Guiding Principles

The corporal dimension in education:

“mens sana in corpore sano” In an age of banalisation of the body, it would be irresponsible to begin the child’s education without speaking to him of what is the human body.  This education must be given to young children, but it is at adolescence that the issue takes on its full dimension.  In order to avoid a dualistic conception of man, we want to integrate a corporate dimension in his education.  Our wish is that each child should discover, accept and be in harmony with his body.  This will lead to a more comprehensive assimilation of overall knowledge.

The dimension of knowledge

" Non scholae sed vitae discimus " Senecea

Romano Guardini wrote that the first of the three elements that constituted the transmission of culture was to reveal to the child what is the identity of man.  Thus, education cannot be limited to transmitting knowledge and even less to learning. Any access to the world, to ideas and to a child’s own interiority passes through language and words.  It is our mission to ensure that children learn to use and to understand their signification and their scope. Confronted by the fragmentation of knowledge, characteristic of present times, our teaching is based on a “humanistic” approach in forming and structuring judgement and intelligence.

The relational dimension of man

“Man is a political animal” Aristoteles

Man is a being in relationship.  It is towards the end of childhood and the beginning of adolescence that man is aware of making his place in the world.  Each child must find a safe place.  That is why each child must be welcomed as himself.

  • Family spirit:  We aim to create real family spirit and friendship between pupils.By experiencing family values in a different environment, the adolescent seeking his own identity will be able to authenticate at home what he has received.
  • Charity: Only relationships that are founded on charity are truly authentic.  We wish the school to be a true hearth of charity where each child is accepted such as he is and encouraged to devote himself to others.
  • Spirit of responsibility:  The school teaches the children to live as Christians in the world around them.  We wish the school to be a society in which each student assumes his role of responsibility and decision.  It is in this context that he will discover his talents, his capacities and character.
  • Formation of conscience:  A Christian’s responsible behaviour depends on his conscience. The training of our human and Christian conscience is never acquired once and for all.  A child will be able to discover the existence of this conscience by assuming a responsible and committed daily life and achieving its fulfilment.

 

Spiritual dimension

The spiritual dimension is not a fourth dimension.It is the link that permits a prophetic dimension to be given to our body; it accompanies and stimulates the search for truth and it Christianises our relations with others.

Not All children have the same spiritual sensitivity, but they all have the desire of God.To achieve the fulfilment of his spiritual vocation, the child must ask himself questions about his origins, his faith and about God.Refusing to ask these question or not obtaining answers implies living in uncertainty or superficiality.

To encourage the child’s personal religious development, spiritual periods are proposed that rhythm daily life and others, more occasional, highlight the school year.