"This is very important because the Pope said at the end of the global congress in 2015 said no to proselytism, yes to humanization. So education is above all making it so the person is fully themselves."
To do this, the person must use all the instruments available to them, but without forgetting "the dimension of transcendence" that the incarnation of Christ offers.
"For us this dimension of humanization is essential not only in an ideological or theoretical sense, but in concrete practice," Zani said, explaining that it must be "translated into paths that go beyond the technicalities and 'proceduralisms' that often suffocate institutions."
A second key aspect of the text is its emphasis on "the culture of dialogue," which Archbishop Zani said involves "the need to pass from the throwaway culture to to the culture of dialogue."
To this end, the text outlines the thought of French philosopher Paul Ricueur, who develops the concept of dialogue, "asking that this dialogue isn't done on a superficial level, but on the level of the depth of the person who in order to dialogue, must enter into themselves and...put themselves into contact with the identity of the other."
Zani then pointed to a third element of the guidelines he said is part of the core message, which is "the disposition of inclusion," which Pope Francis himself speaks of often.
Inclusion means to encounter, rather than to exclude, Zani said, noting that "many times our institutions are exclusive more than inclusive," and "the knowledge itself that we communicate in our institutions, is often a selective knowledge."
"So this culture of inclusion would like to propose a knowledge that is rather understood as a good that isn't positional, which guarantees a social position, but a relational good, which helps every person to further develop their relationships with other people," he said.
Zani also outlined several projects the foundation is currently involved with, including research for a new models of education, a survey for youth ahead of the upcoming Synod of Bishops and a permanent observatory tasked with studying international changes and challenges to an integral education.
In comments to CNA, Cardinal Versaldi said the term "fraternal humanism" in the title of the guidelines means "to educate man, humanity, on how to be true men."
"You cannot avoid relationships with others, which are relationships in the logic of love," he said, and emphasized the importance of mutual sharing and enrichment, "because we aren't all from the same place, there are inequalities, there are exclusions."
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The cardinal said that the guidelines emphasize "the duty on the part of everyone to see how to give their contribution to change a situation of inequality or of being discarded." This, he said, is because "in a globalized world, where there inequality, a problem arises for everyone, not only for those who are discarded."
Because of this, not only do people need to have the foresight to see and remedy situations of injustice, but institutions and governments must as well, Versaldi said. "Otherwise the world won't be cured of its evils."
What Catholic educational institutions can offer, he said, is the proper formation of youth in particular, so they can themselves become examples of "fraternal humanism" that others will follow.
Versaldi said the congregation won't be asking educational institutions to change their curriculum per se, but rather, ask that educators themselves be formed in the contents of the guidelines and update their own approach based on the perspective the text offers.
"You can't simply repeat the past, even from the point of view of content and curriculum, but you need to also be able to adapt to the new situations, always maintaining in a strong way the meaning of the Christian message, which doesn't change through time," he said.
According to the cardinal, there are currently more than 216,000 Catholic schools throughout the world with a student population of over 60 million from all faiths and ethnicities.