mercoledì 29 dicembre 2021
lunedì 27 dicembre 2021
UNESCO - NON-STATE ACTORS IN EDUCATION
Report
The latest global education monitoring report has been
published on the role of non-state actors in education. The report is available
here. According
to the report's landing page, governments should see all institutions, students
and teachers as part of a single system. Publicly funded education should not
be publicly provided, but inequalities in educational processes, student
outcomes and teachers' working conditions should be addressed. Executive
summaries are available in several languages. At the invitation of the report
team, Global Catholic Education contributed background papers to the report. We
plan to conduct an analysis of the report's main findings and share it on this
website.
Attori non statali nell'istruzione: rapporto dell'UNESCO
L'ultimo
rapporto global education monitoring è stato pubblicato sul ruolo degli attori
non statali nell'istruzione. La relazione è disponibile qui. Secondo la pagina di destinazione del
rapporto, i governi dovrebbero vedere tutte le istituzioni, gli studenti e gli
insegnanti come parte di un unico sistema. L'istruzione finanziata con fondi
pubblici non deve essere fornita pubblicamente, ma devono essere affrontate le
disparità nei processi educativi, nei risultati degli studenti e nelle
condizioni di lavoro degli insegnanti. I riassunti esecutivi sono disponibili
in varie lingue. Su invito del team del rapporto, Global Catholic Education ha
contribuito al rapporto attraverso documenti di base. Abbiamo in programma di
condurre un'analisi delle principali conclusioni del rapporto e condividerlo su
questo sito web.
Le rôle des acteurs non étatiques dans l'éducation : rapport de l'UNESCO
Le dernier rapport
mondial de suivi de l'éducation a été publié sur le rôle des acteurs non
étatiques dans l'éducation. Le rapport est disponible ici. Selon la page de
destination du rapport, les gouvernements devraient considérer tous les
établissements, étudiants et enseignants comme faisant partie d'un système
unique. L'éducation financée par des fonds publics ne doit pas nécessairement
être fournie publiquement, mais les disparités dans les processus éducatifs,
les résultats des élèves et les conditions de travail des enseignants doivent
être prises en compte. Des résumés analytiques du rapport sont disponibles en
plusieurs langues. À l'invitation de l'équipe du rapport, Global Catholic Education
a contribué au rapport via des documents de travail. Nous prévoyons de procéder
à une analyse des principales conclusions du rapport et de les partager sur ce
site Web.
El papel de los actores no estatales en la educación: Informe de la UNESCO
Se ha publicado el
último informe de Seguimiento de la educación en el mundo sobre el papel de los
actores no estatales en la educación. El informe está disponible aquí. Según la página de
inicio del informe, los gobiernos deberían ver a todas las instituciones,
estudiantes y maestros como parte de un solo sistema. La educación financiada
con fondos públicos no tiene que proporcionarse públicamente, pero se deben
abordar las disparidades en los procesos educativos, los resultados de los
estudiantes y las condiciones de trabajo de los maestros. Resúmenes ejecutivos
están disponibles en varios idiomas. Por invitación del equipo del informe,
Global Catholic Education contribuyó al informe a través de documentos de
antecedentes. Planeamos realizar un análisis de las principales conclusiones
del informe y compartirlo en este sitio web.
PAIX - PEACE - FRIEDEN - PACE - WORLD DAY OF PEACE
MESSAGE OF HIS HOLINESS POPE
FRANCIS
FOR THE CELEBRATION OF THE
55th WORLD DAY OF PEACE
1 JANUARY 2022
Dialogue Between Generations, Education and Work:
Tools for Building Lasting Peace
Dialogue entre générations, éducation et travail :
des outils pour construire une paix durable
Diálogo entre generaciones, educación y trabajo:
instrumentos para construir una paz duradera
Dialog zwischen den Generationen, Erziehung und Arbeit:
Werkzeuge, um einen dauerhaften Frieden aufzubauen
Dialogo fra generazioni, educazione e lavoro:
strumenti per edificare una pace duratura
DE - EN - ES - FR - IT - PL - PT - RU
domenica 26 dicembre 2021
LE SOURIRE DE L'AMOUR - THE SMILE OF LOVE - LA SONRISA DEL AMOR
Pope to couples:
God always with you in joys and difficulties of married life
AR - DE - EN - ES - FR - IT - PL - PT
As Pope Francis announced at the Angelus on the Feast
of the Holy Family, he published today an open letter to married couples as
part of the Amoris Laetitia Family Year. He encourages families to turn to
Jesus who is always near in all the ups and downs of daily family life.
By Devin Watkins
The Church is celebrating the Amoris Laetitia Family Year in the runup to the World Meeting of Families
set for 26 June 2022.
As part of that event, and in the midst of the
Christmas Season, Pope Francis released a letter for married couples across the globe on Sunday.
The Pope first expressed his desire that families feel
his “affection and closeness at this very special time,” which has been marked
by the Covid-19 pandemic and recurring lockdowns.
“The present situation has made me want to accompany
with humility, affection and openness each individual, married couple and
family in all those situations in which you find yourselves.”
God’s unconditional
love for couples
Pope Francis focused his letter to couples on the
constant presence of Jesus in the day-to-day situations of family life.
He said all couples have set out on a journey—like
Abraham—as they leave their parents’ home and build a new life together in
matrimony.
“Our relationship with God shapes us, accompanies us
and sends us forth as individuals and, ultimately, helps us to “set out from
our land”, albeit in many cases with a certain trepidation and even fear in the
face of the unknown.”
Yet, he added, our Christian faith reminds us that we
are not alone in the challenges of married life, since Jesus is present as time
passes, children are born and grow up, and work and illness ebb and flow.
Married couples “set out towards the land that God
promises: to be two in Christ, two in one,” said the Pope. “Your
lives become a single life; you become a ‘we’ in loving communion with Jesus,
alive and present at every moment of your existence.”
“God is always at your side; He loves you
unconditionally. You are not alone!”
Children
thirsting for a sign of God’s love
The Holy Father then turned his thoughts to couples
with children. He urged parents to live Christ’s love in every interaction,
since children are always paying attention and soaking up everything.
“Children are always a gift; they change the history
of every family. They are thirsty for love, gratitude, esteem and trust. Being
parents calls you to pass on to your children the joy of realizing that they
are God’s children.”
The Pope admitted that raising children is no easy
task, but that children also “raise” their parents, helping them grow in
authority that gives children a sense of security and confidence.
Jesus always in
our storm-rocked boat
Pope Francis also urged couples to be active members
in their parishes, assisting the Church in her mission of accompanying other
families less aware of God’s presence.
“You have the mission of transforming society by your
presence in the workplace and ensuring that the needs of families are taken
into due account,” he added.
He called marriage a vocation and likened it to a boat
on a sometimes-story sea. Jesus, said the Pope, is always either in the boat to
calm the sea or walking nearby and awaiting our invitation to climb aboard.
“It is important that, together, you keep your eyes
fixed on Jesus. Only in this way, will you find peace, overcome conflicts and
discover solutions to many of your problems. Those problems, of course, will
not disappear, but you will be able to see them from a different perspective.”
Marriage ‘refuge
in pandemic storms’
The Pope went on to reflect on the difficulties and
opportunities facing families during the pandemic.
He said recurring lockdowns have forced many families
to work, study, recreate, and rest in the same house, a situation he said may
be difficult at times.
“The time you spend together, far from being a
penance, will be become a refuge amid the storms,” he said. “May every family
be a place of acceptance and understanding.”
Pope Francis also recalled his invitation to say
“please, thanks, sorry”, while avoiding going to bed without making peace.
Couples, added the Pope, can also kneel together
before the Eucharist and say a small prayer each evening.
“Remember also that forgiveness heals every wound.
Mutual forgiveness is the fruit of an interior resolve that comes to maturity
in prayer, in our relationship with God.”
The Holy Father noted that some couples have found the
pandemic unbearable and sought separation, a situation he lamented as causing
great pain to children. But he assured separated couples of his “closeness and
affection”.
Creative courage
and a smile
Finally, Pope Francis encouraged couples preparing for
marriage to have “creative courage” as they make the more-difficult-than-ever
journey toward married life.
And he sent a word of greeting to grandparents, many
of whom have felt more alone during lockdowns, and called them “humanity’s
living memory.”
The Pope wrapped up his letter to married couples with
an encouragement to always live their vocation with a smile and enthusiasm,
never letting their faces “grow sad or gloomy”.
“May Saint Joseph inspire in all families a creative
courage, so essential for these times of epochal change. May Our Lady help you
to foster in your married lives the culture of encounter that we so urgently
need in order to face today’s problems and troubles.”
LETTER
OF HIS HOLINESS POPE FRANCIS
AR - DE - EN - ES - FR - IT - PL - PT
venerdì 24 dicembre 2021
giovedì 23 dicembre 2021
COVID AND EDUCATION
Pontifical Academy for Life releases document
on Covid and Education
To know more - full texts
Congregazione per la Dottrina della Fede - 21 dicembre 2020 - Italian - English - Spanish
The Vatican's Pontifical Academy for Life releases a
new document on the dire consequences Covid-19 has had on education, and calls
for schools to reopen to children.
By Francesca Merlo
On Wednesday, the Pontifical Academy for Life
presented a new Document entitled: "The Pandemic and the Challenge of
Education" which has been prepared in collaboration with the Dicastery for
Integral Human Development and the Covid-19 Vatican Commission.
A parallel
pandemic
The text begins by stating that the impact of
the Covid-19 crisis on the lives of children and adolescents requires a focus
on what has been called a “parallel pandemic” , that is the psycho-social
stress caused by the Covid-19, resulting in distress and illnesses with
different consequences according to age and social backgrounds.
The aim of the Document s to treasure the
experience of recent months and recognize the “positive resources” that emerged
during the pandemic, identifying some particularly critical issues
"in order to face the immediate future with the hope that the younger
generations deserve", the PAV explains in the introduction.
Children’s and
adoloscents' resources
The first point highlighted in the text is that
children and young people are showing a mature capacity to be sensitised to and
involved in the understanding the pandemic and its effects. “Among the
youngest sensitivity to questions and answers concerning pain, illness and
treatment increases” and “this sensitivity represents a first and important
step in the development of a moral conscience”, the document remarks.
Resilience
Another positive feature that has emerged during these
tragic months is that of resilience the capacity of the younger
generations to resist, in the face of negative events. Indeed, PAV remarks that
“young people know how to resist”.
However, the text emphasizes the importance of family
and community support and guidance, because even though they are resilient,
children and young people should not be left alone in the face traumatic
events.
The document further remarks that elaborating what
happened also provides an opportunity to develop their trust in science: “The
younger generations, raised in a highly technological and scientifically
explainable world, can be helped to recognize that science is a process of
success and failure that brings us closer to the truth. At the same time, at a
time when ideological denial of the value of scientific research emerges, the
pandemic presents a significant opportunity to reaffirm the value and nobility
of the human being and of the gift of his intellectual abilities”.
Four urgent
challenges
The document goes on to point out the need for society
to take responsibility for the younger generations, highlighting four areas
which need particular attention.
Reopening
schools
The first area of concern is school closure. The
document points out that, although the decision to close schools was justified
by the scientific community to prevent the spread of the Coronavirus, this
measure should be considered in the future “only as the last resort."
Indeed, containment measures that have forced children
to switch to remote learning have impoverished their intellectual development
and deprived them of important relationships, even more so in the more
disadvantaged and poorer social strata.
The PAV calls attention to five critical aspects. The
first one concerns countries in the Southern part of the globe, where school
closures have increased the rate of school drop-outs: “At least 10 million
children in the world today will not return to school. Many of them become
victims of social conditions that force them into child labour and
exploitation”.
Secondly, “closings have limited access to education,
accentuating the inequalities due to the ‘digital divide’”. Also poorer
children have been deprived of school lunches, while, in wealthier countries,
school closures have encouraged unhealthy diets and lifestyles with reduced
physical activity resulting in frequent weight gain and impacting on mental
health.
Finally, school closures have increased addiction to
the internet, video games or television (binge watching).
In the face of this dramatic situation, reopening
schools is therefore a priority, the PAV emphasizes: “Mandatory school closings
have made us realize how important it is to ‘go to school’. Young people today
believe reopening is a goal to be achieved because they sense its educational
and social value”.
Safeguarding
family relationships
The document goes on to speak about safeguarding
family relationships. While noting that the pandemic has offered
parents the opportunity to share more time with their children and therefore to
rediscover their “vocation” as educators, PAV also remarks the negative impact
on families of long lockdowns, including domestic violence, behavioural
disorders and increased parental stress. Hence the need for adequate social,
cultural, urban, economic support for families.
Education to
universal fraternity
The third point highlighted in the text is education
toward universal fraternity. The PAV notes that Covid-19 has
offered a valuable opportunity for educators to open children’s minds and
horizons, to teach them “not to escape the prospects of globalisation,
the achievements of science, the ecological challenge, the economic and social
perspective with its inequalities, the role of social media and technology”.
“With the pandemic the whole world has entered every
home. It is up to the world of educators to translate all this and value
it so that the new generations might open their eyes and become more aware of
the world and of their responsibility as citizens and believers”, the document
emphasizes.
Transmitting
faith in the God of life
The fourth point is about the importance of
transmitting Christian faith. Noting that the pandemic has disrupted Church
educational activities, the document underlines the urgent need to “re-think”
the pastoral care of the younger generations.
”The pandemic itself”, it says, “needs to be
considered as an opportunity to deepen and focus on themes of great importance
for faith education”, which was perhaps neglected before the pandemic
broke out. In this regard, the PAV once again emphasizes the central role
played by the family .
Conclusion
In the concluding remarks, the Pontifical Academy for
Life insists on the urgent need to remove “the serious obstacles that prevent a
"healthy and positive” entry of children and adolescents into society and
to create the conditions necessary for this to happen, the first of which is
allowing children to go back to school.
mercoledì 15 dicembre 2021
GOOD TEACHERS = GOOD SCHOOLS -
La buona scuola la fanno soltanto
i buoni maestri
IT - EN - FR - ES below
Ricevendo il premio
Nobel, Giorgio Parisi ha ringraziato il proprio maestro, come altri grandi
personaggi avevano fatto prima di lui.
Illustrazione di Giancarlo---- di Nuccio Ordine
Cligarsi
Il conferimento di un Nobel può essere una preziosa occasione per rendere
omaggio a un maestro. Giorgio Parisi ha dedicato il suo ambito
riconoscimento a Nicola Cabibbo, grande fisico che quel premio avrebbe meritato
più di ogni altro studioso. E nella seconda metà del Novecento, dopo
l’annuncio di Stoccolma, l’ha fatto, a modo suo, anche Albert Camus. Lo
scrittore francese, infatti, invia a caldo una commovente lettera di
ringraziamento al suo insegnante delle scuole elementari di Algeri, Louis
Germain: «Quando mi è giunta la notizia il mio primo pensiero, dopo che per mia
madre, è stato per lei. Senza di lei, senza quella mano affettuosa che lei tese
a quel bambino povero che io ero, senza il suo insegnamento e il suo esempio,
non ci sarebbe stato nulla di tutto questo». Parole tenere e toccanti che
esprimono l’importanza fondamentale degli appassionati insegnamenti di uno
sconosciuto insegnante che sarebbe rimasto tale se non avesse ricevuto
quell’epistola del suo ormai celebre allievo.
Ma, nel corso dei secoli, non si contano gli omaggi che, in forme diverse,
gli allievi hanno reso ai loro maestri. Sul finire dell’anno dantesco, non
posso fare a meno di ricordare l’incontro con Brunetto Latini, nel XV canto
dell’Inferno: «ché ’n la mente m’è fitta, e or m’accora,/ la cara e buona
immagine paterna/ di voi quando nel mondo ad ora ad ora/ m’insegnavate come
l’uom s’eterna». Indipendentemente dalle diverse interpretazioni, Dante
riconosce comunque la figura «paterna» di colui che gli ha insegnato come,
sulla terra, si acquista la «fama» con le opere e la virtù. Ma si tratta di un
ossequio che non investe solo i grandi maestri. Riguarda anche quei tanti
maestri anonimi che, in una capanna africana o in un’aula di una ricca città,
cambiano in silenzio la vita dei loro studenti. Oggi lo stiamo
dimenticando: la buona scuola l’hanno fatta e la faranno solo i buoni
insegnanti. Non le piattaforme digitali o
i computer.
But, over the
centuries, there have been countless tributes that, in different forms,
students have paid to their teachers. At the end of Dante's year, I cannot help recalling my encounter with
Brunetto Latini in the fifteenth canto of the Inferno: "My heart the dear
and good paternal image/Of you, when in the world from hour to hour/You taught
me how a man becomes eternal". Regardless of the different
interpretations, Dante nonetheless recognises the "paternal" figure
of the one who taught him how one acquires "fame" by working and being
virtuous. But it is a homage that does not only concern the great masters. It
also concerns the many anonymous teachers who, in an African hut or a classroom
in a rich city, silently change the lives of their students. Today we are
forgetting: good schools have been and will be made only by good teachers. Not
digital platforms or computers.
les bons
enseignants
--par Nuccio Ordine Caligarsi
Mais, au fil des siècles, il y a
eu d'innombrables hommages que, sous différentes formes, les étudiants ont
rendus à leurs maîtres. Vers la fin de l'année de Dante, je ne peux m'empêcher
de penser à ma rencontre avec Brunetto Latini dans le quinzième chant de
l'Enfer : "Car dans mon esprit est épaisse, et maintenant elle m’afflige,
/ La chère et bonne image paternelle/ De toi quand dans le monde d'heure en
heure/ Tu m'as appris comment l'homme est éternel.". Indépendamment des
différentes interprétations, Dante reconnaît néanmoins la figure
"paternelle" de celui qui lui a appris comment, sur terre, on
acquiert la "gloire" par les œuvres et la vertu. Mais c'est un
hommage qui ne concerne pas seulement les grands maîtres. Elle concerne
également les nombreux enseignants anonymes qui, dans une hutte africaine ou
dans une salle de classe d'une ville riche, changent en silence la vie de leurs
élèves. On l'oublie aujourd'hui : les bonnes écoles n'ont été et ne seront
faites que par de bons enseignants. Pas les plateformes numériques ou les
ordinateurs.
Pero, a lo largo de los siglos,
han sido innumerables los homenajes que, de diferentes formas, los alumnos han
rendido a sus maestros. Al final del año de Dante, no puedo evitar recordar mi encuentro con
Brunetto Latini en el canto decimoquinto del Infierno: "ché 'n la mente
m'è fitta, e ora m'accora,/ la cara e buona immagine paterna/ di voi quando nel
mondo ad ora ad ora/ m'insegnavate come l'uom s'eterna". Independientemente
de las diferentes interpretaciones, Dante reconoce, sin embargo, la figura
"paterna" de quien le enseñó cómo, en la tierra, se adquiere
"fama" a través de las obras y la virtud. Pero se trata de un
homenaje que no sólo concierne a los grandes maestros. También se refiere a los
numerosos profesores anónimos que, en una choza africana o en un aula de una
ciudad rica, cambian silenciosamente la vida de sus alumnos. Hoy nos olvidamos:
las buenas escuelas han sido y serán hechas sólo por buenos maestros. Ni
plataformas digitales ni ordenadores.
Iscriviti a:
Post (Atom)