CATHOLIC UNIVERSITY OF FACULTY OF HUMANITIES

CAMEROON-BAMENDA AND SOCIAL SCIENCES

DEPARTMENT OF PHILOSOPHY
COURSE TITLE: CATHOLIC PHILOSOPHY OF EDUCATION
COURSE CODE: PHI 3206

STUDENTS AT THE HEART OF

CATHOLIC EDUCATION: HIS RIGHTS
AND RESPONSIBILITIES

PRESENTED BY: MOUNGANG BOAYEHOK

JOSEPH DANIEL

LECTURER: Rev. Fr. JOSEPH AWOH

DATE: NOVEMBER 2022

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INTRODUCTION

Education is a fundamental human right as stipulated by the universal declaration of

human, and children rights.1 It is in this way clear that, education is primarily the

responsibility of the state to which the Church in her capacity of Mater et Magistra gives a

particular touch, through an integral formation of the human person, an education to

responsibility.2 However, prioritizing the dignity of the human person being, catholic

education upholds that all therefore, have that inalienable right to education in such a way

that, if this is being dispensed in a catholic milieu, thus, the education should be as well

catholic in its entirety.3 As a repentant sinner is at the heart of the mercy of God, so also is at

the heart of catholic education, the student; because it considers each a unique being in

moulding him. Catholic education evokes a formation to responsibility nevertheless, to a

responsibility is attached its corresponding right. What are these rights and responsibilities of

students by which their place at the heart of catholic education is asserted?

1- THE RIGHTS AND RESPONSIBILITIES OF STUDENTS IN A CATHOLIC

SCHOOL

Deriving from their presence in the school milieu already, it is inherent that their

paramount right is that of education, but not of any type; a catholic education. This therefore

goes in line with impacting and imparting them with proper and appropriate moral and

religious values, withdrawn from the Gospel and which will animate the school community

with a special atmosphere of charity and a spirit of freedom. 4 Their responsibility towards this

is to maintain and enhance a proper flow of such a conducive atmosphere through a careful

respect of the schools sets of rules and principles. Moreover, placing them at the heart of

1
Cf. C. CORBO, L’Education pour tous: Une Anthologie du Rapport Parent, Presses de l’université de Montréal,
Montréal, 2002, 115.
2
Cf. Jean XXIII, Lettre Encyclique Mater et Magistra (15 Mai 1961), 34,40.
3
Cf. PAUL VI, Declaration on Christian Education Gravissimum Educationis (28 October 1965), nn. 8.
4
Cf. Ibid.

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catholic education, they enjoy the right to be treated justly at all times and to which they

respond by acting justly at all times. In other words, while the school community provides

them with basics needs or resources to ensure their wellbeing i.e. the infrastructures, the

necessary tools, technology, an opportunity to spiritual growth, privacy and confidentiality

especially an opportunity to learn, they should in return watch to maintain these available

resources in good terms; use them responsibly, cooperate in the teaching and learning process

through punctuality and participation and do not be a hindrance to those who present their

need of spiritual growth.5

Also they have the right to engage in a community which is positive affirming and

nurturing to which the corresponding responsibility is to create a supportive, affirming and

positive environment. We can examine in the view of Jean Houssaye’s pedagogical triangle.

He holds that, any pedagogical action can be defined as a space between the three points of a

triangle: the teacher, the pupils and knowledge.6 Thus in the exchange that happens between

them, there exists an environment, in which their ethical relationships must be considered one

vis-à-vis the other. As such, the environment should be safe enough so as to foster students’

feeling of belonging, happiness and participation. And in return, they should create a safe

environment, while respecting the space of others, accepting their individuality and involving

in school activities.

The core call of social teaching of the Church lies on extensively on the respect for human

dignity. In this way, students in catholic school ought to be treated with respect and dignity

and as well, they ought to treat others with respect and dignity. This is properly seen in way of

5
Cf. “Student Wellbeing”, https://www.sjcc.nsw.edu.au/student-rights-and-responsibilities/ (consulted on 11
April 2023).

6
Cf. N. SANSON, The Pedagogical Triangle, Institut Français.

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interacting, the maintenance of the school reputation i.e. the behaviours in schools while there

are strangers, the presentation of uniforms; our courtesy towards one another.7

CONCLUSION

Catholic education asserts that, human dignity can be protected and a healthy

community can be achieved only if human rights are protected and responsibilities met.

Therefore, every person has a fundamental right to life and those things required for human

decency; education in our case is an inalienable right. Corresponding to these rights are

responsibilities to one another, our families and the larger society; thus the ways in which

students in catholic schools are placed at the heart of education.

BIBLIOGRAPHY

CORBO Claude, L’Education pour tous: Une Anthologie du Rapport Parent,

Presses de l’université de Montréal, Montréal, 2002.

JEAN XXIII, Lettre Encyclique Mater et Magistra, 1961.

PAUL VI, Declaration on Christian Education Gravissimum

Educationis, 1965.
SANSON Nicolas, The Pedagogical Triangle, Institut Français, 2017.

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Cf. “Student Wellbeing”, https://www.sjcc.nsw.edu.au/student-rights-and-responsibilities/ (consulted on 11
April 2023).