Nº 13 - November 2016 and Nº 14 - May 2017

The identity and spirituality of Lasallian Partners

Sustaining Spirituality amidst secularization.
A new way for being Church

De La Salle took personal charge of the formation on the deep spiritual sense of the first Brothers-Teachers. He was worried about their identity and their associative commitment in order to respond, without looking back, to the challenges of the school. In order to do that, he left us a testimony his reflection in a book titled the Meditations for the Time of Retreat.

Today, Lasallian are not exclusively Brothers. More than seventy thousand men and women from diverse cultural and religious backgrounds, share a common identity as Lasallians. We remember the call from Vatican II to be an open Church, prepared for promoting an ecumenical dialogue.

In fact, we confirm that Lasallian does not necessary mean Catholic. Lasallians around the world, from different faith communities, are identified with the Lasallian "message," Lasallian "style of education", Lasallian "fraternity"… Even though, religious perspectives differ in each continent and country. The Lasallian network is a reality. What is the impact of this affirmation in the common spirituality that we are sharing with the Lasallians around the world?

We share a lot of questions:

• What new paradigms can help us to understand the spirituality of men and women of the 21st century? What new paradigm would reinforce the commitment of these diverse people to the Lasallian educational program?
• What meaning does a Lasallian identity have for teachers today?
• How do we continue to promote Lasallian Partners training for the Lasallian schools of the 21st century?
• What specific contribution do the Lasallian women make in the Lasallian Educational Network?
• What is the contribution of the Lasallian Partners to global education overall?
• How can we assure the positive accompaniment of Brothers and Lasallian Partners working in schools?
• In terms of spirituality, what do we desire in a Lasallian educational enterprise? How can the Gospel and various religious traditions inform our values?

Nº 15 – November 2017 and Nº 16 – May 2018

Promoting Gospel values and catechesis in Lasallian Institutions

Bringing about sustainable communities
A radically changed demography and natural environment

It seems that John Baptist de La Salle and his associates traveled on their journey during one of the most dramatic transitions in history. Their journey appears to have coincided with the passage from a pre-scientific, medieval worldview, albeit humanistic and influenced by the Renaissance, to a secular, scientific, modern worldview stubbornly committed to its project of discovering new knowledge, freed from the a priori preconceptions imposed by authority. In fact, between 1650 and 1700, a fundamental intellectual transformation affected the presuppositions on which Western thought had been based for centuries.

Our Lasallian schools today are immersed in a multi-cultural and pluri-religious world that would have been unthinkable for our first Brothers. Nevertheless, today we live the experience of a modern world that has lost its reason for being, along with traditional models of Church and society, and the beginning of something new that is still perceived as something vague. It is this transition that we need to analyze how, in the Lasallian School in which the faith-culture dialogue takes place:

• How do we promote Gospel values in the schools of the 21st century?
• How do we guide the children and young people in their search for the transcendent?
• How do we encourage inter-religious dialogue and ecumenical respect?
• What is the understanding of catechesis among the Brothers and the Lasallian Partners working today at Lasallian Schools?
• What is the catechesis for the Brothers and Lasallian Partners working today in Lasallian schools?
• What significant catechetical experiences can we learn from in the Lasallian world?
• What perspectives does the Lasallian School provide in order to live the joy of the Gospel?

Nº 17 – November 2018 and Nº 19 – May 2019

Citizenship and Human Rights in Lasallian Institutions

Searching for inclusive development
Option for the poor

Lasallians –Brothers and Partners- find inspiration in a tradition with over three-hundred years of service in the protection of, and care of, the young. As required by our ministry at all times and under all circumstances, we make clear our ethical and moral commitment for those we serve (C. 469, § 3.9).

Since the 1990s, the Institute has advocated clearly for the defense of the rights of children and the young. The poor people have been the first option and this remains today as Lasallians set up new educational goals. The most recent 45th General Chapter has ratified its commitment to continue the defense of the rights of the child (C. 469, Proposition 14). Also, inclusive development is another aspect to consider when we support the promotion of the poor. Therefore, we wonder:

• About the inner workings of Lasallian schools: how are the rights of the children, young people and adults we educate being defended?
• About the external influences on the Lasallian School, does this mean in the cultural context in which it finds itself? Or in the local community/country/city?
• What ways of being citizenship are proposed in the Lasallian School as it faces the challenges of the 21st century?
• How the Lasallian School can educate for participatory citizenship that is attentive to the rights of children and young people?
• How can we promote the rights of children and how can we educate the next generation of socially involved citizens?

e-mail :