By Fr Soroj Mullick, SDB –
The existing Catholic Education Policy “advocates the equally essential social and societal transformation, as a major goal and mission of our education. Being Christian is essentially an invitation to become a person of faith, hope and love. It is a summons to form communities of solidarity, and of justice and equality, at the service of all people, especially the poor and the marginalized.” It is committed to “a new society built on justice, peace, love and harmony: a civilization of love”.
A key focus is “to contribute actively to the betterment of India and its people, by sharing in nation building. Developing micro models of communities of solidarity across the many borders that presently divide us- like caste and creed and culture.”
These above mentioned objectives cannot come without safeguarding the rights given to each especially to the minorities by the Indian constitution. There cannot be peace, harmony and love without justice and rights.
Christian education mostly takes place within the Church community which has made educational investment both in financial and human terms. Some of these educational institutions are recognized by and subject to the state, and are influenced by the sociological, philosophical and psychological theories that have shifted the nature and practice of education.
Taken together, they could be contrasted with the ancient Indian educational system. Often these institutions are subject to social and political pressures. In reality, education serves some national and social purpose and is shaped by the culture where it occurs, though it seeks to free itself from the immediate cultural impact. Today it tries to be an autonomous field of thought and action, yet is not a single academic discipline, rather a practical theory drawing on several other disciplines. All these factors will have influence on Christian education.
Education understood as initiation into the fields of knowledge constitutes in the transmission of abilities and experience. Here, handing on a cultural heritage does not enter, instead aims to develop a well-informed, thoughtful and self-reliant person. Whereas, Christian education would aim at handing over the faith in its cultural context, or teaching to be loyal to traditions, while promoting critical reflection in pupils. Since the ultimate end of Christian education is to promote “free adherence to God in faith”, any move to indoctrinate with blind acceptance of a tradition is to be refuted.
Personal autonomy, being a major influence in education, helps the educand discover things for themselves. Therefore, the educator enters in dialogue with the educand on the concrete experience, respecting his/her integrity and personal autonomy. This is a process of coscientisation of the socio-cultural realities which shape his/her life that helps in transforming the oppressive structures.
The right to education act of India would ensure such autonomy and integrity. Though one is helped to develop his/her personal critique in reference to acquired knowledge and sensitivity that go beyond the logical analysis of reality, this will call for an activity and discovery methods in education with ‘critical openness’, proposed by developmental psychologists (Piaget) in keeping with the Christian education.
In this context, the practice of religion by minority Christians, “consists before all else in those internal, voluntary and free acts whereby man sets the course of his life directly towards God” (Declaration on Religious Freedom, 3). While Christian education encourages in developing autonomy, it recognizes the unavoidable inter-dependence too.
To preserve human dignity within personal and social life, autonomy with a fair degree of self-control beyond the pressures of the media and peer-groups is essential. The Right to Education Act therefore, helps to seek in understanding all truth which certainly requires a critical faculty gained through knowledge and insight.
To be continued…
Fr. Soroj Mullick, SDB is a Salesian priest from the Kolkata Province. He has a Licentiate in Catechetics and a Doctorate (Christian Education) from UPS, Italy. He has number of years of teaching experience in college and in the formation of future priests. Besides, he has written number of research papers and articles, and has 25 years of Ministry in India and abroad as Educator, Formator, Retreat Preacher, Editor and engaged in School, Parish Catechetical & Youth Ministry. He is now an assistant priest in Bandel Basilica, rendering pastoral and catechetical ministry to the parishioners and to the pilgrims. He can be contacted at [email protected].