Chapter, Paragraph, Part
1 Int | become acquainted with the past and discover the present
2 Int | activities of preserving the past, of educating the human
3 Int | understand the importance of its past, nourish a sense of belonging
4 1, 2 | example, the memory of the past is nourished by conserving
5 1, 2 | through the oral tradition of past events because often for
6 1, 2 | Christian communities, living in past epochs, have wanted to hand
7 1, 2 | consideration of the works of the past in reference to cultural
8 1, 2 | eventual use of works of the past in a pastoral dimension (
9 2, 1,2 | develop a plan for knowing the past in order to lead to the
10 2, 2,2 | the witness of faith of past generations through visible
11 2, 2,2 | even insignificant works, past epochs, while showing, through
12 3, 1,6 | the connection between the past and the present. This deeper
13 4, 2,2 | presenting the memories of the past, it demonstrates the historical
14 4, 2,3 | Christian community of the past. Museum education must then
15 4, 2,3 | ecclesiastical museum can then unite past and present in the ecclesial
16 4, 3 | the continuity between the past and the present, the ecclesiastical
17 4, 3 | artists and simple craftsmen, past traditions and current customs.
18 5, 1,1 | presentation of works of the past and the promotion of new
19 5, 1,2 | assets. The Church in the past has been in many cases an
20 5, 1,2 | spirituality. The witness of the past preserved in ecclesiastical
21 5, 2,4 | the relationship between past and present. The following,
22 6 | cultivate the memory of the past and to express in the present
23 6 | on what took place in the past; ~- it is therefore necessary
24 6 | person today understands the past he will be able to look
25 6 | imprint of artists of the past. Innumerable marvels will
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