ECUMENISM IN EVANGELII GAUDIUM AND IN THE CONTEXT OF FRANCIS’ PONTIFICATE

Abstract: Ecumenism is one of the areas in which the transition from the ‘theologian pope’ Benedict XVI to Francis has made the most dramatic impact. Francis’ ecumenism is not systematic, but contextual and inductive. It is spiritual, not dogmatic. It is post-confessional: it breaks the boundaries of post-Reformation Europe. Francis’ ecumenism is part of his effort to address systemic social challenges, to care for the poor and disenfranchised. Overall, Francis’ ecumenical ecclesiology is non-ecclesiocentric, and in this sense it is a step forward from the mixed ecclesiology(ies) of Vatican II where institutional ecclesiology had the last word over ecumenical ecclesiology. Resumo: O ecumenismo é uma das áreas em que a transição do ‘papa teólogo’ Bento XVI a Francisco teve um dramático impacto. O ecumenismo de Francisco  não é sistemático, mas contextual e indutivo. Ele é espiritual, não dogmático. É pós-confessional: ele quebra as fronteiras da Europa pós-Reforma. O ecumenismo de Francisco é  parte de seu esforço para enfrentar os desafios sociais sistêmicos, para cuidar dos pobres e marginalizados. Em geral, a eclesiologia ecumênica de Francisco  é não-eclesiocêntrica e, nesse sentido, é um passo adiante da(s) eclesiologia mista(s) do Concílio Vaticano II, onde  a eclesiologia institucional teve a última palavra sobre a eclesiologia ecumênica

The Contributions of John O’Malley, SJ, to the Ongoing Reception of Vatican II

The article analyzes the major contributions of John O’Malley, SJ, to the reception of the Second Vatican Council, especially thanks to his book What Happened at Vatican II (2008) but also in the context of his other books on the council of Trent (2013) and on Vatican I (2018). O’Malley’s contributions are particularly important in the context of what can be called a crisis of reception of Vatican II and of an ecclesial disruption. But it is relevant for Catholic theology and Catholic higher education because the current ecclesial and theological crisis has, among its causes, also a lack of sense of history and of historical understanding of the Church and of the theological and magisterial tradition. This article analyzes the major contributions of John O’Malley, SJ, and the reception of the Second Vatican Council, especially in light of his book What Happened at Vatican II (2008) but also in the context of his other books on the council of Trent (2013) and on Vatican I (2018). O’Malley’s contributions are particularly important in the context of what can be called a crisis of reception of Vatican II and of an ecclesial disruption. But it is relevant for Catholic theology and Catholic higher education because the current ecclesial and theological crisis has, among its causes, also a lack of sense of history and of historical understanding of the Church and of the theological and magisterial tradition

Vatican II and Catholic Higher Education: Guest in Its Own House?

Introduction: Almost exactly sixty years ago to the day, pope John XXIII opened Vatican II, the greatest religious event in the 20th century and an epoch-changing council like only Trent before, with a speech, Gaudet Mater Ecclesia, which single-handedly redirected the agenda of the council and arguably also the course of Church history. Even though Vatican II deserves to be celebrated, anniversaries often have the unstated purpose to administer symbolic sedation. So, this conference is not a celebratory moment, rather an opportunity to reflect on the state of the reception of the council especially in Catholic colleges and universities. In these remarks, I will try to offer two kinds of reflections, historical andtheological, from the particular point of observation of Catholic higher education in North America, as a contribution to the history and theology of the reception of Vatican II in the Western hemisphere and in the global Catholic Church. I will try to provide, in other words, not just an historical analysis, but also a theological analysis with some constructive proposals about Vatican II and Catholic higher education. The first section will be on Vatican II and Catholic universities from Vatican II to today; a second section on the particular situation of today; a final part will suggest some initial proposals for a new phase for Vatican II in Catholic higher education

El Sínodo sobre la sinodalidad (2021-2024) como institución. Perspectivas e interrogantes histórico-teológicos

The pontificate of pope Francis has brought about a new momentum, an acceleration of the dynamics of the ecclesial conversation, and the Synod on synodality (2021-2024) is the culmination of this acceleration. At the same time, it is not clear yet whether Francis wants to bring this movement to a conclusion or if it will remain open in a process. This article gives some historical-institutional perspectives that are important for comprehending the contours of this question central to Francis’ pontificate but also for the Catholic Church in the 21st century.El pontificado del Papa Francisco ha dado un nuevo impulso, una aceleración de la dinámica de la conversación eclesial, y el Sínodo sobre la sinodalidad (2021-2024) es la culminación de esta aceleración. Al mismo tiempo, aún no está claro si Francisco quiere llevar este movimiento a una conclusión o si permanecerá abierto en un proceso. Este artículo ofrece algunas perspectivas histórico-institucionales que son importantes para comprender los contornos de esta cuestión central para el pontificado de Francisco, pero también para la Iglesia católica en el siglo XXI

The Synod on Synodality (2021-2024) as an Institution, Historical-Theological Perspectives and Questions

The pontificate of pope Francis has brought about a new momentum, an acceleration of the dynamics of the ecclesial conversation, and the Synod on synodality (2021-2024) is the culmination of this acceleration. At the same time, it is not clear yet whether Francis wants to bring this movement to a conclusion or if it will remain open in a process. This article gives some historical-institutional perspectives that are important for comprehending the contours of this question central to Francis’ pontificate but also for the Catholic Church in the 21st century

Fare scuola a classi aperte in rete. Sperimentazione di didattica condivisa in piccole scuole isolate e con pluriclassi

Fare scuola a classi aperte in rete Sperimentazione di didattica condivisa in piccole scuole isolate e con pluriclassi Giuseppina Rita Jose Mangione, Michelle Pieri, Massimo Faggioli In the school year 2020-2021, INDIRE launched in Italian small schools a pilot experimentation of a teaching meth- od already validated in Québec and considered useful for overcoming the educational limits typical of remoteness scenarios (Mangione and Cannella, 2020). “Classi in rete” is characterized by a shared didactic practice where “de- localized” classes are involved in a common disciplinary path by adapting calendars, spaces, and teacher roles, using virtual twinning environments, videoconferencing and spaces for discussion such as the Knowledge Forum (KF) (Mangione and Pieri 2019; Mangione et al., 2021). The experimentation of the model in Abruzzo involved 12 small schools and is based on a design-based research methodological approach (Sandoval, 2014). This paper aims to answer the following questions: Q1 Has the experience of networked classes fostered changes in the teaching practices and strategies of teachers? Q2 Which are the elements that conditioned the teamwork in open classes? The analysis uses a mixed method that integrates a standard search through data matrix and an interpretative search through group interviews aimed at the involved teachers and students. In fact, alongside a structured quantitative survey aimed at understanding the impact that the model had in the experimental classes in terms of collaboration, interdisciplinarity, reorganization of times and workspaces, we conducted a qualitative analysis based on focus groups with the teachers involved aimed at understanding to what extent the model has affected their propensity for change. Keywords: “Classi in rete”, small schools, remoteness, design based research, mixed method Nell’anno scolastico 2020-2021, INDIRE ha avviato una sperimentazione pilota nelle piccole scuole italiane di un metodo didattico già validato in Québec e ritenuto utile per superare i limiti educativi che si verificano in situazioni di remoteness (Mangione e Cannella, 2020). “Classi in rete” si caratterizza per una pratica didattica condivisa dove classi “delocalizzate” vengono coinvolte in un percorso disciplinare comune adattando calendari, spazi e ruoli dei docenti utilizzando ambienti di gemellaggio virtuale, di videoconferenza e spazi di argomentazione come il Knowledge Forum (KF) (Mangione e Pieri 2019; Mangione et al., 2021). La sperimentazione del modello in Abruzzo ha coinvolto 12 piccole scuole e poggia su un approccio metodologico di analisi di tipo design-based research (Sandoval, 2014) L’arti- colo vuole restituire una risposta alle seguenti domande: D1 L’esperienza di classi in rete ha favorito cambiamenti nelle prassi e strategie didattiche dei docenti? D2 Quali sono gli elementi che hanno condizionato il lavoro per gruppi a classi aperte? L’analisi si avvale di un metodo misto che integra una ricerca standard tramite matrice dati e una ricerca di tipo inter- pretativo tramite interviste di gruppo rivolte ai docenti coinvolti e agli studenti. Infatti, accanto a un’indagine quanti- tativa strutturata volta a comprendere l’impatto che il modello ha avuto nelle classi sperimentali in termini di collab- orazione, interdisciplinarità, riorganizzazione dei tempi e degli spazi di lavoro, è stata condotta un’analisi qualitativa basata su focus group con i docenti per rilevare quanto il modello abbia inciso sulla loro propensione al cambiamento