Min hu mit\u0127la tal-storja u \u0127ajjet il-qaddis ta\u2019 Ippona jaf tajjeb li qabel il-konver\u017cjoni tieg\u0127u kien g\u0127alliem tal-arti tal-kelma ji\u0121ifieri l-oratorja jew ir-rettorika.\u00a0 Kif insibu fil-ktieb ta\u2019 l-Istqarrijiet\u2019 f\u2019mument partikolari tal-\u0127ajja tieg\u0127u huwa telaq min Karta\u0121ni bil-mo\u0127bi ta\u2019 Ommu Monika, lejn Ruma u aktar tard lejn Milan.\u00a0 L-g\u0127an tieg\u0127u kien li jitg\u0127allem u jg\u0127allem din il-famuza arti tal-kelma.\u00a0<\/p>\n
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Dan l-episodju li jitkellem Wistin ta\u2019 Ippona dwaru ipo\u0121\u0121ina f\u2019kuntest ta\u2019 tag\u0127lim u ta\u2019 formazzjoni ta\u2019 persuni f\u2019arti partikulari. Dan i\u0121ib mieg\u0127u ukoll metodoi jew a\u0127jar metodolo\u0121iji ta\u2019 kif wie\u0127ed jg\u0127allem, teknika li l-g\u0127alliem g\u0127andu jit\u0127are\u0121 fiha sabiex it-tag\u0127lim ikun effettiv u jil\u0127aq l-student.\u00a0 F\u2019kelma wa\u0127da il-Pedagogija jew a\u0127jar l-arti tat-tg\u0127alim.\u00a0<\/p>\n
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G\u0127alkemm fil-kitbiet ta\u2019 San Wistin ma nsibux xog\u0127ol jew xog\u0127olijiet spe\u010bifici li jitkellem fuq l-arti tat-tag\u0127lim, mill-kitbiet tieg\u0127u xorta nistg\u0127u nisiltu aspetti tal-pedagogija li jekk nifluhom bir-reqqa ninteb\u0127u li g\u0127adhom validi sal-\u0121urnata tal-lum.\u00a0 Wa\u0127da minn dawn ix-xog\u0127olijiet ta\u2019 Wistin hija l-opra De Catechizandis Rudibus (On the Cathechising of the Uninstructed)<\/em> li kitibha madwar is-sena 400 W.K.\u00a0 F\u2019din l-opra Wistin iwie\u0121eb lil wie\u0127ed presbiteru minn Kartagni, bl-isem ta\u2019 Deogratias li jitolbu jag\u0127tih instruzjonijiet dwar kif jg\u0127in lil dawk li jkunu qed i\u0127ejju ru\u0127hom sabiex jir\u010bievu l-mag\u0127mudija (katekumeni<\/em>).\u00a0 Interessanti li Wistin fil-bidu ta\u2019 din l-opra jag\u0127ti istruzjonijiet lil Deograzias u jg\u0127idlu; \u201cthis kind of duty may be discharged not only in a settled method and an apt order, but without tediousness, and in a spirit of cheerfulness<\/em>\u201d (ibid).\u00a0 Hawn naraw lil Wistin di\u0121a jindika l-impotanza li l-g\u0127alliem g\u0127andu jkun inti\u017c (apt order)<\/em> j\u0121ifieri mg\u0127arraf sewwa fil-qasam partikulari tal-materja li ser jg\u0127allem, b\u2019metodolo\u0121ija adattata (settled method)<\/em>, ming\u0127ajr ma jkun tedjanti (without tediousness)<\/em> g\u0127all-studenti tieg\u0127u u fi spirtu ferrie\u0127 (spirit of cheerfulness)<\/em>.\u00a0<\/p>\n \u00a0<\/p>\n Wistin jindika erba aspetti mportanti tal-pedago\u0121ija. Infatti sabiex wie\u0127ed iwassal tag\u0127rif, mhux bi\u017c\u017cejjed li wie\u0127ed ikun espert fil-qasam partikulari, j\u017cda jkun espert ukoll fil-mod kif iwassal dak il-kontenut lil o\u0127rajn, li tkun ordnata, pass wara l-ie\u0127or, tibda min dak li hu fa\u010bli g\u0127al dak li hu kompless, b\u2019certu sens ta\u2019 ordni.\u00a0 Importanti wkoll, ig\u0127id Wistin, li dan il-kontenut ikun spjegat b\u2019lingwa\u0121\u0121 l\u2019inqas komplikat u l\u2019inqas pedanti, sabix ma jitnaqqasx ir-ritmu tal-interess ta\u2019 l-istudenti fil-materja studjata.\u00a0 U fl-a\u0127\u0127ar, li r-relazzjoni bejn l-g\u0127alliem u l-situdent tkun wa\u0127da serena u ferrie\u0127a sabiex b\u2019hekk t-tag\u0127lim u l-interess fis-su\u0121\u0121ett mg\u0127allem ikun wie\u0127ed po\u017cittiv.\u00a0 G\u0127al Wistin li l-g\u0127alliem ikun g\u0127aref (knowledgable)<\/em> fil-qasam tax-xjenza tieg\u0127u hija xi \u0127a\u0121a min ewl id-dinja.\u00a0 Dak li jg\u0127odd, huwa l-mod kif dak il-g\u0127erf ser jitwassal li min g\u0127adu qieg\u0127ed jiskoprih sabiex inissel kur\u017cita u b\u0127ala ri\u017cultat aktar tfittix: \u00a0\u201cWhat requires the greatest consideration is the means by which it is taught\u201d<\/em> (Ibid; 2:4).\u00a0 Infatti fil-pedago\u0121ija kontemporanja l-importanza tal-Metodolo\u0121ija<\/em> u d-Didattika<\/em>, hija li tnissel motivazjoni, tqanqal kur\u017cita fl-istudent sabiex ikompli jist\u0127are\u0121 u jfittex aktar dwar dak li jkun qed jitg\u0127allem dwaru. Infatti fil-ktieb tal-Konfessjonijiet Wistin jg\u0127id: \u201c\u2026for Your Truth is not mine nor his nor hers, but belongs to all of us whom you call to share it in communion with others,\u201d <\/em>(Confessiones; 12: 25-34).<\/p>\n \u00a0<\/p>\n G\u0127al Wistin, l-G\u0127erf u l-skoperta tieg\u0127u huma patrimonju ta\u2019 kull persuna.\u00a0 Huwa \u0121id li Alla ta\u2019 lill-umanita kollha sabiex hija tikber, ti\u017cviluppa u tiskopri dejjem modi \u0121odda ta kif ittejjeb l-avanz tag\u0127ha g\u0127all-\u0121id ta\u2019 l-umanit\u00e0.\u00a0 Wistin g\u0127andu kliem pjuttost iebes g\u0127all-dawk li jag\u0127mlu pussess assolut ta\u2019 l-G\u0127erf u t-tag\u0127lim: \u201c\u2026for anyone who appropriates what you provide for all to enjoy, and claim as his own what belongs to all, is cast out from this commonwealth\u2026\u201d <\/em>(Confessiones; 12: 25-34)\u00a0 Il-prin\u010bipju tal-\u0120id Komuni g\u0127al Wistin kien qawwi \u0127afna.\u00a0 Kull \u0121id, mhux biss dak materjali, j\u017cda anki l-g\u0127erf frott tar-ri\u010berka u l-studju, huma \u0121id li jappartjeni lill umanita\u2019 kollha: \u201cfor truth is neither mine nor yours, so that it can be yours and mine<\/em>\u201d (ibid.) L-isqof ta\u2019 Ippona jis\u0127aq li \u0127add ma g\u0127andu dritt li b\u2019xi mod i\u017comm u jag\u0127mel tieg\u0127u dak li huwa ta\u2019 kul\u0127add.\u00a0 Dan il-valur tal-\u0121id li jappartjeni lil kul\u0127add, jifforma parti integrali mit-tag\u0127lim so\u010bjali tal-Knisja Kattolika u\u00a0 huwa wie\u0127ed mill-pilastri tas-sistema Edukattiva Kattolika.\u00a0 Huwa dmir u dritt ta\u2019 kull persuna li tfittex u tikber fil-g\u0127erf g\u0127al \u0121id u l-avan\u017c tag\u0127ha nfisha u tas-so\u010bjet\u00e0 ta\u2019 madwara.\u00a0 Infatti fid-dokumenti tal-Knisja Kattolika dwar l-edukazzjoni nsibu: \u201cEducation is not given for the purpose of gaining power but as an aid towards a fuller understanding of, and communion with man, events and things\u2026it is a call to serve and to be responsible for others<\/em>\u201d (The Catholic School; no. 56).<\/p>\n \u00a0\u00a0<\/p>\n F\u2019dinja mmexxija mill-prin\u010bipji tas-suq, fejn dak li jg\u0127odd huwa dak li jg\u0127in lill-ekonomija sabiex ti\u0121\u0121enera\u00a0 suppost<\/em> aktar \u0121id, \u0127afna drabi huwa f\u2019konflitt qawwi mal-prin\u010bipju tal-\u0120id Komuni<\/em> kif i\u0127ares lejh Wistin ta\u2019 Ippona u anki l-Knisja.\u00a0 Il-prin\u010bipji tas-suq mhux dejjem i\u0127arsu lejn il-persuna fis-s\u0127u\u0127ija tag\u0127ha.\u00a0 \u0126afna drabi l-valur tal-persuna huwa kbir jew \u017cg\u0127ir daqs kemm wie\u0127ed jifla\u0127 ikun ta\u2019 g\u0127ajnuna g\u0127al-esi\u0121enzi tas-suq.\u00a0 Wistin jg\u0127idilna f\u2019wa\u0127da mill-ittri tieg\u0127u \u201cnobody is able to lift someone else up to their level, if they cannot in some sense descend and put themselves in the situation of the other<\/em>\u201d (Epistulae; 11:4).\u00a0 G\u0127alhekk tis\u0127aq il-knisja li l-\u0121id i\u0121\u0121enerat mill-qawwa tas-suq irid ikunu msejjes tajjeb fuq prinipji eti\u010bi u mibnija f\u2019qafas legali li j\u0127ares id-dinjita u l-progress ta\u2019 kull persuna, \u0127add esklu\u017c, b\u2019mod spe\u010bjali ta\u2019 dawk l-aktar vurnerabli. Jekk noftmu l-progress u l-\u0121id tas-so\u010bjet\u00e0 mill-prin\u010bipju li dak il-\u0121id jappartieni lil kull bniedem, allura nkunu\u00a0 qed nipparti\u010bipaw fil-\u0127olqien ta\u2019 so\u010bjet\u00e0 n\u0121usta u disumana.\u00a0 L-oppost ta\u2019 dak li g\u0127alih jistedinna Wistin ta\u2019 Ippona, li l-ewwel irrid immis l-polz ta\u2019 hija fil-b\u017conn sabiex jirnexxieli ntellg\u0127u g\u0127ad-dinjita li hija tieg\u0127u bi dritt (ibid).<\/p>\n \u00a0<\/p>\n Protagonist importanti fis-sistema edukativa, minbarra l-student hemm ukoll l-g\u0127alliem.\u00a0 Anki hawn Wistin g\u0127andu x\u2019jg\u0127idilna.\u00a0 Huwa jistqarr li je\u017cistu tliet tipi ta\u2019 g\u0127alliema.\u00a0 Dawk li hu jsej\u0127ilhom \u201cPapagalli\u201d u \u201c\u0126allelin\u201d g\u0127aliex ma jag\u0127mlu xejn \u0127lief jisirqu u jirrepetu dak li qal u kiteb \u0127addie\u0127or, g\u0127alliema li jindikawlek it-triq i\u017cda huma stess qieg\u0127din mwa\u0127\u0127lin ming\u0127ajr ma jag\u0127mlu progress u dawk li \u0127ajjithom u l-entu\u017cja\u017cmu tag\u0127hom iqanqal fik interess u jimbuttak biex issegwi l-passi tag\u0127hom (De Doctrine Christiana; 4:29-61).\u00a0 Ikompli jg\u0127id Wistin: \u201cIf you are not blessed with great eloquence, at least make your manner of life an eloquent speech<\/em>\u201d (ibid.)\u00a0 \u0126sieb li jirrepeti ru\u0127u kontinwament fid-dokumenti kollha tal-Knisja Kattolika dwar l-Edukazzjoni \u201cThe teacher\u2026is not simply a professional person who systematically transmits a body of knowledge in the context of a school: \u201cteacher\u201d is to be understood as \u201ceducator\u201d \u2013 one who helps to form human persons<\/em>\u201d (Lay Catholics in Schools: Witness to Faith; no. 16).\u00a0 Huwa dan li jag\u0127mel mill-professjoni ta\u2019 g\u0127alliem Sej\u0127a<\/em>, g\u0127ax kif jg\u0127idilna Wistin \u201cConsider yourself happy not because you exercise authority over those for whom you are responsible, but rather because you have been given the opportunity of serving them with love<\/em>\u201d (Regula; 7: 3).<\/p>\n \u00a0<\/p>\n Din il-pedagogija dejjem iddistingwiet ru\u0127a fil-\u0127ajja u t-tmexxija ta\u2019 universitajjiet, kulle\u0121\u0121i u skejjel, mxerdin b\u2019mod spe\u010bjali fl-Ewropa, l-Statai Uniti u l-Amerika Latina li jaqg\u0127u ta\u0127t ir-responsabilita tar-reli\u0121ju\u017ci agostinjani.\u00a0 Anki f\u2019Malta sa mill-1848, sew qabel l-introduzjoni tas-sistema edukattiva obligatorja g\u0127al kul\u0127add, l-Agostinjani fet\u0127u l-ewwel skola tal-Knisja.\u00a0 Din kienet tifforma parti mill-kunvent tag\u0127hom fil-belt Valletta g\u0127all-istudenti tal-madwar, i\u0121ifieri l-Belt u l-Kottonera; dak li llum huwa l-Kulle\u0121\u0121 Santu Wistin.\u00a0 Skola ming\u0127ajr \u0127las, miftu\u0127a g\u0127al ulied il-poplu, mibnija fuq im\u0127abba, kura u servizz g\u0127all-\u0127afna generazzjonijiet img\u0127oddija, prezenti u futuri tal-poplu tag\u0127na (Ellul. P. 1999).\u00a0 Nag\u0127laq bil-\u0127sieb ta\u2019 Wistin fl-opra tieg\u0127u De Ordine: \u201cLet us be at their service (students\u2019) as if we were embarrassed at having power over them, and use the power in such a way that we enjoy serving them<\/em>\u201d (De Ordine; 2: 8-25)<\/p>\n \u00a0<\/p>\n Alan Scerri osa<\/strong><\/p>\n (PhD Lincoln U.K.)<\/em><\/p>\n \u00a0<\/p>\n References:\u00a0 <\/strong><\/p>\n Augustine, St., Epistule. [on line] Available from www.newadvent.org\/<\/a> [Accessed 28th<\/sup> August 2016]<\/p>\n \u00a0<\/p>\n Augustine, St., De Doctrine Christiane. [on line] Available from www.newadvent.org\/<\/a> [Accessed 28th<\/sup> August 2016]<\/p>\n \u00a0<\/p>\n Augustine, St., Confessiones. [on line] Available from www.newadvent.org\/<\/a> [Accessed 28th<\/sup> August 2016]<\/p>\n \u00a0<\/p>\n Augustine, St., De Ordine. [on line] Available from www.newadvent.org\/<\/a> [Accessed 28th<\/sup> August 2016]<\/p>\n \u00a0<\/p>\n