18 19 Basic Principles • General educational objective of the Austrian school curricula • "Justice, Peace and the Integrity of Creation", Ecumenical Conciliar Process, Basel 1989 • "Charta Oecumenica", Conference of European Churches, Strasbourg 2001 • "Sozialwort" (“Social Word”), Ecumenical Council of Churches in Austria, 2003 • "Laudato Si'", encyclical, Pope Francis, 2015; "Fratelli tutti", 2020 • "The Religious Dimension in Intercultural Education", Council of Europe, 2015 • SDG-Sustainable Development Goals, UN, 2015 • COP 21-Paris Agreement, 2015 and COP 24-Kattowice, 2018 PILGRIM Schools and Institutions Education for Sustainable Development & Spirituality PILGRIM combines education for sustainable development with spirituality in the religious-ethical-philosophical dimension of education. It focusses on a sustainable future by encouraging change and strengthening trust in the present. The PILGRIM schools and institutions have been realising this as an educational concept since 2003/4. Spirituality Even in a secularised and secular world, there are existential questions that affect the concrete shaping of life. The questions of life affect all people at every age: Why am I here? How do I want to live? What is good? A deep view of the world and spirituality emerge from the respective religion that is taught, lived and reflected upon. Social Issues Ecology Economy Spirituality Social Issues Ecology Economy Spirituality Science Culture Values "The future of education is one of the decisive challenges of a modern society. Education that does justice to the human being is rooted in a lively interest in the world that comes from a deep sense of wonder, respect and gratitude. Curiosity, mindfulness, a sense of responsibility, the ability to relate and openness to the world are fundamental goals of personality development, which is established as early as in one’s childhood and must be developed throughout life." Sozialwort (Social Paper of the Church), 2003, (18) Levels of Education Every level of education has internal and especially external effects: the values and basic attitudes that manifest themselves in the culture (school culture) arise from its core, the spirituality. All subjects and branches of science contribute their questions and answers in such a way that the deep dimension of reality becomes tangible. Spirituality is therefore intrinsic to all areas. Therefore, in addition to the three pillars of sustainability - ecology, economy and social responsibility - we see spirituality as the “fourth dimension” of sustainable development. Ecology is thus experienced as marvelling at the world, as reflection on the place and task of mankind. Economy then appears as a gift and a task, labour as a form of service to God and mankind. Social issues become a mission to see all people in their dignity and likeness to God. Spirituality can therefore enrich and bring together the various educational contents, embrace the person as a whole and promote commitment to sustainable development. Those who know the why can change their behaviour. Seeing the world with sacra mente ... 2003/4
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