The origins of the Marist educational tradition: vision, mission and educational principles of the founder and his disciples (60h)

This subject covers the following content: Marcellin and his brothers: Charisma, the presence of Mary, a way of living that invites you to share the spirituality and mission as an existential experience. Chronology until 1840. Mission, community and spirituality.

Professor

André Lanfrey, PhD., fms

Curriculum

Marist brother. PhD in History. The subject of his thesis was Catholics and Schools from 1902 to 1914, in which he analyses the transition of the congressionalist school to the Catholic school in France, published by Editions du Cerf. He is currently teaching trainee professors at the Educational Centre of the Oratory in Caluire (France). President of the Marist Heritage Commission. Published Marcellin Champagnat & Les Frères Maristes. Instituteurs congregationistes au XIXe siècle; Marcelin Champagnat et les premiers Frères Maristes 1789-1840 and several articles on the Marist heritage in Marist Journals.

The Marist educational tradition and its historical development: vision, mission and principles of education 1840-1993 (60h)

In this subject, Brother Juan Jesus Moral Barrio presents the vitality of the Marist educational paradigm, since the time of Marcellin Champagnat’s death untill presente day.

This subject covers the following content:

The Marist tradition: educational principles; the community of educators and students, the objective that bases on the phrase “good Christians and virtuous citizens”. Chronological criteria: 1840-1993. Mission, community and spirituality. Indicated complementary reading material is the document Water from the Rock that represents a significant advancement in the religious/spiritual Marist life.

Professor

Juan Jesus Moral Barrio, PhD., fms

Curriculum

Marist brother (1952). PhD in Philosophy and Language, Madrid (1979). Continuing education courses: Whole language (Catholic Faculty. Lyon 1975), Applied psychology (University of Barcelona 1963), Mathematical logic (FERE, 1979), Informatics (University of Barcelona, 1985), French language (Brussels, 1992), Scientific investigation (Complutense, 1995-1997), Marist heritage (Rome, 1984). He developed the following theses: The Marist education of Guide des Écoles (Danilo Farneda, PUFS, Rome), The importance of presence in Marist education (AMEstaún, UMA of Mexico), Marc cultural per al Diàleg inter religiós a la Balaguer medieval (F. Barbosa, IREL).
Publications: Ethics in the philosophical thought of Quevedo, Universidade Complutense of Madrid 1981. The Instant in Kierkegaard, University of Barcelona 1964. The Marist educator: identity and educational style, Edelvives1983. The Marist educator in the vision of the society of the future., Edelvives 1988. The Marist educator in the vision of men that will graduate in 100 years, Edelvives1988.

Vitality of the education model and construction of a new reality. (60h)

Brother Michael Green states that the basis of Marist education does not essentially originate in an educational philosophy or educational theory, but rather in the spirituality shared and experienced by a community. Initially founded by the Marist brothers, “Marist education” was subsequently created and currently includes a large number of laypersons.

This subject covers the following content:

The vitality of the Marist model and its capacity to build a new reality. Last General Chapters and recently published documents. Mission, community and spirituality.

Professor

Michael Green, PhD., fms

Curriculum

BA, Grad. Dip. Rel. Ed., M. Curr. St. (with honours), PhD in Education, M.A.C.E.L.
National director of the Marist schools of Australia

The human-Christian paradigm: perspectives and challenges of the Church (60h)

Humankind is undergoing a transition that is full of potential for all of society. This situation creates new perspectives and challenges for the education of laypersons, religious persons, priests and bishops, whose presence is to be the witnesses of faith and life.

This subject covers the following content:

Education based on the human-Christian paradigm, leading to projects of life that integrate faith and science from solid knowledge and values of evangelical inspiration, conviction and commitment with personal service to the underprivileged, in addition to the perspectives and challenges presented by the Church.

Professor

Ricardo Tescarolo, PhD.

Curriculum

PhD in Education from the University of São Paulo - USP (2003), master´s degree in Education from the Pontifical Catholic University of São Paulo - PUCSP (1993), degree in Language – Portuguese/English (teaching degree) and Pedagogy (bachelor’s degree and teaching degree). Post-doctorate traineeship at Fordham University, USA (2011-2012). Professor of the graduate course (master´s and doctorate degree) in Education at the Pontifical Catholic University of Paraná, where he is also the Community Prorector (2006-2012). He enrolled in the line of research "Educational Theory and Practice" and is member of the research group "Emerging Educational Paradigms in the Education of Professors". He coordinate the research project "The Formation of Professors in the Context of Metamorphosis of Contemporary Civilization". Other scientific interests: pedagogy of equilibrium; epistemology of pedagogy; curricula as the practice of time-space significance; emerging matrixes of educational thought; school as a complex social system; teacher´s training in the context of metamorphosis of contemporary civilization.

Perspectives and challenges of society in the 21st century (60h)

Each generation raises the challenge of helping its members to fully develop. With this purpose in mind, the Marist educational project, which started 200 years ago, sought, through solidarity, to respond to this challenge by proposing alternatives to the social issue.

 

This discipline presents a moment of reflection that can help to clarify your queries as educators or as an educational institution, and to extend the debate on the act of educating in a globalized and universal world.

 

This subject covers the following content:

To educate according to the conditions of the 21st century: The role of the professor in the Christian life of students, reflection on the changes that must be made in the education of youths, pastoral staff, reflection on the universal Declaration of the Rights of the Child and its applicability, the challenges of teachers and the educational vision for the 21st century.

Professor

Toni Torrelles, PhD., fms

Curriculum

Marist brother (1974)
Teaching degree in Basic General Education (Cardinal Cisneros University School - Alcalá de Henares, 1979)
Teaching degree in Theological Anthropology (Teresianum - Rome, 1984)
Degree in Social Communication (San Paolo – Rome, 1985)
Degree in Participative Pastoral (Casa de la Juventud – Remará, 1996)
PhD in Systematic Theology with thesis: Juvenile Marist Pastoral Staff 1975-2000 (Facultat de Teologia da Catalunya - Barcelona 2005)
Distance Learning Theology Professor (ISCREB – Barcelona 2005-2011) Theological Anthropology and Ecclesiology.
Classroom courses of Homiletics (ISCREB – Barcelona, 2005-2011)
Responsible for the Educational Pastoral (FECC Fundació de l’Escola Cristiana da Catalunya, 2006-2011)
Coordinator of the Participative Educational Pastoral course (FECC, 4 sessions: 2007-2011)
Since 2011, Pastoral team animator at the Saint Laurent educational centre (Lagny-sur-Marne - France)

Vocation of the Marist educator (60h)

In this discipline, Brother Sean Sammon addresses the vocation of the Marist educator, outlining a historical panorama that includes the following characteristics: life, ministry in the Church, acknowledging the discipleship of Jesus, Mary, in the educational activity. Mission, community, spirituality, brothers and laypersons.

Professor

Sean Sammon, PhD., fms

Curriculum

Brother Sean Sammon, FMS, was born in the city of New York on November 26, 1947. He went to Saint Agnes High School and then attended the Marist Prep in Cold Spring-on-Hudson, New York. He entered the Saint Joseph Novitiate in Tyngsboro, Massachusetts, in September, 1965 and took his first vows in August 1967. He graduated with a bachelor´s degree at the Marist College of Poughkeepsie in 1970 and obtained his master´s degree in Psychology at the Graduate Faculty of the New School for Social Research on May 1973. During this period, he was member of the faculty at Saint Agnes High School of New York, until June 1974

Brother Sean continued his studies in psychology at the University of Fordham in New York, where he obtained his doctoral degree in Clinical Psychology in May 1982. He completed an internship in this field at the Institute for Living in Hartford, Connecticut, and started working in the personal psychology department of the House of Affirmation in Whitinsville, Massachusetts, in July, 1978. In 1981, he was appointed Director of Education of the House of Affirmation and International Clinical Director a year later.

In June, 1987, he was elected Provincial of the Marist province of Poughkeepsie, and a year later was elected President of the Conference of Major Superiors of the men´s religious congregations of the United States of America. In October, 1993, he was elected general Vicar of the Marist Brothers and, in September 2001, general Superior, a seat he occupied until October 2009. He currently resides in North Road at the New York school of the Marist province of Poughkeepsie.

He has authored more than ten books and several articles in which he examines the relationship between faith and social sciences; he lectures in the USA and overseas on topics related to the renewal of religious life and human and spiritual development.

Ethics (15h)

The aim of this subject is to show that any action emerges from a person within a context, and that the meaning is to emerge from the meaning of life; the path to follow will depend on the manner in which it was realized. In this perspective, ethics must not be understood as an arrow pointing to the roads, but rather as a rope that connects different elements: what we are and what we do, our vision of the world and our practice in the world.

Professor

Mario Antonio Sanches, PhD

Curriculum

Post-doctorate degree in Bioethics (2011) from the Pontifical University of Comillas (Madrid), with a CAPES scholarship/Carolina Foundation. PhD in Theology. Professor at the Pontifical Catholic University of Paraná - PUCPR (Curitiba, Paraná, Brazil), where he coordinated the Graduate Programme in Bioethics.

Methodology of Scientific Research

The aim of this subject is to help students organize and prepare monographs that will be presented at the end of the course. It is therefore important to clarify concepts to conduct the scientific investigation and write the text according to the specifications required by the University.

This subject covers the following content:

Research as a factor of knowledge production and its development in the academic environment.

Professor

Adalgisa de Oliveira, PhD

Curriculum

PhD in Human Sciences, Federal University of Santa Catarina - UFSC (2013), with emphasis on education, line of investigation Human Condition: modernity and globalization; Master´s degree in Education, Art and Culture of History, Mackenzie University (2005), expert on Secondary School Knowledge and Learning Management; degree in Portuguese/English Language by Universidade Centro de Ensino Unificado de Brasília (1994), degree in Pedagogy by Universidade do Sul de Santa Catarina - UNISUL; Bachelor’s degree in Theology/Missionary Catechism by Pontifícia Università Urbaniana (Rome, 1988). Served as educational consultant in the Brazilian Association of Education and Culture -ABEC. Served as Director of Internal Relations at the Pontifical Catholic University of Paraná - PUCPR. Professor at the School of Communication and Arts of the PUCPR. Researcher in the fields of Education, Culture and Communication Media.