La Croix: What motivated the launch of this online course on Christian pedagogies?
Sister Véronique Thiébaut: Our association brings together religious congregations that run schools. Our goal is to support teachers and educators in rediscovering the thoughts and actions of key figures in Christian education so they can better guide students in their learning and adopt a more suitable approach.
We want to help them rediscover the relevance of Christian pedagogies. We examine the initial intuition, the founding charism that was carried by one or more individuals, and how it has evolved over time. We are interested in the spiritual experience that this charism conveys; that is, the unique way of relating to God and expressing faith. Finally, we connect this charism with the historical context and how it responded to the educational needs of its time.
What inspiring figures and pedagogies are featured in the MOOC?
I naturally think of Saint John Bosco. The Italian founder of the Salesians worked with poor children, particularly from working-class backgrounds, offering them an education based on a blend of gentleness and firmness. The congregation of the Brothers of the Christian Schools, founded by Saint John Baptist de La Salle, emphasized fraternity.
The founder of the Religious of the Assumption, Saint Marie-Eugénie Milleret, was struck by the superficiality of young girls’ education. She emphasized harmony between the heart, mind, and action; that is, faith, intelligence, and deeds, which also have a collective dimension. Along with Father Emmanuel d’Alzon, founder of the Assumptionists, she spoke of the “social reign of Christ.” Anne de Xainctonge, founder of the Congregation of Saint Ursula of Dole, used the invention of the bound book to facilitate learning.
How do these pedagogies extend into today’s world?
Each congregation has developed its own unique educational approach. The Ursulines, for example, practice cooperative learning, where students gather around the same table and actively participate in shaping their own education.
We Assumptionist nuns emphasize, among other things, student leadership by creating a national council for middle and high school students, where students are encouraged to be active participants and contribute ideas within their schools. In higher education, this program integrates concerns about climate and ecological urgency into its curriculum.
What are the common principles among these pedagogies?
One key principle is openness to all students, as each one has the ability to be educated and to grow. Another is benevolence, a positive and encouraging attitude toward students, helping them develop their potential. For instance, this can be reflected in how teachers write comments on report cards.
There is also a focus on personalized support, both academically and spiritually, as well as the international dimension of the network. This could mean having Malagasy teachers in one school or facilitating exchanges with an institution in Tanzania. The relationships that form often last over time.
How is the MOOC structured?
The course is divided into four themes: “From service to the poor to a social vision,” “Christian education and anthropology: The foundations of integral education,” “Innovative pedagogies” and “Paths to responsibility and commitment.”
Each module introduces a founding figure and the network they created. Testimonies are provided through experience-sharing and case studies.
Participants are invited to design an educational or pedagogical proposal, which other participants review and comment on. Each module lasts about five weeks to fit into a teacher’s schedule. The entire course requires around twenty hours of personal work.
Discovering Christian Pedagogies
This Discovering Christian Pedagogies course is designed by the Union of Congregational Networks of Catholic Education. Upon registration, it is open to all teachers, educators, and anyone interested in pedagogy. Schools run by religious congregations educate 686,000 students across 1,800 primary and secondary schools, representing 33% of Catholic educational institutions. The network is especially important in regions where Catholic schools play a significant role in education, particularly in parts of Africa, Latin America, and Asia. – La Croix International
