Offering a lesson

“Areas strongly marked by pluralism” but “with a very clear identity”, and in “full respect of individuals and their freedoms” prompt “our youth” to learn “its appropriate implementation”: these, for Msgr. Vincent Nicholas, President of the Catechesis, School and University Commission of the Council of European Bishops’ Conferences (CCEE), are some of the features characterizing Catholic schools in the Old Continent, which in their relative Countries are called to face challenges pertaining to “politics, ecclesiology, finance and identity”. In a speech delivered at the European Conference of Catholic Schools, held a few days ago in Rome under the auspices of the CCEE and of the European Committee for Catholic Education (CEEC) regarding “Catholic schools in Europe’s public arena”, attended by CCEE bishops in charge of pastoral care in education, and by CEEC experts, Msgr. Nicholas pointed out that in contemporary society “Catholic schools are struggling to preserve their commitment in favour of the fundamental truth of Christ”, along with the “fundamental unit of teaching”. However, they represent “the fruitful soil of solidarity”. “I believe – he added – that the schools that mostly express the mission of the Church in contemporary Europe, can offer a lesson to the rest of the Church”.The formation of citizens. For Msg.Nichols these schools play a “key role in the mission of the Church”, they provide support to “parents in their children’s education”, they are “at the service of the local Church” and of “social wellbeing”. As relates to this last point, the President of the CCEE Education Commission remarked, “Catholic schools help pupils develop religious sensitivity, fundamental principles, and ethical values”. Furthermore, they teach, “to appreciate the values of others, a crucial factor of social cohesion”. According to the prelate, Catholic schools are called to meet four different challenges. Above all, “the creation of an authentic community based on the diversity of its members” supported by “learning focused on the correct use of freedom, along with self-expression and self-motivation, is a key-factor in the learning process”. Another commitment is “to spread the truth of Christ” as part of “integral knowledge” and lastly, education to solidarity.Interethnic and interreligious. An example of cultural and intercultural contribution, testifying to the universal connotation of Catholic schools and the relevance of interreligious dialogue, was conveyed by Msgr. Pero Sudar, auxiliary bishop of Sarajevo: “A young Muslim, whose parents and relatives were exterminated by Christians in Srebrenica, chose our school among the many public schools in Tuzla and became the best student”. This is especially significant in a context whereby the Muslims in Srebrenica have been told that 7 thousand of them were killed by Christians in just a few days, and only because they were Muslim”. It’s equally significant that “parents who have not been baptised and are agnostic, of mixed ethnicity, decide to baptize their children after studying many years in our school”.A contribution to the European project. The Catholic Church intends to contribute to the project of a new Europe. Catholic schools play a major role in the project’s implementation “since they provide integral learning for the common good of society and a positive view of humanity”, as stated in the Congress’ final declaration. “Catholic schools ought to be conscious of the opportunities provided by sound laity in Europe” where “all members of society can avails themselves of a public arena where they can testify their faith in God and in common values”. This is why participants voiced their belief that one of the priorities is “the quality of education offered by Catholic schools that are inspired by faith”. It is thus important to “develop teachers’ spirituality”. Catholic education “ought to be clearly identified as part of the ‘society of knowledge’ while “the Catholic understanding of knowledge and faith promotes the unity of truth that is being annihilated by excessive expertise and positivism”. According to a survey carried out from January 2005 to November 2007 on Catholic religious education in the Old Continent, presented during the meeting, Catholic teaching is carried out in all Countries except for Belarus, Bulgaria and France (-but only in Alsace and Moselle), while Catholic schools are present throughout Europe except for Belarus, Bulgaria, Finland and Iceland.