A New Vision for Education Towards Fraternal Humanism

This article considers three fundamental perspectives for Catholic education, all mentioned in the encyclical letter Populorum Progressio of Paul VI, which have also been present in the teachings of successive pontiffs. The first perspective is the need to build a new civilization and the idea that ”the world suffers due to lack of thought.” The second perspective is the idea that ”there is no true humanism but in the opening to the Absolute.” The third perspective is the idea that at the origin of injustice there is a lack of fraternity. The second Vatican Council stated that ”true education should promote the formation of the human person both in view of its ultimate purpose and for the good of different societies.” This invitation of the Council Fathers is still very current and is directed especially to those who have positions of responsibility in the world of education. The article is adapted with minor modifications from an address at the closing session of the OIECWorld Congress held in New York in June 2019. T he title of OIEC’s World Congress, Educatio Si, is inspired by a document of our Congregation. It evokes the encyclical letter Populorum Progressio in which St. Paul VI (1967 ), who visited the United Nations on October 4, 1965, suggested an alternative path for the realization of a new humanity that would avoid falling into the temptations of sterile oppositions between countries and barbaric warfare. The Holy See, in its diplomatic activity at the service of reconciliation, peace and integral development, has ever since been inspired by that message. In the context of growing interdependence, the path of dialogue and subsidiarity is preferable to that of conflict. In the words of Paul VI, 1 Congregation for Catholic Education A New Vision for Education 257 some activities of the Church and the State are, in a way, complementary, and the good of the individual and of the community of the peoples requires an open dialogue and a sincere understanding between the Church on the one hand and the states on the other, to establish, foster and strengthen the relations of mutual understanding, coordination and mutual collaboration and to prevent or to remedy any disagreement, in order to reach the realization of great human hopes, of peace between nations, of internal tranquility and of the progress of each country.1 This approach extends to multilateral diplomacy and international cooperation, as discussed in the documents of the Social Doctrine of the Church, in particular following the Second Vatican Council. Gravissimum Educationis (Paul VI, 1965) emphasizes in its conclusion the need for collaboration of educational entities at the diocesan, national and international levels, including with international organizations. There is a profound convergence between Populorum Pprogressio (Paul VI, 1967), the encyclical Caritas in Veritate of Benedict XVI (2009 ), and the magisterium of Pope Francis. Three fundamental perspectives, all mentioned in the encyclical of Paul VI (1967), have been present in successive pontiffs. The first perspective is the need to build a new civilization and the idea that ”the world suffers due to lack of thought” (no. 85). The second perspective is the idea that ”there is no true humanism but in the opening to the Absolute” (no. 42). The third perspective is the idea that at the origin of injustice there is a lack of fraternity (no. 66). These are the three topics that I would like to explore today. Knowing How To Think In today’s world marked by globalization, we must ask questions about the future of humanity. Long-term planning is necessary, but not simply to promote efficiency. While science, technology and economics may increase the reach of man, they do not necessarily improve his humanity. There is a risk for humanity to be placed in a society governed by algorithms which tend to be guided only by artificial intelligence, with serious and real risks of man simply becoming like a superficial and trivial machine.2 Wemust have the courage to impart to young generations the value of “knowing how to think” to help them become truly free and creative, and avoid the risks of a disintegrating society. Today more than ever, we need people who know how to think correctly so that they can make decisions with prudence, moderation and justice. Immersed as we are in the Areopagus of cultures and in the market of technologies, rethinking education means, above all, promoting the unity of knowledge as an antidote to the fragmentation and the disintegration of the sociocultural landscape. 1 Paolo VI, Motu Proprio Sollicitudo omnium Ecclesiarum, 24 giugno 1969. Proemio. 2 Morin, E. Prefazione, in M. Ceruti. 2018. Il tempo della complessità, Raffaello Cortina Editore, Milano.