Aims and Objectives

Montfortian education has the person in society as its focus. It transforms individuals and societies to be spiritually inspired, respect the community of life, be fraternal in orientation, and just in all relationships, following the path of the Divine Wisdom. The goal of Montfortian education is to form persons for the same.

Dimensions of Montfortian Education

Montfortian education especially in primary and secondary schools, university colleges, vocational education centers, institutions for the differently abled and others, is often compared with those of a similar nature managed by other agencies. An authentic Montfortian educational initiative will stand out by the fact they operate from the framework of their Charism. This is framed by certain core dimensions derived from the Montfortian experience, beginning with the spiritual genius of Montfort' own vision, the audacity in mission of Gabriel Deshayes, the faith,resilience and enthusiasm of their pioneers, and the courageous new responses of today. The core dimensions of their Charism are:

A Spiritual Vision

"God Alone" was Montfort's ideal, his goal in life, and his key to the universe. A spiritual vision of life that helps the whole education community to seek the troth and live by it is the goal of Montfortian education. Keeping this goal in mind the Montfortian education provides opportunities:

Inclusive Education

Writing to his disciples, Montfort made it clear: "In your life it is your aim to assist the poor, the outcasts, the despairing and the lame. All those by the world rejected, on your love have greater claim. " In the poor and the marginalized, Montfort saw the face of God; they determined his life-style; gave focus to his options in ministry; and formed his clientele. While he understood that the liberating and humanizing mission of Christ is meant for all, Montfort followed his master and chose those pushed to the fringes by an unjust and uncaring society, as his first choice in mission. Inclusion, non-discrimination, respect and participation of all were his core values in mission. Montfortian education follows the same options. It:

Incarnational Methodology

Not content with loving the poor, serving them and sharing his table with them in faith, Montfort became one among the poor themselves (Hymn 18). The history of Montfortian education is replete with instances of such an incarnational methodology characterized by total self-giving, involvement, genuine empathy, sharing in the situations of people and participatory processes. These cherished values as an educational methodology go a long way in bringing about personal and social transformation. This is accomplished through:

Innovation and Creativity

The powerful reprimand of Montfort, "if you do not take risks for God, you will do nothing great for him," had its impact on the options and commitments of his followers all through history. If idealism and creative zeal were the hallmarks of Montfort, audacious and innovative re- foundation, organization and expansion marked Gabriel Deshayes. Following this lead, Montfortian education seeks new frontiers, breaks new ground in perceptions, walks along unfamiliar paths, and forms citizens of a new world in the making. It aims at the holistic and integral development of every person to become men and women of character, competence, conscience, and compassion. Towards this end:

The Best Interests of the Child

In all actions concerning children, Montfort placed the best interests of the person as the primary consideration. The meticulous plans he made for the organization of the schools and the classrooms, his pedagogical method, his concern about the security and wellbeing of children, and their all round development is an indication of this important consideration (Original Rule of the Daughters o/Wisdom No. 281 ff). In spite of the limitations in the ethos of the times, his biographers tell us that the Montfortian schools were places where "the children find themselves in an exciting atmosphere, almost like that of a game or play." Montfortian education today places the child at the centre of its education mission. To realize this

Partnership and Networking

Partnership and networking was a way of life for our founders and our pioneers. Montfort's own life was an example of numerous such partnerships in mission. The world today flourishes on partnerships and team work. As the so" General Chapter comments, "Today, the world is marked by networks of solidarity, and the Church by the spirituality of communion. We are invited to live more and more in partnership with others and this is to be extended to all people of good will" (No. 37). Partnership as an evangelical value and as a strategic tool can be realized in Montfortian Education by

Respect for Community of Life

Montfortian Education recognizes that all beings are interdependent and every form of life has value, whether acknowledged or not by human beings. Hence the whole of creation has to be treated with respect and care. Towards this end, Montfortian Education will:

Quest for Excellence

Excellence is a hallmark of Montfortian Education. However, as Montfort instructed us, it does not come from "an exact conformity to the maxims and fashions of the world' (LEW No. 75), nor from a state of the art infrastructure, or high ranks and medals. Rather, excellence is measured by striving for and possessing true Wisdom. The effects of such Wisdom according to Montfort are the ability to 'judge all things with keen discernment and deep penetration, energy, vigor and passion for all that is good, the ability to communicate the experience of true Wisdom to others with conviction, and the virtues of a lovely faith, firm hope, ardent charity, well ordered complete prudence, perfect justice and invincible f. LEW Nos. 91-99) . An education that promotes such quest for excellence will be marked by