Educational co-responsibility for the quality and dignity of life

Steps taken and difficulties encountered

32.  The provinces bring out that the co-responsibility lived among ourselves and with the laity, when supported by listening and the sharing of God’s Word, renders easier the confrontation-and the consequent life commitment-on themes regarding faith, the charism and the mission.  It allows for experiencing the richness of reciprocity and for living with greater determination the commitment for justice.  It makes for the convergence of different contributions toward the developing of educational projects, for the development of economic solidarity and t for the consequent actions to bring it about.

On the part of the FMA community there is noted, in general, the attention toward appreciating the contribution of the laity, the effort to create spaces of leadership for them that leads to a healthy autonomy and the sense of belonging.  However, there is the emergence of some difficulties that create obstacles to co-responsibility: weak  educational collaboration between FMA and laity, insufficient decentralization of roles that does not allow for the sharing of responsibility, multiplication of initiatives without taking resources into account, attributing roles to persons who do not have adequate capacity, a distribution of tasks that is not always equitable.  We note that the urgent deadlines of work do not allow for the maintaining of the primacy of the being over doing, of dedicating time to listening, to caring for and assuring an efficacious educational presence among the young people.

With reference to the structures, it was brought out that there is lack of flexibility, a way of restructuring that is not always shared and the problem, even on the economic level, of maintaining large works.

Sectors of co-responsibility

33.  Co-responsibility in the educating communities has the goal of promoting of the quality and dignity of life.  The methods that emerged for reaching the goals indicated can also be synthesized around a few nuclei.

Education to faith

34.  * To help the young people to discover the plan of God and to assume it as a gift and as mission.

In the line of the Preventive System, the young people are educated to inner life and prayer, to the appreciation of leisure time, to the sense of beauty and of celebration.  They are formed to join faith-culture-life so as to become yeastand agents of evangelization in the Church, family, politics, the economy and culture.

Some provinces commit themselves in the sector of family ministry through projects of education to the faith of the parents in view of an appropriate accompaniment of the children and the preparation of young engaged couples for marriage.  Others offer support and pastoral help to the families of rural zones.

Socio-political education

35.  *To educate the young people to self awareness, autonomy, social

responsibility and to active commitment for others through volunteer experiences.

There emerges a particular attention in regard to formation to democracy, that give first place to active participation, information, the critical use of mass media and other means of communication.

Educating to peace

     36.  *To favor attitudes of reconciliation and of pardon, the exercise of patience

and the capacity of facing and resolving conflicts in a positive way.

 Among the means indicated we find formation to the respect of the person, culture and religions, to the protection of the environment, to justice, to the defense of human rights, especially those of the woman, of children and of minors.