Indian Catholic Education Model Proposed for Italy

C.M. Paul, SDB

Prof. Scaria Thuruthiyil, SDB

Prof. Scaria Thuruthiyil, SDB. Photo: C.M. Paul, SDB

ROME, Italy – An Indian author is proposing the Catholic Education model in India as a successful model for those engaged in education particularly in Italy. His new book on Indian educative principles and values in Italian language is due for release shortly in Rome. It is his second book on Indian topic in Italian language. The author has been a professor of Philosophy at the Salesian University (UPS) Rome, Philosophy Faculty, for over 22 years. Download Image

Principi e valori educativi, nella tradizione Indiana

Principi e valori educativi, nella tradizione Indiana. Photo: C.M. Paul, SDB

The 358 page book entitled “Principi e valori educativi, nella tradizione Indiana” by former Dean of the UPS Philosophy Faculty Prof Scaria Thuruthiyil SDB is being published under the Edizioni Progetto Cultura Collana Quaderna di Ricerca. Download Images

Prof Thuruthiyil has 13 books to his credit over a period of 22 years. Starting from his first book published in 1988, the author has five books published solo (2 in English and 3 in Italian). He has co-authored 2 books in Italian, 5 in Malayalam and one in English.

“The latest book is meant for all those interested in value education and moral formation: parents, teachers and also students (university)”, says Professor Thuruthiyil stating that the language it is published in will serve especially the Italian public (teachers, educators) who are interested to know about education in India and in the Indian tradition.

The author’s main contention in the book is that “Education is a continuous learning process that helps an individual to live his life in the best and most complete way possible, with dignity and freedom. This process involves many, especially parents and educators who help their pupils in their formation.”

In the current volume the author presents the most important principles on which are founded the educational systems of Hinduism and Buddhism. He also touches upon educational systems of traditional and modern India. Special feature of the book is presenting the contributions of important Indian educators like Sri Aurobindo Ghose, Rabindranath Tagore, Mahatma Gandhi, Vinoba Bhave and Jiddu Krishnamurti.

The freshness of the book is in calling the attention of educators and others interested in imparting values (human rights, peace, interreligious and intercultural dialogue, cultural values) that the author thinks are important for an integral formation of students.
The book divided into three sections has 14 chapters.

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