"We have learned and are learning still the real meaning of our vocation…"
     I.E.C. RSCJ Working Paper, 1988

"Our vocation asks that our work be one of liberation, creation, justice, peace, love, compassion for and with a world of sisters and brothers. That it be education known by its signs of self-determination, taking one’s life in one’s hands, forming those who will in turn form others, changing, and seeking to be changed."
     I.E.C. RSCJ Working Paper, 1988

Wherever we are we commit ourselves as educators to a broad critical vision of the world enlighteded by faith, intellectual discipline, directing our energies and our choices to actions, to a way to be, a way to bring something new into being, to nourish life."
     I.E.C. RSCJ Working Paper, 1988

A common vision is being shaped which calls us to search out as never before the deepest meaning of the calls we hear worldwide, regardless of continent or culture or history, to attend to the growth of persons, and to take concrete steps to live the vision, even as it is in the process of being born.
     I.E.C. RSCJ Working Paper, 1988

The God in whom we profess belief is a God who engages us in making all things new. If there is to be a new heaven and a new earth, they will be the work of those who accept the gift to be co-creators of life and energy, of new connections and new configurations.
     I.E.C. RSCJ Working Paper, 1988

Whatever we are doing, wherever we are, we try to be rooted in faith in God’s love for the world and for the whole human family.
     I.E.C. RSCJ Working Paper, 1988

History confirms that there is no movement committed to change that does not recognize the importance of education and seek to control it. Thus, society in general is itself inevitably educative; institutions formalize and strengthen particular values. There is no such thing as a neutral or value-free education. The process of education either legitimizes the existing socio-economic system or seeks to transform it in the light of different values and beliefs. In the end, education is a profoundly political activity which seeks to influence the way people live their lives in society.
     I.E.C. RSCJ Working Paper, 1988

Given our bias towards formation of leaders, of "mulitpliers" for the future, we need to ask: where will we find them? To what will they lead?
     I.E.C. RSCJ Working Paper, 1988

We are challenged to adapt the content and the processes of education, wherever we are, to confront the forces of brokenness with the commitment to unity. More than ever we need to be vulnerable to the concrete demands of god’s call, which comes to us in loud cries and soft whispers.
     I.E.C. RSCJ Working Paper, 1988

It is clear, today, that for all RSCJ our service in the Church is a service of education. One way to carry out this service is in an institution for the formation of youth through teaching. This service of education in institutions includes instruction, but emphasizes the formation of the whole person, formation for social and collective life, accompaniment of the faith, with a definite goal: education for justice in faith.
     I.E.C. RSCJ Working Paper, 1988

Problems and difficulties of various kinds arise everywhere in institutions. This should not discourage us. On the contrary, this can become, as we see in many provinces, a stimulant to greater creativity, towards a new development of our apostolic action.
     I.E.C. RSCJ Working Paper, 1988

The institutions we hope for today are made up of bonds of relationships between groups of various kinds which have a common value system, and policies which allow the promotion of these values. Such institutions interact with the world at large, and are able to be called into question, from within or without, in view of changes in the reality which they are to serve. Members are expected to take real responsibility, and to be creative.
     I.E.C. RSCJ Working Paper, 1988

We live in a world where the poor become poorer and the rich richer. In certain institutions of learning or universities, we are dealing with the privileged class, those privileged through wealth or through learning, or through power. How can we help these’privileged’ young people to understand, in ways appropriate to their age, the underlying reasons for situations of advantage-disadvantage? How much are we willing to risk in this kind of analysis?
- How can we build bridges between these two juxtaposed worlds, which are so different, recognizing that there is truth on both sides?
- How can we develop a specific pedagogy so that the social classes which are more favored will commit themselves to the cause and interests of the poor, instead of remaining closed in their privileges?
     I.E.C. RSCJ Working Paper, 1988

It is the forming and organization of relationships that leads to the growth of persons and communities.
     I.E.C. RSCJ Working Paper, 1988

The different words used to describe the relationships one enters into as educator, imply different attitudes and activities:
- guiding and animating, which suggest a helping, supportive being with as well as the action of stimulating and promoting growth;
- giving and receiving, which suggest a mutuality, a partnership and dialogue as well as an action of searching with, striving together, collaborating in building each other and community;
- a catalytic presence, hidden and unobtrusive, that suggests an attitude of appreciation and calls for the assuming of the values and life-style of the other, as well as entering into their dreams and plans of self-realization and progress.
     I.E.C. RSCJ Working Paper, 1988

"Education happens when a person at any age gets involved in developing her or his potential to be more fully human and to contribute to the growth and transformation of the human community. This implies, for us, developing the appreciation of the value of the human person as created, loved, and redeemed by god."
RSCJ of Ireland/Scotland Province,
     I.E.C. RSCJ Working Paper, 1988

"Education is a profoundly communal project not only because it takes place in relationships, but also because it is pursued with a view to building a better human community where the Reign of God is realized."
RSCJ of Korea,
     I.E.C. RSCJ Working Paper, 1988

" … the one educated affirms the dignity of standing upright; taking one’s destiny in hand with a critical spirit; concerned more with responsibilities than rights; sure that there is no real faith without action … Thus one will find the presence of God in his or her life and in creation." RSCJ of Zaire, 1988
     I.E.C. RSCJ Working Paper, 1988