MENTAL HEALT and EDUCATION

 

By Ana Elena Popa*

 

Introduction

Mental health is an essential component of human development, influencing how we think, feel, and act. In the context of education, mental health affects not only the learning capacity of students but also the efficiency and well-being of teachers. Mental health issues are often overlooked or minimized in schools, being seen as taboo topics or associated with lack of discipline, inattentiveness, or poor engagement.

However, in the modern era, characterized by the rapid pace of social and technological change, the incidence of mental health issues among students and teachers is increasing. From anxiety caused by academic pressure to teacher burnout, mental health has become an urgent concern requiring complex and coordinated interventions. This document provides a brief analysis of this issue, identifying the main challenges, potential solutions, and the key roles that art, research, and religion can play in supporting mental health.

Major Mental Health Issues

Educational systems are environments where children, adolescents, and adults spend a significant portion of their lives. Unfortunately, these systems can become sources of stress and dysfunction without a healthy approach to mental well-being. The issues vary depending on the groups involved.

For students, mental health challenges include academic pressure, fear of failure, and social difficulties. For example, many young people experience chronic stress caused by the high expectations of parents or teachers, who often prioritize academic performance over emotional balance.

Bullying is another significant problem, having a devastating impact on the mental health of both victims and perpetrators. Additionally, in the digital age, social isolation caused by technology addiction and unhealthy comparisons promoted by social media exacerbate depression and anxiety among youth.

Often, students facing such issues do not receive adequate support. This is due to a lack of mental health awareness or the stigma associated with it. Symptoms of depression, anxiety, or stress are frequently overlooked or considered “part of the growing-up process.”

For teachers, mental health issues are equally severe. Burnout is pervasive, fueled by long working hours, heavy administrative loads, and multiple responsibilities. Teachers are often required to manage both the academic and emotional needs of students without specific training or adequate institutional support.

The emotional impact of these responsibilities, combined with social pressure to deliver academic performance, can lead to severe exhaustion and strained relationships between teachers and students.

A crucial aspect of school mental health is the quality of the student-teacher relationship. From the perspective of attachment theory, teachers become important attachment figures. Studies show that the relationships students build with their teachers are as valuable as educational materials or learning experiences. In a study involving 188 students (aged 13-17), a correlation was identified between students’ attachment relationships with parents and friends and how they perceive their relationship with teachers (Popa, A., Graduate Paper, Psychological Correlates of the Teacher-Student Relationship, University of Oradea, 2020). Secure attachment is associated with a positive perception of teachers, relationships based on respect, empathy, and a lack of excessive criticism. What a child brings from their parental relationship is closely linked to their other relationships, including with teachers. Attachment disorders developed in childhood, either by the teacher or the student, will influence teacher-student attachment relationships. This connection highlights the importance of a healthy teacher-student relationship in preventing attachment disorders and supporting mental health.

Challenges and Obstacles

Mental health issues in the educational system are complicated by several factors. The stigma surrounding mental health remains one of the largest barriers. Often, students hesitate to share their emotional or psychological difficulties for fear of being perceived as weak or problematic. The same stigma affects teachers, who often choose to ignore their own problems due to the pressure of maintaining an impeccable professional image.

Another major obstacle is the lack of resources. In many schools, counselors are few or nonexistent, and teachers lack specific training in managing mental health.

Goals and Objectives

The primary objective of interventions should be to create an educational environment that promotes both academic performance and emotional well-being. Schools should become emotionally safe spaces where students and teachers feel supported and encouraged to express their difficulties.

Thus, it is desirable to:

·         Create a safe and inclusive environment for all participants in the educational process.

·         Develop the emotional and social skills of students and teachers.

·         Reduce dropout rates associated with mental health issues.

Solutions and Remedies

A first step could be introducing mental health into the curriculum. Through courses on recognizing emotions, managing stress, and developing resilience, students could better handle psychological challenges.

Additionally, continuous teacher training is essential. They need to be trained to identify signs of depression or anxiety among students and know how to intervene appropriately.

Parents should also be involved. Organizing seminars and workshops for parents would raise awareness and help develop a more open attitude toward mental health.

The Role of Art and Research

Art is an extremely valuable tool for promoting mental health. Workshops in art, music, dance, or theater offer students and teachers opportunities for creative expression, helping reduce stress and improve overall mood.

Art therapy specifically aids through:

1.      Emotional expressiveness: Activities like drawing, music, theater, or dance provide non-verbal ways to express complex emotions.

2.      Stress reduction: Regular participation in artistic activities helps with relaxation and mood improvement.

3.      Social inclusion: Collective art projects promote collaboration and reduce feelings of isolation.

At the same time, research plays a crucial role in the development of effective interventions. Rigorous studies can identify the underlying causes of mental health problems in schools and guide educational policies better suited to current realities. Thus, research adds value through:

1.      Data analysis: Longitudinal studies help identify risk factors for mental health among students and teachers.

2.      Development of interventions: Research contributes to the creation of strategies tailored to different educational needs.

3.      Technology and innovation: The development of applications and digital tools for the assessment and support of mental health.

Best Practices and Strategies

Positive experiences show that integrated approaches yield the best results. Adopting a strategy that involves students, teachers, parents, and the local community is essential. One example would be the creation of “mental health-friendly schools,” which include permanent counselors, mentoring programs, and extracurricular activities focused on well-being.

Another effective strategy is forming partnerships with organizations specialized in mental health, psychologists, or psychotherapists. These collaborations can bring additional resources and expertise to schools, supporting both students and teachers.

Early interventions are also important, such as regular screening for mental health problems and providing appropriate support. Mentorship programs can have a significant impact: older students or teachers can serve as mentors for those facing emotional difficulties.

The Role of Religion in Mental Health

Religion can play a significant role in supporting mental health by providing a moral framework, emotional support, hope, resilience, and a sense of belonging for those facing psychological difficulties. Additionally, religious leaders can contribute to reducing the stigma associated with mental health by promoting compassion and community support. Throughout history, religious traditions have been important sources of spiritual and psychological solace, and in contemporary society, they continue to positively influence mental well-being.

In education, biblical parables such as The Parable of the Prodigal Son (Luke 15:11-32) can stimulate adolescents’ self-acceptance. A study conducted with adolescents aged 15 to 18 sought to demonstrate the influence of the biblical parable on unconditional self-acceptance among adolescents (Popa, A., Dissertation, The Influence of the Biblical Parable on Unconditional Self-Acceptance Projected in a Metaphoric Story, University of Oradea, 2006). The messages of unconditional acceptance in parables positively influence adolescents’ perceptions of themselves, even when this effect is unconscious. These interventions based on religious stories or parables function as a form of indirect therapy, providing adolescents with a way to internalize positive and adaptive messages.

Integrating religion into education can support the development of a healthy lifestyle and resilient behaviors. Through stories, prayers, or meditations, students learn to better manage emotional challenges.

The benefits of religion for mental health are numerous. Below are some of the most important examples:

1.      Providing purpose and meaning in life

Religion can offer individuals a deeper sense of life, a narrative to understand their suffering, and a framework of hope. For example, concepts such as resilience through faith, hope in the afterlife, or acceptance of difficulties as part of a divine plan help many people manage anxiety, depression, or trauma.

2.      Creating a sense of belonging

Religious communities provide social support and emotional connections. Participation in collective rituals, prayers, and community activities can reduce feelings of loneliness and isolation, which are risk factors for depression and other mental disorders.

3.      Emotional support in times of crisis

In difficult situations such as the loss of a family member, illness, or other traumas, religion offers a space of emotional refuge. Religious practices such as prayer, meditation, or hymns can have calming and therapeutic effects.

4.      Promoting healthy habits

Many religions encourage a healthy lifestyle, including avoiding excessive alcohol or drug use, leading an orderly life, and practicing self-reflection. These indirectly contribute to mental health by reducing risky behaviors.

5.      Practices of meditation and prayer

Prayer and meditation, commonly found in most religious traditions, can have effects similar to mindfulness techniques used in psychotherapy. They help reduce stress and improve concentration.

Positive Examples of Religious Involvement

1.      Religious support groups

Churches often organize support groups for their members to discuss stress, anxiety, or other personal challenges. These groups provide a safe environment for expressing emotions and sharing experiences.

2.      Religious programs for mental health

Many religious organizations collaborate with mental health experts to develop counseling and psychological support programs. For example, in some countries, churches provide access to therapy services or train spiritual counselors with psychological expertise.

3.      Integration of religious practices into therapies

Spirituality-based therapy, such as Viktor Frankl’s logotherapy, encourages individuals to find the meaning of life and manage their suffering through a deep understanding of their spiritual values.

Collaboration Between Religion and Mental Health

To maximize the benefits that religion can bring to mental health, collaboration between religious leaders and mental health professionals is necessary. They can work together to:

• Reduce stigma by educating communities about mental health.
• Train religious leaders to recognize signs of mental health problems and refer individuals to specialists.
• Create spaces for dialogue between theology and psychology to promote an integrative model of support.

In conclusion, religion can have a profound impact on mental health, offering spiritual, emotional, and social support. However, it is essential for religious leaders to collaborate with mental health professionals to ensure a balanced and effective approach. By eliminating stigma and promoting a more comprehensive understanding of mental health, religion can become an important pillar in supporting individual and community well-being.

Recommendations

• For schools: Introduce a clear framework to support mental health, including teacher training and access to qualified counselors.
• For parents: Foster open relationships with children, support them during difficult times, monitor signs of stress or anxiety, and collaborate with schools.
• For authorities: Allocate funding for mental health in schools and implement educational policies that prioritize emotional well-being.
• For school counselors: Develop programs tailored to the specific needs of each school community and collaborate with parents and other authorities to ensure holistic support.

In conclusion, mental health is not merely an auxiliary aspect of education but a fundamental pillar of a healthy and high-performing educational system. Creating an inclusive school environment, providing emotional support to all participants, and encouraging collaboration between school, family, church, and community are essential steps in overcoming this crisis. Only through a holistic approach, based on education, art, religion, research, and community support, can we build a healthier future for everyone.

 

  *Popa Ana Elena,

School counselor teacher,

Clinical psychology specialist,

Educational psychology, school and vocational counseling specialist,

Psychotherapist in systemic couple and family therapy

Tel: 0040745469194

E-mail: anabortos@yahoo.com

 

 

 

 

UMEC-WUCT COUNCIL - Chile, 2024 November, 11-16

 

CATHOLIC SCHOOLS IN ASIA

 CATHOLIC SCHOOLS IN ASIA:

A SHARED MISSION AMONG BISHOPS, CLERGY,

CONSECRATED PERSONS AND LAY FAITHFUL

IN THE LIGHT OF RECENT PAPAL DOCUMENTS

FABC Office of Consecrated Life (OCL) and

Office of Education and Faith Formation (OEFF)

CATHOLIC SCHOOLS IN ASIA

EECO - CONGO - VACANCES PACIFIQUES

 

VACANCES PACIFIQUES

UNIVERSITY and SOUL

 by Benedetta Capelli

If there is a key word that has crossed the Dies Academicus, the beginning of the 2024-2025 academic year of the Pontifical Lateran University, it is “soul”.

A term that for the rector of the university, Monsignor Alfonso Amarante, implies a constant work of dialogue and meeting between teachers and students but also the need to dare by starting virtuous paths, exploring roads that others have not traveled and that is not just an occupation of spaces. There are three steps indicated, also the result of the commitment of a new Superior Coordination Council made official only last Saturday, November 9.

The first concerns the growth of the training path, looking at the quality of the teaching staff which last year numbered 139 professors and 1137 students; followed by the search for new communication strategies to spread the Pul's offer and finally the development of a three-year plan that includes the identification of possible donors/contributors in Italy and abroad.

"Soul" is also the word that Cardinal José Tolentino de Mendonça, Prefect of the Dicastery for Culture and Education, emphasized in his speech, declining together with wonder, creativity and freedom of thought. "The university," he stated, "is a space in which the individual finds the conditions to become the protagonist of his own history, an extraordinary interweaving of dialogue." The cardinal also did not fail to call for a change in the university, speaking of courage and audacity which are the right ingredients to dare and not lose the ability to be "the salt of the earth and the light of the world." "The university is a laboratory of dialogue also with Christ and needs interlocutors, inspired teachers and credible witnesses."

The prefect of the Dicastery for Culture and Education then wanted to thank Giacomo Poretti, a comic actor and successful protagonist of several films made by the trio Aldo, Giovanni and Giacomo, for the beautiful and intense reflection on the soul that he gave to attentive students and teachers interested in the novelty of a comedian who engages in a sort of Lectio Magistralis. Poretti drew from his repertoire, summarizing parts of a 2018 show entitled Fare l’anima. And he also drew from his private life, talking about the birth of his son Emanuele, about the visit to the hospital by Don Bruno, the priest who had married him. That phrase thrown out there after playing with the little newborn was disconcerting: «well, you have made a body, now you have to make the soul».

But how is the soul made? What is it? Where is it? When is it born? These are «childish questions» said Don Davide Milani, official of the Dicastery for Culture and Education, introducing Giacomo Poretti. Questions that each of us has asked ourselves in life and to which the actor obviously does not offer an answer, his merit is to show the strength or rather the weakness of this word.

A word, he said, that has settled in his heart, generating a slight annoyance but also anxiety. "It made me tender," he explained, "and it seemed to me that it had the painful lament of abandonment, that I had never deigned to sympathize with it, to listen to it. I thought about the solitude of words, perhaps a word must be frequented, it needs care, if they are not spoken, words are forgotten and disappear. Dictionaries can then be the cemetery of words, think of terms such as meekness, villeggiatura, paltò, infinito, speme and indeed anima".

For Poretti, today's man seeks reassurance in what he sees, in technology for example, in the algorithm that chooses for us, in big data but with the soul we must deal. "Priests can turn your life upside down", nothing more true, as it is true - continued the actor - that the choice to dedicate himself to the priesthood makes one think. For him, priests are "stubborn men" who have not given in to the charm of influencers, "who have the nerve to wake up every morning and dress in black, these poor devils try to tattoo something precious and mysterious in our hearts". Precious and mysterious like the soul.

Osservatore Romano

ITALIAN

L'UMEC-WUCT À L'UNESCO

 
    

Cette année, l'UMEC-WUCT a poursuivi sa collaboration avec l'UNESCO et avec les Comités d'ONG et le CCIC (Centre catholique International de Coopération avec l'UNESCO). Le Père Albert Kabuge représente l'UMEC-WUCT au Conseil d'Administration. Mme Christine Roche, également membre du Syndicat, y participe également.

La participation aux événements organisés par ces institutions a été constante et très appréciée.

En particulier, les initiatives suivantes sont mises en avant :

- Collaboration avec le groupe ONG pour des formations relatives aux problèmes complexes de rareté de l'eau (éducation, recherche et protection des sources d'eau, problèmes de santé...). D'ailleurs, le projet présenté par l'UMEC a été approuvé et sera mis en œuvre au Burkina Faso l'année prochaine. Elle sera traitée avec les représentants de l'Union opérant en RD du Congo.

- Participation au projet des Jeux Paralympiques, pour un sport inclusif, organisé par l'UNESCO.

- Participation à l'organisation de la Journée mondiale des enseignants, de la Journée de la langue maternelle, de la Semaine du son, de la Journée du multilinguisme, de la Journée de Sainte Thérèse.

- Participation aux Conférences pour les prix pour les droits et la paix, pour le respect et la valorisation de la femme, pour le « changement des mentalités et la lutte contre les préjugés qui portent atteinte à la dignité humaine.

- Accompagnement des étudiants fréquentant "l'école de cinéma" de Paris ;

- Participation au Comité de Liaison ONG et CICC.

-Organisation de divers webinaires sur des sujets éducatifs et sociaux.

Le prof. Danielle Woestenberg a été nommée pour faire partie du Comité de liaison ONG-UNESCO pour les deux prochaines années. Les élections auront lieu en décembre prochain.

Le Père Albert Kabuge continue d'être notre représentant auprès de l'UNESCO à Paris.

Nous le remercions pour son engagement généreux, constant et compétent, qui fait honneur à l'Union.

Nous remercions tous ceux qui ont interagi avec l'UMEC-WUCT et nous assurons de poursuivre la collaboration.

UMEC-WUCT AT UNESCO

This year, UMEC-WUCT continued its collaboration with UNESCO and the Committees of NGOs and the CCIC (Centre catholique International de Cooperation avec l'UNESCO). Father Albert Kabuge represents UMEC-WUCT on the Board of Directors. Mme Christine Roche, also a member of the Union, also participates.

Participation in the events organized by these institutions has been constant and highly appreciated.

In particular, the following initiatives are highlighted:

- Collaboration with the NGO group for training on the complex issues of water scarcity (education, research and protection of water sources, health problems, etc.). By the way, the project presented by UMEC has been approved and will be implemented in Burkina Faso next year. It will be managed with the representatives of the Union operating in the DR of Congo.

- Participation in the Paralympic Games project, for an inclusive sport, organized by UNESCO.

- Participation in the organization of World Teachers' Day, Mother Languages Day, Sound Week, Multilingualism Day, and Saint Teresa Day.

- Participation in Conferences for the awards for rights and peace, for the respect and valorization of women, for the “change of mentality and the fight against prejudices that offend human dignity.

- Accompanying students attending the “cinema school” in Paris;

- Participation in the Liaison Committee of NGOs and the CCIC.

-Organization of various webinars on educational and social topics.

Prof. Danielle Woestenberg has been nominated to be part of the NGO-UNESCO Liaison Committee for the next two years. The elections will take place next December.

Father Albert Kabuge continues to be our representative at UNESCO in Paris.

We thank him for his generous, constant and competent commitment, which brings honour to the Union.

We thank all those who have interacted with UMEC-WUCT and assure you of continued collaboration.

LA UMEC-WUCT EN LA UNESCO

Este año, la UMEC-WUCT continuó su colaboración con la UNESCO y con los comités de las ONG y el CCIC (Centro Catholique Internacional de Cooperación con la UNESCO). El padre Albert Kabuge representa a la UMEC-WUCT en el consejo de administración. Participa también la señora Christine Roche, también miembro de la Unión.

La participación en los eventos organizados por estas instituciones fue constante y muy apreciada.

En particular, se destacan las siguientes iniciativas:

- Colaboración con el grupo de ONG para la formación relacionada con los complejos problemas de escasez de agua (educación, investigación y protección de las fuentes de agua, problemas de salud...). Por cierto, el proyecto presentado por la UMEC ha sido aprobado y se implementará en Burkina Faso el próximo año. Se tratará con representantes de la Unión que operan en la República Democrática del Congo.

- Participación en el proyecto de Juegos Paralímpicos, por el deporte inclusivo, organizado por la UNESCO.

- Participación en la organización del Día Mundial de los Docentes, Día de la Lengua Materna, Semana del Sonido, Día del Multilingüismo, Día de Santa Teresa.

- Participación en las Jornadas por los premios por los derechos y la paz, por el respeto y la valorización de la mujer, por el "cambio de mentalidad y la lucha contra los prejuicios que ofenden la dignidad humana".

- Acompañamiento de los estudiantes de la "escuela de cine" de París;

- Participación en el Comité de Enlace de ONG y CCPI.

-Organización de diversos webinars sobre temas educativos y sociales.

El prof. Danielle Woestenberg ha sido nominada para formar parte del Comité de Enlace ONG-UNESCO para los próximos dos años. Las elecciones tendrán lugar el próximo diciembre.

El padre Albert Kabuge sigue siendo nuestro representante ante la UNESCO en París.

Le agradecemos su compromiso generoso, constante y competente, que honra a la Unión.

Agradecemos a todos aquellos que interactuaron con UMEC-WUCT y nos aseguramos que continuará la colaboración.

 

UMEC-WUCT COUNCIL IN CHILE

 IDENTITY OF THE CATHOLIC TEACHER

TODAY AND TOMORROW

ON THE ROAD TOWARDS THE JUBILEE

From November 11 to 15, representatives of the institutions adhering to the World Union of Catholic Teachers, from various continents, will meet in Santiago de Chile for the annual meeting of the Council of the Union.

The program is very rich. It includes the participation of the Archbishop of Santiago, the representative of UNESCO for Latin America, rectors and professors from various universities in Latin America (Chile, Colombia, Argentina, Mexico), political and religious authorities, teachers from various schools in Chile.

A meeting with the Colegio San Patricio in Ciguayante and a visit to places of cultural and tourist importance are planned.

Particular attention will be paid to the Jubilee journey and the participation of the Union in the Jubilee of Educators that will take place in Rome from October 30 to November 2 next year.

The Council, as per the Statute, will reserve half a day to review the activities of the Union at global, continental and national levels.

The work will be coordinated by the President of the Union, Professor Jan De Groof, by the coordinator of the Latin American Union, Professor Mario Sandoval, and by the director of the Colegio San Patricio, Professor Patricio Inostroza.

PROGRAM

IDENTIDAD DEL MAESTRO CATÓLICO  HOY Y MAÑANA

EN EL CAMINO HACIA   EL JUBILEO

Del 11 al 15 de noviembre, representantes de las instituciones pertenecientes a la Unión Mundial de Educadores Católicos, provenientes de los distintos continentes, se reunirán en Santiago de Chile para la reunión anual del Consejo de la Unión.

El programa es muy rico. Cuenta con la participación del Arzobispo de Santiago, el representante de la UNESCO para América Latina, rectores y docentes de diversas universidades de América Latina (Chile, Colombia, Argentina, México), autoridades políticas y religiosas, docentes de diversos colegios de Chile.

Está previsto un encuentro con el Colegio San Patricio de Ciguayante y una visita a lugares de importancia cultural y turística.

Se prestará especial atención al camino jubilar y a la participación de la Unión en el Jubileo de los educadores que tendrá lugar en Roma del 30 de octubre al 2 de noviembre del próximo año.

El Consejo, según el Estatuto, reservará medio día para verificar las actividades de la Unión a nivel global, continental y nacional.

El trabajo será coordinado por el presidente de la Unión, profesor Jan De Groof, por el coordinador de la Unión de América Latina, profesor Mario Sandoval, y por el director del Colegio San Patricio, profesor Patricio Inostroza.

PLAN

IDENTITÉ DE L'ENSEIGNANT CATHOLIQUE AUJOURD'HUI ET DEMAIN 

EN CHEMIN VERS  LE JUBILÉ

Du 11 au 15 novembre, des représentants des institutions appartenant à l'Union Mondiale des Enseignants Catholiques, venant des différents continents, se réuniront à Santiago du Chili pour la réunion annuelle du Conseil de l'Union.

Le programme est très riche. Il implique la participation de l'archevêque de Santiago, du représentant de l'UNESCO pour l'Amérique latine, des recteurs et des enseignants de diverses universités d'Amérique latine (Chili, Colombie, Argentine, Mexique), des autorités politiques et religieuses, des enseignants de diverses écoles du Chili.

Une rencontre avec le Collège San Patricio de Ciguayante et une visite de lieux d'importance culturelle et touristique sont prévues.

Une attention particulière sera accordée au parcours jubilaire et à la participation de l'Union au Jubilé des éducateurs qui aura lieu à Rome du 30 octobre au 2 novembre de l'année prochaine.

Le Conseil, conformément au Statut, réservera une demi-journée pour vérifier les activités de l'Union aux niveaux mondial, continental et national.

Les travaux seront coordonnés par le président de l'Union, le professeur Jan De Groof, par le coordinateur de l'Union d'Amérique latine, le professeur Mario Sandoval, et par le directeur du Collège San Patricio, le professeur Patricio Inostroza.

PLAN

PHILIPPINES - CTGP

 

CTGP

CNV -Netherlans

 

CNV

FATHER PAUL POPA WITH UMEC-WUCT

 FATHER PAUL POPA CALLED

COLLABORATING 

WITH UMEC-WUCT

en-fr-es-it-ro

Father Paul Popa, director of the Pastoral Office for the Laity of the Greek Catholic Diocese of Oradea, has been appointed spiritual assistant in Europe of the World Union of Catholic Teachers (UMEC-WUCT), an international Catholic organization recognized by the Holy See, with consultative status with the Council of Europe, Ecosoc, UNESCO and Unicef. By promoting solidarity, dialogue and cooperation between different educational institutions and realities, the World Union of Catholic Teachers wishes to strengthen the relations and mission of this organization in Europe, especially in Eastern Europe, to support Catholic teachers, who work in both Catholic and secular schools, in the witness of the values of the Gospel in the educational work. Father Popa will collaborate with the current World Assistant, the Archbishop of Cambrai (France), Monsignor Vincent Dollmann, and with the Executive Committee of the Union.

 "Father Paul Popa has been active in UMEC-WUCT for several years - since 2011 to be precise, taking care of teacher training and interaction with other Catholic teachers' associations around the world". This is stated in the letter of appointment sent by Prof. Jan de Groof, President of UMEC-WUCT, which also appreciates the generous commitment of His Excellency Virgil Bercea, Greek-Catholic Bishop of Oradea, and of Father Paul Popa, in promoting and encouraging international exchanges and the expansion of the World Union of Catholic Teachers". It is worth mentioning, in this context, the participation of several teachers from the Greek-Catholic high school “Iuliu Maniu” in the meetings of the organization and the collaborations carried out so far with UMEC-WUCT. Furthermore, His Excellency Virgilio, as president of the Commission for Education in the Synod of the Romanian Greek Catholic Church United with Rome, participated in the general meetings of the UMEC-WUCT in Rome, also meeting with the Holy Father.

 With this appointment, Father Paul Popa will collaborate with the Executive Committee of the World Union of Catholic Teachers in the various activities that they will plan together in the future. The Executive Committee, elected every four years by the Council of the Union, is currently composed of: Monsignor Vincent Dollmann, Archbishop of Cambrai (France), Prof. Jan De Groof (President), Dr. Giuseppe Desideri (Secretary General), Prof. Caroline Healy (Treasurer), Dr. Giovanni Perrone (Special Advisor).

 The origins of UMEC-WUCT date back to 1908, when the presidents of the Catholic teachers' associations of Austria, Holland, Switzerland and Germany launched the idea of an International Union of Catholic Teachers. UMEC-WUCT, suppressed by the Nazi regime, was refounded in Rome in 1951 thanks to Pope Pius XII and the presidents of several national associations (Italy, France, Spain, Holland, Philippines, Argentina, Colombia, Belgium, Great Britain, Austria ...). It is recognized by the Holy See, which appoints the Ecclesiastical Assistant.

 Press Office of the Greek Catholic Eparchy of Oradea - Mihaela Caba-Madarasi

 

 LE PÈRE PAUL POPA APPELÉ

POUR COLLABORER  AVEC L'UMEC-WUCT

 Le père Paul Popa, directeur du Bureau pastoral pour les laïcs du diocèse gréco-catholique d'Oradea, a été nommé assistant spirituel en Europe de l'Union mondiale des enseignants catholiques (UMEC-WUCT), une organisation catholique internationale reconnue par le Saint-Siège. , avec statut consultatif auprès du Conseil de l'Europe, de l'Ecosoc, de l'UNESCO et de l'Unicef. En favorisant la solidarité, le dialogue et la coopération entre différentes réalités et institutions éducatives, l'Union Mondiale des Enseignants Catholiques souhaite renforcer les relations et la mission de cette organisation en Europe, notamment en Europe de l'Est, afin de soutenir les enseignants catholiques, qui opèrent tant en milieu catholique dans les écoles et dans les écoles laïques, en témoignant des valeurs de l'Évangile dans le travail éducatif. Le Père Popa collaborera avec l'actuel Assistant Mondial, l'Archevêque de Cambrai (France), Mgr Vincent Dollmann, et avec le Comité Exécutif de l'Union.

 "Le Père Paul Popa est actif au sein de l'UMEC-WUCT depuis plusieurs années - depuis 2011 pour être précis, s'occupant de la formation des enseignants et de l'interaction avec d'autres associations d'enseignants catholiques à travers le monde." C'est ce que nous lisons dans la lettre de nomination envoyée par le professeur Jan de Groof, président de l'UMEC-WUCT, qui apprécie également l'engagement généreux de Son Excellence Virgil Bercea, évêque gréco-catholique d'Oradea, et du père Paul Popa, dans la promotion et encourager les échanges internationaux et l’expansion de l’Union mondiale des enseignants catholiques ». Il convient de noter, dans ce contexte, la participation de plusieurs enseignants du lycée gréco-catholique « Iuliu Maniu » aux réunions de l'organisation et aux collaborations réalisées jusqu'à présent avec l'UMEC-WUCT. En outre, Son Excellence Virgile, en tant que président de la Commission pour l'Éducation du Synode de l'Église gréco-catholique roumaine unie à Rome, a participé aux assemblées générales de l'UMEC-WUCT à Rome, rencontrant également le Saint-Père.

 Avec cette nomination, le Père Paul Popa collaborera avec le Comité Exécutif de l'Union Mondiale des Enseignants Catholiques dans les différentes activités qu'ils planifieront ensemble dans le futur. Le Comité Exécutif, élu tous les quatre ans par le Conseil de l'Union, est actuellement composé de : Mgr Vincent Dollmann, Archevêque de Cambrai (France), Prof. Jan De Groof (Président), Dr Giuseppe Desideri (secrétaire général), prof. . Caroline Healy (trésorière), Dr. Giovanni Perrone (conseiller spécial).

 Les origines de l'UMEC-WUCT remontent à 1908, lorsque les présidents des associations d'enseignants catholiques d'Autriche, des Pays-Bas, de Suisse et d'Allemagne ont lancé l'idée d'une Union internationale des enseignants catholiques. L'UMEC-WUCT, supprimée par le régime nazi, fut refondée à Rome en 1951 grâce au pape Pie XII et aux présidents de diverses associations nationales (Italie, France, Espagne, Hollande, Philippines, Argentine, Colombie, Belgique, Grande-Bretagne, Autriche…). Elle est reconnue par le Saint-Siège, qui nomme l'Assistant Ecclésiastique.

 Bureau de presse de la Diocèse gréco-catholique d'Oradea- Mihaela Caba-Madarasi

LLAMADO EL PADRE PABLO POPA

PARA COLABORAR CON UMEC-WUCT

El padre Paul Popa, director de la Oficina de Pastoral para los Laicos de la diócesis greco-católica de Oradea, ha sido nombrado asistente espiritual en Europa de la Unión Mundial de Profesores Católicos (UMEC-WUCT), organización católica internacional reconocida por la Santa Sede , con estatus consultivo ante el Consejo de Europa, Ecosoc, UNESCO y Unicef. Al promover la solidaridad, el diálogo y la cooperación entre diferentes realidades e instituciones educativas, la Unión Mundial de Docentes Católicos desea fortalecer las relaciones y la misión de esta organización en Europa, especialmente en Europa del Este, con el fin de apoyar a los docentes católicos, que operan tanto en la enseñanza católica. escuelas y en las escuelas laicas, dando testimonio de los valores del Evangelio en la labor educativa. El padre Popa colaborará con el actual Asistente Mundial, el arzobispo de Cambrai (Francia), monseñor Vincent Dollmann, y con el Comité Ejecutivo de la Unión.

"El padre Paul Popa participa activamente en la UMEC-WUCT desde hace varios años, concretamente desde 2011, ocupándose de la formación de profesores y de la interacción con otras asociaciones de profesores católicos de todo el mundo". Esto es lo que leemos en la carta de nominación enviada por el Prof. Jan de Groof, Presidente de la UMEC-WUCT, que también agradece el generoso compromiso de Su Excelencia Virgilio Bercea, obispo greco-católico de Oradea, y del Padre Paul Popa, en promover y fomentar los intercambios internacionales y la ampliación de la Unión Mundial de Profesores Católicos”. Cabe destacar, en este contexto, la participación de varios profesores del colegio greco-católico “Iuliu Maniu” en las reuniones de la organización y las colaboraciones realizadas hasta el momento con la UMEC-WUCT. Además, Su Excelencia Virgilio, como presidente de la Comisión para la Educación en el Sínodo de la Iglesia greco-católica rumana unida con Roma, participó en las reuniones generales de la UMEC-WUCT en Roma, reuniéndose también con el Santo Padre.

Con este nombramiento, el padre Paul Popa colaborará con el Comité Ejecutivo de la Unión Mundial de Maestros Católicos en las diversas actividades que planificarán juntos en el futuro. El Comité Ejecutivo, elegido cada cuatro años por el Consejo de la Unión, está compuesto actualmente por: Monseñor Vincent Dollmann, Arzobispo de Cambrai (Francia), Prof. Jan De Groof (Presidente), Dr. Giuseppe Desideri (secretario general), Prof. . Caroline Healy (tesorera), Dr. Giovanni Perrone (asesor especial).

Los orígenes de la UMEC-WUCT se remontan a 1908, cuando los presidentes de las asociaciones de profesores católicos de Austria, Holanda, Suiza y Alemania lanzaron la idea de una Unión Internacional de Profesores Católicos. La UMEC-WUCT, suprimida por el régimen nazi, fue refundada en Roma en 1951 gracias al Papa Pío XII y a los presidentes de diversas asociaciones nacionales (Italia, Francia, España, Holanda, Filipinas, Argentina, Colombia, Bélgica, Gran Bretaña, Austria…). Es reconocido por la Santa Sede, que nombra al Asistente Eclesiástico.

Oficina de prensa del Parque greco-católico de Oradea - Mihaela Caba-Madarasi

 PADRE PAUL POPA CHIAMATO

A COLLABORARE CON L’UMEC-WUCT

Padre Paul Popa, direttore dell'Ufficio pastorale per i laici della Diocesi greco-cattolica di Oradea, è stato nominato assistente spirituale in Europa dell'Unione mondiale degli insegnanti cattolici (UMEC-WUCT), organizzazione cattolica internazionale riconosciuta dalla la Santa Sede, con status consultivo presso il Consiglio d'Europa, l'Ecosoc, l'UNESCO e l'Unicef. Promuovendo la solidarietà, il dialogo e la cooperazione tra diverse realtà e istituzioni educative, l'Unione Mondiale degli Insegnanti Cattolici desidera rafforzare le relazioni e la missione di questa organizzazione in Europa, soprattutto nell'Europa dell'Est, al fine di sostenere gli insegnanti cattolici, che operano sia nelle scuole cattoliche sia nelle scuole laiche, nella testimonianza dei valori del Vangelo nell’opera educativa. Padre Popa collaborerà con l’attuale Assistente Mondiale, l’Arcivescovo di Cambrai (Francia), Monsignore Vincent Dollmann, e con il Comitato Esecutivo dell’Unione.

 "Padre Paul Popa è attivo nell'UMEC-WUCT da diversi anni, dal 2011 per essere precisi, curando la formazione degli insegnanti e l'interazione con altre associazioni di insegnanti cattolici in tutto il mondo". Così si legge nella lettera di nomina inviata dal Prof. Jan de Groof, Presidente dell'UMEC-WUCT, in cui si apprezza anche il generoso impegno di Sua Eccellenza Virgil Bercea, vescovo greco-cattolico di Oradea, e di Padre Paul Popa, nel promuovere e incoraggiare gli scambi internazionali e l'espansione dell'Unione Mondiale degli Insegnanti Cattolici”. Da segnalare, in questo contesto, la partecipazione di diversi insegnanti del liceo greco-cattolico “Iuliu Maniu” agli incontri dell'organizzazione e le collaborazioni portate avanti finora con l’UMEC-WUCT. Inoltre, Sua Eccellenza Virgilio, in qualità di presidente della Commissione per l'Educazione nel Sinodo della Chiesa Greco-Cattolica Rumena Unita con Roma, ha partecipato alle riunioni generali dell'UMEC-WUCT a Roma, incontrando anche il Santo Padre.

 Con questa nomina, padre Paul Popa collaborerà con il Comitato Esecutivo dell'Unione Mondiale degli Insegnanti Cattolici nelle diverse attività che insieme progetteranno in futuro. Il Comitato esecutivo, eletto ogni quattro anni dal Consiglio dell’Unione, è attualmente composto da: Monsignore Vincent Dollmann, Arcivescovo di Cambrai (Francia), Prof. Jan De Groof (Presidente), Dr. Giuseppe Desideri (segretario generale), prof. Caroline Healy (tesoriere), Dr. Giovanni Perrone (consigliere speciale).

 Le origini dell'UMEC-WUCT risalgono al 1908, quando i presidenti delle associazioni degli insegnanti cattolici di Austria, Olanda, Svizzera e Germania lanciarono l'idea di una Unione internazionale degli insegnanti cattolici. L’UMEC-WUCT, soppressa dal regime nazista, venne rifondata a Roma nel 1951 grazie al papa Pio XII e ai presidenti di diverse associazioni nazionali (Italia, Francia, Spagna, Olanda, Filippine, Argentina, Colombia, Belgio, Gran Bretagna, Austria …). Essa è riconosciuta dalla Santa Sede, che nomina l’Assistente Ecclesiastico.

 Ufficio stampa dell'Eparchia Greco-Cattolica di Oradea - Mihaela Caba-Madarasi