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15. An open map

When we venture to visit a city–more or less known–we need a map, which will help us to find the more convenient itinerary to visit the most important monuments. We know that the map does not say everything, but it shows what a visitor cannot miss. It’s the choice that Fr Tullio did rereading the files with the themes of Josephan/Murialdine pedagogy sent so far (fifteen in all) and placing himself in the perspective of helping the files reader not to get lost in the maze of the many things said but to capture what is essential or, better, a common thread that connects all the files to the basic theme: being a Josephan/Murialdine educator today. Of course, each reader may determine a different map, but it is a good place to begin with, keeping in mind that there is still material to be taken into consideration. It is also true that it would be nice if everyone did the same job as the more a map is personal, the more it is usable. Meanwhile, let’s start with this map, which is open towards a better organization and completeness

P. Tullio Locatelli

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If you want to deepen

15. An open map
to be completed and better organized…

(P. Tullio Locatelli)


0. Introduction
Making synthesis is always a risk; it is unknown how the tastes and visions of the one doing this operation are conditioning in reading and organizing what was written by multiple authors, dealing with the same subject from different points of view.
More than just a summary I make an effort to offer a MAP, a set of useful indicators to capture definitive points, suggestions, perspectives, and more. For this reason the phrases herein are quotations from the original texts.
Finally: The following points written one after the other should be read and reread as in reciprocal relationship between all of them.

1. Models, which inspired us

– God educator of his people: to respect the “times” of conversion, presence-absence; support and proposal; look at the future; live the promise.
– Jesus: he heals the wounds in the hearts of individuals and peoples; listens; helps to read their stories with new eyes; does not condemn; helps pass from earthly desires to the more profound and spiritual ones; prepares people to become missionaries themselves (see the encounter with the Samaritan woman , John 4:1 et seq.).
– St L. Murialdo: aspects of his spirituality; his style; centrality of being loved to love; mercy as a received and given gift; each of us can be Murialdo today being a witness of Love.
– St. Joseph: guarding; helping to grow; inside the ordinariness of a family; doing the will of God; an active faith.

2. Considerations that come back as “definitive points”
– The educators-young people pair: it is possible to educate; no to pessimism.
– The choice of the poor: looking for them with the “bell” and not just waiting; a school, but not only, an upside-down school–that is made on the basis of the poor youth’s capacities and not by programs written by adults; the right to being educated as right to realize one’s own dream; they can change and we should be able to see the future in them; the poor ask for: presence, listening, sharing, walking with them, not only doing for them but doing together with them.
– Witnesses of more than teachers. Educating the heart; educators “grow” with the young; having a “friend, brother, father” heart; in educating dive witness to and offer a high standard of human and Christian life; love as the central axis of human and spiritual life.
– “The relationship”, “Relationships” as the context of education. To educate is to live in a horizon of reciprocity; inhabit what is human in all its dimensions; relationship as content and method for a human and Christian growth.
– Some characteristics of the “Josephan/Murialdine educational style”: presence as a friend, brother, and father; agent of hope and confidence; he knows how to engage, share, and invites to service; creates a family atmosphere; looks for and founds collaboration; he shows: familiarity, kindness and firmness, sweetness and mercy, he does good… and does it well, etc.
– Remaining into the ordinary life: school, work, family life, extraordinary in the ordinary.

3. The clarity of the goal
– Proclaiming Jesus: among the many questions and the many needs, one emerges: to meet the Lord; people ask that we speak of God; to bring young people to Jesus.
– Growing in humanity: a process of the educator and the young; it helps them discover their own vocation in the world and in the church.
– Young at the centre: to help them discover their own dignity as a man and as a child of God; being a gift for others.

4. Within the context of the Church
– Education and evangelisation go hand in hand. Education is a privileged place of evangelization and exercise of prophecy. Educating offers meaning and indicates the truth on the human.
– Catechesis and prayer: they are resources of educating; prayer we for them, they for us.
– The educator is like a missionary who is based on a theology of the journey, listening, dialogue, history, sharing, mission, and who is fascinated by the people (the young) he is working with and discovers in them the signs of the Spirit.

5. Within the cultural and media context
– The challenges of the media: not just things to be used but a style of relationship, communication, and ultimately of “being”; from challenge to resource; the media are a clue to figure out how the boy learns, what he chooses, how he commits himself and how he is drawn, what he puts in his mind and his heart, what “others” put into him.
– TV, Internet, video games, etc.: picture and sound, more than words; reason and emotion; freedom among the possible and many choices; which questions on how to educate?
– Internationality and interculturality: the wealth of difference; identity open to others; seeing us from the point of view of the world and not seeing the world from our point of view; overcoming ignorance of cultures and among cultures; dialogue “between, through and beyond” cultures; I am because we are.

6. For further deepening or some suggestions for the next themes
– Collaboration between different institutions: school, family, parish, oratory…, which dialogue among them?
– A community that educates a community: not only the relationship between individuals “educator-boy” and not even between the educational community and the individual boy, but also between communities of educators and communities of boys; God educates a people not individuals, and when he chooses individuals, it is because they will be educators of a people.
– The Family of St L. Murialdo: lay and religious people together for a single purpose; the exchange of gifts and mutual aid in ever deeper understanding of the charism of Murialdo both in the spiritual and educational side.
– Education as proposal and denunciation: do not stay in our small vegetable garden that can also be beautiful, but be open to social problems, law-making, politics and Church life.
– Education and the Christian life: prayer, sacraments, Christian morals, the Church community, responsibility in the Church, etc., how they do challenge us? How they are the contents of our educating?

P. Tullio Locatelli

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