An educational process enlightened by faith

130. Our students are at the centre of our concerns in all that touches on school life and organisation. We assist them to acquire learning, competence and values through discovering the world, others, themselves, and God. ⁶

131. We know that students differ in regard to natural giftedness and cultural, family, religious and financial circumstances. We are sensitive to this diversity in our school policies generally, in our pedagogical practices, and in the ways we judge students’ academic progress or behaviour.

132. Following Marcellin, we encourage them always to strive to improve, to give the best of themselves. ⁷ We communicate our belief in their potential for growth and achievement. ⁸ While providing for all, we give special attention to the personal capacity of weak and vulnerable students. We create learning situations where each one can succeed and is affirmed.

133. We determine educational programs, curriculum content, and teaching methods in the light of our mission statement, and of the best educational and pedagogical thinking available to us. We seek to meet the aspirations of students and their parents in regard to subject choices, career possibilities, and qualifications. Through external consultation, we seek to ensure that the education we offer is socially and culturally relevant in the long term.

134. We employ teaching methods which favour active over mechanical learning. We encourage students’ self-expression through cultural, literary, artistic, scientific, technical, and business projects. Where possible, we provide opportunities for work experience in the wider community.

135. Through fostering such participation and creativity in the learning process, we assist students to gain in self-confidence. We try not only to develop their knowledge and competence, but to lead them to learn how to work and research together, how to communicate effectively with others, and to accept responsibility in projects.

136. In our general teaching, we help our students to develop their critical judgement of values implicit in material they are studying. We lead them to appreciate the spiritual aspirations of humanity, and the manner in which these have been expressed in the course of history in all cultural contexts. ⁹

137. Consistent with our ideal of providing a truly holistic education, we include environmental awareness as well as physical and health education in our students’ learning experiences. We encourage sports activities to develop their skills and physical co-ordination, as well as to enhance character formation, teamwork, recognition of personal limits, coping with failure, and the desire to succeed.

138. We give special emphasis to educating our students in modern means of communication such as the print media, television, films, and information technology. We develop their ability not only to participate fully in modern society, but also to see the ways in which they are being influenced for good and ill by such media. ¹⁰

139. We are enterprising in the provision of facilities and resources as demanded by the pace of economic, technological, scientific and social change. In making such improvements, we are prudent in our financial outlay and in the contribution we ask from the families of students so as not to exclude those of poorer circumstances.

140. Our schools are open to students irrespective of their religious belief, as long as their families accept our approach to education. Respectful of their personal freedom, we provide a moral and spiritual formation for all. We challenge them to give meaning to their lives and to commit themselves to respect the integrity of creation and to live justly. ¹¹

141. In all of our schools we establish structures of pastoral care and guidance programmes. Through these, we come to know our students better, provide individual attention to each of them, and promote their personal development and social skills. For those students who have particular problems, we provide access to counsellors and to the services of other professionals.

142. Whenever correction is required, we respect the young person’s dignity. We reject corporal punishment and the use of humiliation or any excessive severity. ¹² Instead, we appeal to the student’s sense of personal and collective responsibility. ¹³

143. Our Marist tradition in relation to discipline emphasises creating an encouraging and friendly environment of calm and order in which students can study well, and preventing problems before they occur. Our school regulations should clearly reflect our commitment to the "Gospel spirit of freedom and charity". ¹⁴