Characteristics of the Marist educational proposal
DOI:
https://doi.org/10.58265/pulso.4884Abstract
The article "Exploring the Characteristics of the Marist Education Proposal" takes a historical perspective to examine the identity of Marist education, using primary texts and verified information.
It begins by examining Marcelino Champagnat's educational project, which represents a blend of congregational school heritage and innovation stemming from his own challenging experiences during his youth. Subsequently, the article highlights key traits of the First Marist Community, including a pedagogy that prioritises human relationships with children and young people, team-based teaching, and innovative projects and programmes.
Over the course of almost two centuries, many Marist educators have established distinct, fundamental, peculiar, and traditional characteristics that have become synonymous with Marist education.
Finally, the article explores how new methodological forms and procedures have created and fostered new pedagogies that cater to the changing needs of students, including educational strategies, clarity, motivation, participation, and learning application factors... The article concludes by summarising its main findings.
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References
A VIT, HB. 1993. Anales del 'Jnstitut. Citta Nuova della P.A.M.O.M. Roma.
FURET, JB. Vida de M. Champagnat. (Edición del Bicentenario) Roma 1989.
GUÍA DEL MAESTRO. 1942. Ed. Luis Vives, Zaragoza.
LANFREY, A. 1999. Champagna & Les Freres Maristes, París.
MASSON, R. 1999. M. Champagnat, las paradojas de Dios, Edelvives, Zaragoza.
MISIÓN EDUCATIVA MARISTA. 1999, Edelvives, Zaragoza.
MORAL, J.J. El Educador Marista, 2, 3. Edelvives, Zaragoza 1986 y 1987.
RUIS BLANCO, M. 2000. "Pulso", n° 23.
SESTER, P. 1985. Crónicas Maristas. Cartas. Edelvives, Zaragoza.
ZIND, P. 199 J. B. M. Champagnat, son oeuvre es colaire dans son contexte historique. Roma
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