Learning to live together. A key educational challenge of our time

This brings us back to the urgency of recovering the meaning of education in our time and for our time, that is, the effort to promote the integral growth of the other person from the point of view of a solidarity- based identity "that expresses the truth about man, about God, about the world, and thus about their relationships" (Chang, 2002, p.111). The title of the volume of Sh.Turkle - Alone together. Why expect more from technology and less from each other (2011) - makes us think much. On the other hand, we must not underestimate the positive capabilities of being alone (Arnett, 1998).

In conclusion, one can endorse what is stated in the document of the Congregation for Catholic Education (CEC, today: Decastry for Culture and Education), Educating for Intercultural Dialogue in Catholic Schools. Living together for a civilisation of love, or rather, the "crucial and strategic link that binds 'love of education' and 'education to love' as essential elements, inseparably connected to each other, in which the gaze of the educator and that of the educant are mutually oriented towards the good, respect and dialogue" (CEC, 2013, n.47).

Only a real and integral education, therefore, can guarantee the achievement of the goals of living together and building coexistence on the pillars of the pursuit of the common good, mutual love, respect for all and true inclusion. Does it remain a utopia? We prefer to believe it is a necessity and, as professionals in education, we want to take it on as a challenge to be achieved with the logic of gradual and progressive steps, respecting the rhythms of all, but with the determination of those who are not discouraged in front of difficulties and problems. Because we know not of any other effective way to achieve real fraternal and solidarity-based human coexistence.

The capacity to love, as has been said, begins in the family. This means that love is learned from an early age, even in the prenatal period. In our society, where human life is increasingly losing the recognition of its inviolable value, the discourse developed so far may seem far from the common interest, but a positive and constructive epochal change and historical turning point worthy of man and his dignity cannot ignore it, but must keep it actively in mind. To be synodal in the willingness to rebuild, so as not to perish blindly together, is the commitment that challenges each one of us without exception, called to be aware of our interconnectedness and interdependence.

I believe that the international commission that drafted the third UNESCO Report, entitled Reimagining our Future Together, is fully aware of this. The active will of all of us in different capacities: How do we want to change the world, as a commitment and implementation of the principle of lifelong learning? In addition to the World Education Reports (1972, 1996, 2021) - translated into various languages - UNESCO, at the behest of the United Nations and together, has launched various educational policy initiatives for a better world. The current Pope Francis published this year the second part of the encyclical "Laudato Si": "Laudate Deum". The need not only for a systemic vision of life, but also for a synergetic effort between each individual and with the institutions, becomes clear: "We must learn to live together as brothers or perish together as fools" (M.L. King, 1964).

NB: The text is largely the translation of the article - Imparare a vivere insieme. Una sfida educativa chiave per il nostro tempo / Learning to live together. A key educational challenge of our time - published in 2017 in the Rivista di Scienze dellEducazione [Journal of Educational Sciences, Rome] (55)1, pp. 67-84. Given the current situation that risks a third world war, the proposal of the article, with some appropriate additions and updates, becomes even more pressing and thus the reason as to why it is translated into the most common language. My special thanks to Obiejesi Mary and Kinyanjui Jane (past pupils of Pontifical Faculty of Educational Sciences "Auxilium" - Rome) who have collaborated for translation.

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