imparted. The Church is On the other hand, the mainly involved in a two-way discourse: through Church's education enterprise in a Editor’s Desk Christian education (inner-Church educational secular world should appreciate, celebrate and enrich activity) and secular education (the Church's polyvalence along with academic excellence and high educational discourse with, and in the world). standard of practical skills imparted to children and the youth. In Christian schools and colleges, students Christian education is considered the backbone encounter religious diversity as an existential fact. of the community's identity building process. There are These inevitable encounters with religious 'others' two Christian educational conversations that are being creates an awareness for the spiritual depth, power pursued independently and often at cross purposes, in and beauty in different religious traditions. It also negotiating identity and difference in a religiously- provides an opportunity not just to hear someone pluralistic world. The first conversation engages 'wall else's story, but also to 'share' one's own story. builders', who are more concerned about maintaining Therefore Christian educational institutions are religious identity in the face of the corrosive powers of opportunities for dialogue and engagement with modern individualism, pluralism, relativism, and various religious ways of life. It is a significant window consumerism. The other conversation engages 'bridge to understand the character of religious traditions and builders', who are convinced that the encounter the relationships among them in innocent and nascent with religious pluralism is not only inevitable, but form. theologically and educationally necessary and enriching. Thus, educational institutions are responsible Christian education that is rooted in, and is for education in religious harmony. Is it possible to expressive of a specific community's faith and foster in children and the youth a commitment to their traditions is critical to nurturing and sustaining own particular faith tradition, without demonising, religious identity. It teaches the finer nuances of absorbing or relativising the 'other'? One should not community bonds, such as interpersonal and family dilute it to merely education for tolerance. It ought to relationships. In a religiously-pluralistic world, it be an education to find ways to make a 'home' for all of should also explore and explain the boundaries that God's people. Education for religious harmony should differentiate, as well as the bonds that connect in our help children and the youth to re-conceptualize relationships with our neighbours of faith and no- 'identity' and 'difference' not as exclusive terms, but in faith. Ideal Christian education could be explained by ways that better illuminate the inter-dependence and the metaphors of 'roots' and 'wings'. To know that one inter-relatedness of religious traditions. It is not just belongs and has a specific place in the community is the 'sameness' or differences, but the relatedness that to be grounded and to have a base. But without needs to be given emphasis. In a multi-religious sufficient room to grow, roots get pot-bound and context, one's identity is always relational. It is in a twisted in on themselves, strangling new life. To long network of relationality, that we truly understand for a 'home', community and connections is deeply ourselves. human, but so too is the desire to use wings to explore beyond our particular horizons. The Education for integration and harmony encounter with the 'other' can expand, deepen and requires not only integrating and engaging people of enrich our lives. It should help us to perceive different communities, but also the marginalised, Christian identity always as relational, forged in a within communities in particular, so as to discern 'the constant process of negotiating, sharing and crossing wisdom' that lies in the margins. Education is never boundaries. neutral: it should create value for all human life and the environment, it should reveal the textures of social Christian education is a dynamic process in movements, often uncovering marginal movements, it which treasured religious meanings are interpreted, should create space for stories of terror and hurt, even reconstructed, and even changed over time in light of space for healing, it should raise our consciences to new, ever-changing historical-social circumstances. the plight, hurt in people, it should stir our 3 ! CSI Life Page Nos. 1 - 32 including Cover Pages July 2015 imagination, it should give us the courage for action. sensibilities, at all times keeping the historical The entire educational programme of our institutions perspective in mind. Education should become a therefore should bear the mark of education for community-building enterprise which imparts to its interaction and harmony, connecting the theoretical, members a vision of life in all its fullness for all. It conceptual, and practical learning with the real should implore us to see similar visions and hopes in world. all communities, so that all may join hands together to work diligently towards grasping, participating and The educational enterprise in India, in recent involving ourselves in the vision. Finally, education times, has become increasingly commercialized, is reveals to us that the vision transcends community carried out often under political interference, with borders and barriers, being a vision for the whole little independence in governance or curricular world, our oikumene. content. Besides being creators of knowledge and innovation and nurturers of free and rational thinking, educational institutions should encourage students to develop the cognitive means in their Rev. Dr. D. Rathnakara Sadananda respective fields of specialization with ethical/moral General Secretary, CSI WELCOME TO MR. JOHN SAMADHANAM Mr. John Samadhanam is appointed from June 1, of the Church of South India” BD Dissertation The 2015 in CSI SEVA, Department of Diaconal United Theological Publications: Concerns, CSI Synod. He is co-ordinating the “Disability Programme.” He hails from the CSI Publications: Rayalaseema Diocese, where ? “Tend My Garden” in Green Gospel, Edited by he was serving as a Chaplain in Thomas Samuel and Mathew Koshy (Tiruvalla: Arogyavaram Medical Centre, Christava Sahitya Samiti, 2010), 28-32 Arogyaram. Samadhanam has completed his BD (2006) ? “Fears and Tears: The Stigmatized World of and M Th (2010) from The Persons Living with Disability,”in Sprouts of United Theological College, Disability Theology, Edited by Christopher Bangalore. His Father is a Rajkumar x(Nagpur: NCCI, 2012), 99-113. retired central Government employee who was working ? “Healing Broken Minds by Rendering in SDSC SHAR Medical Logotherapeutic Pastoral Care to Persons Living Centre, ISRO, Sriharikota, with Disability”,The New Life Theological Journal, Samadhanam's parents live in Arogyavaram. Vol. 1 No. 3, Dec. 2011: 75-106 He has two elder sisters. His dissertations and publications are as follows: ? “Water and Us”, Aikyatha, Vol. Xll, Issue 2, Oct 2, 2011: 16-20 Dissertations: ? 'Persons Affected with Congenital Diseases: ? “Rereading Mephibosheth's Story (2Sam. 9:1- Study on Patients in Select Hospitals in Andhra 13): An Indian Disability Hermeneutic”,NCC Pradesh Implications for Pastoral Care”, M Th Review, Vol. CXXXII, No. 12, Dec. 2012: 672- Dissertation, The Senate of Serampore, 2010 684 ? “An Appraisal of St. Augustine's (354-430) Conception of Women and its Implications to the Ordination of Women in the Rayalaseema Diocese 4 ! CSI Life July 2015 WHAT IS THIS? A NEW TEACHING! JESUS AND THE TRANSFORMATION OF EDUCATION Rev. Dr. Peniel Jesudason Rufus Rajkumar is an ordained minister of the Vellore Diocese. At present he is Programme Executive for Interreligious Dialogue and Cooperation at the World Council of Churches, Geneva. ducation has been historically viewed To reflect upon education by the marginalised communities as from the perspective of the biblical Ebeing a great source of social narratives is a hermeneutically transformation in the Indian context. Education has challenging task since education as had significant impact as a tool for social change it can be gleaned from the bible because it has been an important catalyst for socio- differs considerably from the economic mobility. However today if we analyse the models and motivations for domain of education in India one can discern that 'education' that prevail in today's provision of education in India is entangled in a very multiple contexts. Therefore, at complex matrix
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