Religious sense and dialogical experience as educational commitment. Reflections in view of Montessori, Panikkar and Korczak

An authentic educational process should lead to learn the beauty of living together, to promote the desire to know the other and to weave solidarity plots of Peace; a process in-volving the integrity of the person, supporting integrity (spiritual, corporeal, mental and emotional awareness). Educational concerns call for knowledge and action, question what it is necessary to know and what it is necessary to know how to do to promote and preser-ve integrity in relationships. Peace is an action that expresses full awareness, full deci-sion-making capacity and self-mastery, respecting and considering the Other. As the Pa-nikkarrian reading suggests – recovering its Latin etymological root alter – the other is not the adversary, but the other of two, the other part of oneself, that through which one's identity matures in a relational sense. The existential nature of the human being – as well as of every existing form and force – is constitutively relational and unitary (Schroeder 2002). This awareness is the aim of an educational experimentation adherent to the strong and urgent existential questions, projected towards the full realisation of humanity – a quality implicit in the human being, but which needs to be cultivated in order to be able to express itself, as problematised by the human and pedagogical experience of Korczak (2017a). Observing the relationality of existence and the unity of mind-body-spirit – valued also within the Montessori pedagogical model (Cives 2009) sensitive to the construction of peace and knowledge – the religious dimension is grasped in its being a fundamental expe-rience of interconnection; religiosity is an expression of being in a condition of conjunction – as its etymological root, from the Latin re-ligo (re-join, re-connect) – helps us to consi-der.