2. LIVING IN THE CHANGE
Siamo chiamati al rinnovamento di atteggiamenti e di mentalità. I luoghi e gli strumenti formativi vanno ripensati con queste attenzioni. La cura dei processi, il dialogo, la condivisione delle buone pratiche, l’attenzione alle dinamiche comunicative e alla corresponsabilità ci aiutano a cambiare.
We are called to renewal of attitudes and mentalities. Places and training tools need to be rethought with attention. The cure of processes, the dialogue, the sharing of good practices, attention to the dynamics of communication and co-responsibility help us to change.
To live the change
The text above is point number 2 of the final synthesis and we could call it like this: Living in the change. To renew attitudes and mentality is certainly not an easy task and it is not the work of a single day, but it seems essential and not to be postponed. We do not live only in an age of change, but we live in the change of an era , indicating with this statement that we are experiencing a total global change, affecting all aspects of our lives. An educator who today has the task of educating people for tomorrow’s society and the Church, needs to grasp some fundamental aspects of the change, not to risk an educational activity disembodied, alien to the reality of children and young people. People, places, instruments, i.e. the fundamental elements that enter in the education service are deeply affected by the change.
Allow me to point out two considerations.
Change is not good in itself, that is, just because something changes, it should be measured on the means demanded in putting it in place and on the purpose it wants to pursue. From here it follows a work of discernment that is never finished, attention to the aim and the methods, which puts the teacher in front of questions, like: What will this change produce in myself and in others? Am I able to carry out this change in all its educational outcome? A second focus is to distinguish between superficial change and more substantial change; that is, not all changes are equal, have the same value. The summary calls into question “the attitudes and mentality,” as primary places of change, touching the inner person, from which then the consequent actions arise. The same text under consideration here provides some guidance on “how to” implement the renewal.
Attention to the processes
With this phrase the first indication is provided on how to live the renewal. To educate is to put in place a number of processes that have the sole purpose of personal growth. They need to be “cured”, i.e. designed, evaluated, implemented in the best possible conditions, improved if not suitable, abandoned if harmful. A rigid approach and linked to “it has always been done so” should be avoided, as well as sloppiness and shallowness.
How many times we have said, heard, written, that today education is in communion, in the sharing of projects and their implementations. The educator is called to hold a comprehensive dialogue:woe to withdraw into securities that can be only disease resistance compared to the world around us. The dialogue between educators is also important for growing together in exchanging opinions, visions, their own inner world in the face of the educational service. So the dialogue between educator and young-guy: an open, sincere communication, in which we are both disciples and teachers at the same time.
Sharing of good practices
It would be nice in our meetings, besides talking about programming and the appropriate cultural reflection, to share the best practices, that is our experience, to get used to the exchange and to a shared evaluation. The theory is important to, but a nice experience is theory and practice together. To acknowledge that it is possible to implement new educational processes is a source of trust and hope. A particular experience cannot be repeated in other contexts, but it can be a source of inspiration and a suggestion to renew what is being done.
Attention to educational dynamics
To educate is entering into a relationship and it is established by the dynamics that are always controlled and raising awareness . Dynamics that occur among teachers, between teachers and children, including the children themselves. They are put into place according to a precise plan, but also occur in being together, in more or less protracted sharing time and space. Sometimes they are easily visible, understandable, and sometimes they are difficult to highlight but they affect people, perhaps limiting their freedom and spontaneity. Not all educational-relational dynamics are positive, it’s up to the educator to implement the dynamics that are a condition of good, open, sincere relations, maturing the persons.
We are increasingly convinced that education is a service that involves multiple agencies: church, family, school, educational team, kids, youth, etc. Educating today has as one of its fundamental prerogatives to educate to communion through communion experiences. Co-responsibility implies to show that there is communion in thinking, deciding, in assessing; ultimately in growing and in making grow.
Starting from the heart
The education of the heart is not just about the kids, but primarily about the teachers, because education is a heart that speaks to another heart (St. Augustine). As if to say that new attitudes and mentalities may come about only thanks to a new, renovated heart, open to the breath of the Spirit.
A. How and when can encounters of permanent formation be organized throughout the year?
B. What are the elements indicating that you live a true co-responsibility?
C. What are the “Good Practices” that you can share in your educational team and also with other teams?
D. How to build over time a synergy among educational team, family, school, parish, district, etc. ?