An education to counter the culture of death = L’éducation luttant contre la culture de la mort = L’istruzione per contrastare la cultura della morte
The author discusses the task of education for the lay faithful in their efforts to promote a new culture of life and to challenge the culture of death. Following the lines of argument put forward by Pope John Paul II in the encyclical Evangelium Vitae, the author analyzes the ideological devices us...
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| 520 | |a The author discusses the task of education for the lay faithful in their efforts to promote a new culture of life and to challenge the culture of death. Following the lines of argument put forward by Pope John Paul II in the encyclical Evangelium Vitae, the author analyzes the ideological devices used by politicians and professors to make attacks upon life, such as relativism, realism, an appeal to the majority, and an individualist notion of liberty and rights; these ideologies are criticized for their failure to properly understand human nature and the principles of political society. After clearing away the distortions of the truth about human freedom and life, the author briefly discusses some points put forward in the encyclical to appreciate the positive task of education to build a new culture of life and to mobilize the consciences of fellow citizens to defend life. These tasks include rediscovering a contemplative attitude, appreciating the meaning and value of human sexuality and love, and developing a personalist philosophy for education as a whole. | ||
| 520 | |a L’auteur traite la tâche de l’éducation adressée aux croyants laïques sous l’angle de la propagation de la nouvelle culture de la vie et la lutte contre la culture de la mort. En suivant la manière argumentative présentée par Jean-Paul II dans l’encyclique Evangelium Vitae, l’auteur analyse les mécanismes idéologiques ‒ tels que le relativisme, le réalisme, le recours à la majorité, la compréhension individualiste de la liberté et des droits ‒ qui sont utilisés par les politiciens et les professeurs justifiant leurs opinions. Ces idéologies sont critiquées pour l’erreur consistant dans la compréhension impropre de la nature humaine et des principes gouvernant la communauté politique. Après avoir expliqué les déformations concernant les vérités sur la liberté humaine et la vie, l’auteur décrit brièvement certaines questions présentes dans l’encyclique pour souligner les tâches positives de l’éducation dans la construction de la nouvelle culture de la vie et la formation de la conscience des concitoyens quant à la protection de la vie. À ces tâches appartiennent : la redécouverte de l’attitude contemplative, l’appréciation de l’importance de la valeur de la sexualité humaine et de l’amour, ainsi que le développement de la philosophie personnaliste pour les besoins généraux de l’éducation. | ||
| 520 | |a L’autore tratta il compito dell’istruzione per quanto concerne i fedeli laici ai fini della promozione della nuova cultura della vita e dell’opposizione alla cultura della morte. Seguendo le argomentazioni presentate da Giovanni Paolo II nell’enciclica Evangelium Vitae, l’autore analizza i meccanismi ideologici quali il relativismo, il realismo, il richiamo alla maggioranza, la concezione individualistica della libertà e dei diritti, usati dai politici e dai professori che giustificano le proprie opinioni. Tali ideologie sono criticate per l’errore che consiste nella comprensione inappropriata della natura umana e dei principi che governano la società politica. Dopo aver chiarito i travisamenti che riguardano le verità riguardanti la libertà e la vita umane, l’autore tratta brevemente alcuni punti presentati nell’enciclica per evidenziare i compiti positivi dell’istruzione nell’edificazione della nuova cultura della vita e nella formazione della coscienza dei concittadini circa la difesa della vita. Tra questi compiti rientrano: la riscoperta dello sguardo contemplativo, l’apprezzamento dell’importanza del valore della sessualità e dell’amore umani come pure lo sviluppo della filosofia personalista per le esigenze globali dell’istruzione. | ||
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