Education

Introduction

“Since ‘time is greater than space’, I would make it clear that not all discussions of doctrinal, moral or pastoral issues need to be settled by interventions of the magisterium. Unity of teaching and practice is certainly necessary in the Church, but this does not preclude various ways of interpreting some aspects of that teaching or drawing certain consequences from it… Each country or region, moreover, can seek solutions better suited to its culture and sensitive to its traditions and local needs. For ‘cultures are in fact quite diverse and every general principle […] needs to be inculturated, if it is to be respected and applied’.”¹

In 1996, UNESCO released the Delors Report “Learning: The Treasure Within” prepared by a commission of experts from various countries (educators, sociologists, political scientists, among others) led by Jacques Delors, which stated that students should learn to be, to do, to know, and to live together; and that education was a necessary utopia and an expression of love for children and adolescents, for whom the path to building a better future should be paved; We in the education sector felt inspired; we believed that a new era was dawning, in which all stakeholders—educational institutions, governments, international organizations, students, and teachers—would join forces to transform education into a driving force for human and social development.