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"Wspólnota" i "jedność" w wybranych obszarach życia społecznego – doświadczenie Ruchu Focolari

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Kozubek M. T.

2015

tom 2/36

79-108

Przemiany życia społecznego epoki globalizacyjnej charakteryzuje z jednej strony dynamiczne dążenie do demokracji, którą postrzega się jako system polityczny, umożliwiający aktywne uczestnictwo poszczególnych obywateli i całych społeczeństw w tworzeniu i poszanowaniu dobra wspólnego, a z drugiej – głęboki kryzys antropologiczny, który prowadzi do gwałtownych migracji ludów, co przemienia kulturowo całe społeczeństwa. Wobec takiej rzeczywistości istotnym jawi się pytanie o kierunek wychowania przygotowującego do aktywnego i odpowiedzialnego życia w społeczeństwie. Autorka prezentuje doświadczenie Ruchu Focolari dotyczące jego zaangażowania na rzecz dobra wspólnego w różnych kręgach kulturowych na całym świecie. Kluczowa w tym doświadczeniu jest rola wspólnoty zarówno w działaniu, jak i formowaniu prospołecznych postaw u młodych pokoleń. W wypracowanej w Ruchu, na fundamencie tego doświadczenia, pedagogii jedności, podkreśla się relacyjny i transcendentny wymiar osoby ludzkiej oraz wartość wspólnoty jako środowiska wychowawczego. Promowana przez tę pedagogię oraz działania prospołeczne Ruchu „kultura relacji” wydobywa wychowawczą wartość dialogu, wzajemnego szacunku oraz transcendowania siebie w wysiłku poszukiwania dobra, prawdy i piękna w każdym człowieku. Pedagogia jedności oraz doświadczenie Ruchu mogą stanowić cenne źródło inspiracji także dla polskiej myśli pedagogicznej oraz dla każdego, personalistycznie zorientowanego stylu wychowania.

In the age of globalisation the changes of social life are characterised by a dynamic aspiration for democracy understood as a political system enabling individual citizens and all societies to participate in creating and respecting the common good. On the other hand they are characterised by a deep anthropological crisis. This crisis leads to a rapid people migration. Such migration change culture of the societies involved. Facing these facts we should ask a question about directions of upbringing and education which prepares young generations to live an active and responsible life in society. The author of this article presents experience of the Focolare Movement concerning its involvement in common good in the diverse cultural environments of different parts of the world. The crucial in this experience is the role of community either in forming pro-social attitude or in acting. On the basis of this experience the Movement of has developed a pedagogy of unity which is standing on the ground of relational and transcendental dimension of a human being and of the value of community as an upbringing environment. This pedagogy as well as pro-social activities of the Movement promotes the culture of relationship which underlines pedagogical value of dialogue, mutual respect and transcending ourselves in search to find good, truth and beauty in each human being. Pedagogy of unity as well as the experience of the Movement can be a valuable source of inspiration not only for Polish pedagogy but also for each personalistically oriented style of upbringing.

Costruire l’intercultura in tempi difficili. La proposta pensiero-vita di Chiara Lubich

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Milan G.

tom 1/43

297-310

Il pensiero e l’opera di Chiara Lubich sono molto importanti per l’educazione interculturale: lei ci offre molti contributi teorici e pratici – rinforzati dalla testimonianza vissuta con massima coerenza – per imparare ad essere interculturali come persone, ma anche come gruppi, come specifiche identità collettive e culturali. Tutta la sua esperienza può essere raccontata come esperienza di educazione al dialogo, un dialogo micro-macro che si esplica fin dalla immediata sfida della relazione interpersonale per allargarsi agli ambiti sempre più vasti delle relazioni politiche, interculturali, interreligiose. Questo articolo analizza alcuni aspetti della odierna realtà multiculturale, che sfida il mondo dell’educazione, e – assumendo l’impegnativa prospettiva dell’interculturalità – esamina alcune proposte di Chiara: sono proposte che si fondano sull’idea di persona-dialogo, persona-relazione, persona interculturale. Queste indicazioni di percorso, metodologicamente essenziali nel passaggio dalla realtà-sfida alle finalità indicate dall’interculturalità, sono efficacemente indicate dalla Lubich nel suo fondamentale scritto L’arte di amare, nel quale presenta i segreti per la relazione interpersonale, sociale, interculturale, gli atteggiamenti imprescindibili che si configurano come “amore concreto”. Vengono qui riportati alcuni brani che presentano i fondamentali principi pedagogici di riferimento per Chiara Lubich, tratti dal testo di una relazione intitolata “Uomo-Mondo”(1972), dal discorso a Parigi il 17 dicembre 1996, in occasione del conferimento del Premio UNESCO per l’educazione alla pace, dalla lectio magistralis tenuta a Washington il 10 novembre 2000 (Laurea honoris causa in Pedagogia).

The thought and action of Chiara Lubich are very important for intercultural education. She has given us many theoretical and practical tools – reinforced by the testimony lived with the greatest coherence – to learn to be intercultural as people, but also as groups, as specific collective and cultural identities. Her experience can be told as an experience of education in dialogue, a micro-macro dialogue that unfolds from the immediate challenge of interpersonal relationships to widen to the areas of political, intercultural, interreligious relations. This article analyses some aspects of today's multicultural reality, which challenges the world of education, and – assuming the demanding perspective of interculturality – examines some of Chiara's proposals, which are based on the idea of a person-dialogue, person-relationship and intercultural person. These proposals, methodologically essential in the transition from reality-challenge to the goals indicated by interculturality, are effectively communicated by Lubich in his fundamental book “The Art of Loving”, in which she presents the secrets for interpersonal, social, intercultural relations, the inescapable attitudes that are configured as “concrete love”. Some passages are here quoted that present the pedagogical principles of reference according to Chiara Lubich, taken from the lecture entitled “Uomo-Mondo” (1972), from the lecture held in Paris on December 17, 1996, when she received the UNESCO prize for “Peace Education”, from the lectio magistralis held in Washington on 10th November 2000 (Honorary doctoral Degree in Education from The Catholic University of America).