259. Parents always influence the moral development of their children, for better or for worse....
261. Obsession, however, is not education. We cannot control every situation that a child may experience. Here it remains true that "time is greater than space".291 In other words, it is more important to start processes than to dominate spaces. ....
263. Parents rely on schools to ensure the basic instruction of their children, but can never completely delegate the moral formation of their children to others....
264. Parents are also responsible for shaping the will of their children, fostering good habits and a natural inclination to goodness....
265. Doing what is right means more than "judging what seems best" or knowing clearly what needs to be done, as important as this is....We have to arrive at the point where the good that the intellect grasps can take root in us as a profound affective inclination, as a thirst for the good that outweighs other attractions and helps us to realize that what we consider objectively good is also good "for us" here and now. A good ethical education includes showing a person that it is in his own interest to do what is right. Today, it is less and less effective to demand something that calls for effort and sacrifice, without clearly pointing to the benefits which it can bring.
266. Good habits need to be developed. Even childhood habits can help to translate important interiorized values into sound and steady ways of acting....
267. Freedom is something magnificent, yet it can also be dissipated and lost. Moral education has to do with cultivating freedom through ideas, incentives, practical applications, stimuli, rewards, examples, models, symbols, reflections, encouragement, dialogue and a constant rethinking of our way of doing things; all these can help develop those stable interior principles that lead us spontaneously to do good. Virtue is a conviction that has become a steadfast inner principle of operation. The virtuous life thus builds, strengthens and shapes freedom, lest we become slaves of dehumanizing and antisocial inclinations....
268. It is also essential to help children and adolescents to realize that misbehaviour has consequences....
270. It is important that discipline not lead to discouragement, but be instead a stimulus to further progress....
271. Moral education entails asking of a child or a young person only those things that do not involve a disproportionate sacrifice, and demand-ing only a degree of effort that will not lead to resentment or coercion....
274. The family is the first school of human values, where we learn the wise use of freedom....
275. In our own day, dominated by stress and rapid technological advances, one of the most important tasks of families is to provide an education in hope....
278. The educational process that occurs between parents and children can be helped or hindered by the increasing sophistication of the communications and entertainment media....
282. A sexual education that fosters a healthy sense of modesty has immense value, however much some people nowadays consider modesty a relic of a bygone era. Modesty is a natural means whereby we defend our personal privacy and prevent ourselves from being turned into objects to be used. Without a sense of modesty, affection and sexuality can be reduced to an obsession with genitality and unhealthy behaviours that distort our capacity for love, and with forms of sexual violence that lead to inhuman treatment or cause hurt to others.
283. Frequently, sex education deals primarily with "protection" through the practice of "safe sex". Such expressions convey a negative attitude towards the natural procreative finality of sexuality, as if an eventual child were an enemy to be protected against. This way of thinking promotes narcissism and aggressivity in place of acceptance. It is always irresponsible to invite adolescents to toy with their bodies and their desires, as if they possessed the maturity, values, mutual commitment and goals proper to marriage. They end up being blithely encouraged to use other persons as an means of fulfilling their needs or limitations. The important thing is to teach them sensitivity to different expressions of love, mutual concern and care, loving respect and deeply meaningful communication. All of these prepare them for an integral and generous gift of self that will be expressed, following a public commitment, in the gift of their bodies. Sexual union in marriage will thus appear as a sign of an all-inclusive commitment, enriched by everything that has preceded it.
284. Young people should not be deceived into confusing two levels of reality: "sexual attraction creates, for the moment, the illusion of union, yet, without love, this 'union' leaves strangers as far apart as they were before".303 The language of the body calls for a patient apprenticeship in learning to interpret and channel desires in view of authentic self-giving. When we presume to give everything all at once, it may well be that we give nothing. It is one thing to understand how fragile and bewildered young people can be, but another thing entirely to encourage them to prolong their immaturity in the way they show love. But who speaks of these things today? Who is capable of taking young people seriously? Who helps them to prepare seriously for a great and generous love? Where sex education is concerned, much is at stake.
285. Sex education should also include respect and appreciation for differences, as a way of helping the young to overcome their self-absorption and to be open and accepting of others. Beyond the understandable difficulties which individuals may experience, the young need to be helped to accept their own body as it was created, for "thinking that we enjoy absolute power over our own bodies turns, often subtly, into thinking that we enjoy absolute power over creation… An appreciation of our body as male or female is also necessary for our own self-awareness in an encounter with others different from ourselves. In this way we can joyfully accept the specific gifts of another man or woman, the work of God the Creator, and find mutual enrichment".304 Only by losing the fear of being different, can we be freed of self-centredness and self-absorption. Sex education should help young people to accept their own bodies and to avoid the pretension "to cancel out sexual difference because one no longer knows how to deal with it".305
286. Nor can we ignore the fact that the configuration of our own mode of being, whether as male or female, is not simply the result of biological or genetic factors, but of multiple elements having to do with temperament, family history, culture, experience, education, the influence of friends, family members and respected persons, as well as other formative situations. It is true that we cannot separate the masculine and the feminine from God's work of creation, which is prior to all our decisions and experiences, and where biological elements exist which are impossible to ignore. But it is also true that masculinity and femininity are not rigid categories. It is possible, for example, that a husband's way of being masculine can be flexibly adapted to the wife's work schedule. Taking on domestic chores or some aspects of raising children does not make him any less masculine or imply failure, irresponsibility or cause for shame. Children have to be helped to accept as normal such healthy "exchanges" which do not diminish the dignity of the father figure. A rigid approach turns into an overaccentuation of the masculine or feminine, and does not help children and young people to appreciate the genuine reciprocity incarnate in the real conditions of matrimony. Such rigidity, in turn, can hinder the development of an individual's abilities, to the point of leading him or her to think, for example, that it is not really masculine to cultivate art or dance, or not very feminine to exercise leadership. This, thank God, has changed, but in some places deficient notions still condition the legitimate freedom and hamper the authentic development of children's specific identity and potential...
287. Raising children calls for an orderly process of handing on the faith....
290. "The family is thus an agent of pastoral activity through its explicit proclamation of the Gospel and its legacy of varied forms of witness, namely solidarity with the poor, openness to a diversity of people, the protection of creation, moral and material solidarity with other families, including those most in need, commitment to the promotion of the common good and the transformation of unjust social structures, beginning in the territory in which the family lives, through the practice of the corporal and spiritual works of mercy".310 All this is an expression of our profound Christian belief in the love of the Father who guides and sustains us, a love manifested in the total self-gift of Jesus Christ, who even now lives in our midst and enables us to face together the storms of life at every stage. In all families the Good News needs to resound, in good times and in bad, as a source of light along the way. All of us should be able to say, thanks to the experience of our life in the family: "We come to believe in the love that God has for us" (1 Jn 4:16). Only on the basis of this experience will the Church's pastoral care for families enable them to be both domestic churches and a leaven of evangelization in society.
http://www.cruxnow.com/church/2016/04/08/amoris-laetitia-chapter-7-towards-a-better-education-of-children/
261. Obsession, however, is not education. We cannot control every situation that a child may experience. Here it remains true that "time is greater than space".291 In other words, it is more important to start processes than to dominate spaces. ....
263. Parents rely on schools to ensure the basic instruction of their children, but can never completely delegate the moral formation of their children to others....
264. Parents are also responsible for shaping the will of their children, fostering good habits and a natural inclination to goodness....
265. Doing what is right means more than "judging what seems best" or knowing clearly what needs to be done, as important as this is....We have to arrive at the point where the good that the intellect grasps can take root in us as a profound affective inclination, as a thirst for the good that outweighs other attractions and helps us to realize that what we consider objectively good is also good "for us" here and now. A good ethical education includes showing a person that it is in his own interest to do what is right. Today, it is less and less effective to demand something that calls for effort and sacrifice, without clearly pointing to the benefits which it can bring.
266. Good habits need to be developed. Even childhood habits can help to translate important interiorized values into sound and steady ways of acting....
267. Freedom is something magnificent, yet it can also be dissipated and lost. Moral education has to do with cultivating freedom through ideas, incentives, practical applications, stimuli, rewards, examples, models, symbols, reflections, encouragement, dialogue and a constant rethinking of our way of doing things; all these can help develop those stable interior principles that lead us spontaneously to do good. Virtue is a conviction that has become a steadfast inner principle of operation. The virtuous life thus builds, strengthens and shapes freedom, lest we become slaves of dehumanizing and antisocial inclinations....
268. It is also essential to help children and adolescents to realize that misbehaviour has consequences....
270. It is important that discipline not lead to discouragement, but be instead a stimulus to further progress....
271. Moral education entails asking of a child or a young person only those things that do not involve a disproportionate sacrifice, and demand-ing only a degree of effort that will not lead to resentment or coercion....
274. The family is the first school of human values, where we learn the wise use of freedom....
275. In our own day, dominated by stress and rapid technological advances, one of the most important tasks of families is to provide an education in hope....
278. The educational process that occurs between parents and children can be helped or hindered by the increasing sophistication of the communications and entertainment media....
282. A sexual education that fosters a healthy sense of modesty has immense value, however much some people nowadays consider modesty a relic of a bygone era. Modesty is a natural means whereby we defend our personal privacy and prevent ourselves from being turned into objects to be used. Without a sense of modesty, affection and sexuality can be reduced to an obsession with genitality and unhealthy behaviours that distort our capacity for love, and with forms of sexual violence that lead to inhuman treatment or cause hurt to others.
283. Frequently, sex education deals primarily with "protection" through the practice of "safe sex". Such expressions convey a negative attitude towards the natural procreative finality of sexuality, as if an eventual child were an enemy to be protected against. This way of thinking promotes narcissism and aggressivity in place of acceptance. It is always irresponsible to invite adolescents to toy with their bodies and their desires, as if they possessed the maturity, values, mutual commitment and goals proper to marriage. They end up being blithely encouraged to use other persons as an means of fulfilling their needs or limitations. The important thing is to teach them sensitivity to different expressions of love, mutual concern and care, loving respect and deeply meaningful communication. All of these prepare them for an integral and generous gift of self that will be expressed, following a public commitment, in the gift of their bodies. Sexual union in marriage will thus appear as a sign of an all-inclusive commitment, enriched by everything that has preceded it.
284. Young people should not be deceived into confusing two levels of reality: "sexual attraction creates, for the moment, the illusion of union, yet, without love, this 'union' leaves strangers as far apart as they were before".303 The language of the body calls for a patient apprenticeship in learning to interpret and channel desires in view of authentic self-giving. When we presume to give everything all at once, it may well be that we give nothing. It is one thing to understand how fragile and bewildered young people can be, but another thing entirely to encourage them to prolong their immaturity in the way they show love. But who speaks of these things today? Who is capable of taking young people seriously? Who helps them to prepare seriously for a great and generous love? Where sex education is concerned, much is at stake.
285. Sex education should also include respect and appreciation for differences, as a way of helping the young to overcome their self-absorption and to be open and accepting of others. Beyond the understandable difficulties which individuals may experience, the young need to be helped to accept their own body as it was created, for "thinking that we enjoy absolute power over our own bodies turns, often subtly, into thinking that we enjoy absolute power over creation… An appreciation of our body as male or female is also necessary for our own self-awareness in an encounter with others different from ourselves. In this way we can joyfully accept the specific gifts of another man or woman, the work of God the Creator, and find mutual enrichment".304 Only by losing the fear of being different, can we be freed of self-centredness and self-absorption. Sex education should help young people to accept their own bodies and to avoid the pretension "to cancel out sexual difference because one no longer knows how to deal with it".305
286. Nor can we ignore the fact that the configuration of our own mode of being, whether as male or female, is not simply the result of biological or genetic factors, but of multiple elements having to do with temperament, family history, culture, experience, education, the influence of friends, family members and respected persons, as well as other formative situations. It is true that we cannot separate the masculine and the feminine from God's work of creation, which is prior to all our decisions and experiences, and where biological elements exist which are impossible to ignore. But it is also true that masculinity and femininity are not rigid categories. It is possible, for example, that a husband's way of being masculine can be flexibly adapted to the wife's work schedule. Taking on domestic chores or some aspects of raising children does not make him any less masculine or imply failure, irresponsibility or cause for shame. Children have to be helped to accept as normal such healthy "exchanges" which do not diminish the dignity of the father figure. A rigid approach turns into an overaccentuation of the masculine or feminine, and does not help children and young people to appreciate the genuine reciprocity incarnate in the real conditions of matrimony. Such rigidity, in turn, can hinder the development of an individual's abilities, to the point of leading him or her to think, for example, that it is not really masculine to cultivate art or dance, or not very feminine to exercise leadership. This, thank God, has changed, but in some places deficient notions still condition the legitimate freedom and hamper the authentic development of children's specific identity and potential...
287. Raising children calls for an orderly process of handing on the faith....
290. "The family is thus an agent of pastoral activity through its explicit proclamation of the Gospel and its legacy of varied forms of witness, namely solidarity with the poor, openness to a diversity of people, the protection of creation, moral and material solidarity with other families, including those most in need, commitment to the promotion of the common good and the transformation of unjust social structures, beginning in the territory in which the family lives, through the practice of the corporal and spiritual works of mercy".310 All this is an expression of our profound Christian belief in the love of the Father who guides and sustains us, a love manifested in the total self-gift of Jesus Christ, who even now lives in our midst and enables us to face together the storms of life at every stage. In all families the Good News needs to resound, in good times and in bad, as a source of light along the way. All of us should be able to say, thanks to the experience of our life in the family: "We come to believe in the love that God has for us" (1 Jn 4:16). Only on the basis of this experience will the Church's pastoral care for families enable them to be both domestic churches and a leaven of evangelization in society.
http://www.cruxnow.com/church/2016/04/08/amoris-laetitia-chapter-7-towards-a-better-education-of-children/
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