TEACHING IN THE MARISTS SCHOOLS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 524-529
Document ID: 2023PEMJ1079
DOI: 10.5281/zenodo.8260599
Manuscript Accepted: 2023-17-8
Psych Educ, 2023, 12: 524-529, Document ID:2023 PEMJ1079, doi:10.5281/zenodo.8260599, ISSN 2822-4353
Research Article

Teaching in the Marists Schools

Normie Al Bognoson*, Wilter C. Friales
For affiliations and correspondence, see the last page.
Abstract
This study on the teaching in the Marist schools is a descriptive qualitative design aimed to explore
the lived-experiences of teachers in the Marist schools in the context of the Marist Pedagogy. It
highlights the significant experiences of seven (7) educators who have been teaching in the Marist
institute for years. The primary data collection method was in-depth interviews. The data were coded
and analyzed according to the research questions. The discussion and analysis of the data are
presented in four parts. The first part describes the understanding of the Marist Pedagogy through the
meaning manifestation and beliefs of the teachers about Marist way of teaching. The next part
explained the teaching practices in the Marist Schools in terms of instructional delivery and
classroom management. The attitudes of teachers towards their students, colleagues, and teaching in
general had been discussed in the third part. Lastly, the challenges that the teachers had experienced
in their teaching was highlighted in another part. The data from the in-depth interview which was
analyzed though the process of thematic coding and categorization of the transcript revealed three (3)
emergent themes that describe the Marist way of teaching based on the perspective of the Marist
educators. These emergent themes are affirmations of the distinct practices of the teachers in the
Marist schools. The study revealed that while teaching in the Marist schools is towards transcendental
learning, it is also a pastoral responsibility and a shared mission.

Keywords: marist education, marist pedagogy, shared mission, transcendental learning, qualitative
research

Introduction Marist brothers but also by educators who dedicate

themselves to the teaching ministry and the new
For over two centuries of providing education
generation of educators who had been inspired by the
opportunities around the world, the Marist Brothers
Marist way and made it their own. As the education
and their lay mission partners have been active in
system has continued to evolve with the
teaching Christian faith through the charism of its
founder, St. Marcellin Champagnat who wanted to
modernization, there is a challenge of keeping the
provide students not only with the skills needed to be Marist spirituality alive in the different dimensions of
productive citizens but an awareness and teaching. While keeping up with the trend, teachers are
understanding of the great love of Jesus through Mary therefore encouraged to deliver the teaching-learning
(Rolfe, 2016).The Marists were identified by the process in the context of the Marist.
teachings of Champagnat. From the beginning, Marists
Schools reflected many of the qualities of Marcellin However, in carrying out these teaching practices,
himself; they were placed where hard work and most of the time teachers are unaware that they are
excellence were valued, places were individuals were actually following a pedagogical approach that is
genuinely loved, warm places where strong family based on these Marist principles, an approach that is
spirit was evident, places characterized not by a lack of unique in many aspects that teachers are practicing
misinterpretation but rather through presence and unconsciously. Considerably, someone can deliver the
simplicity (Mohamad, 2016).While sharing a vision expected results more if there is awareness and
with many, especially in Church circles, the Marists understanding of their activities. As many were
use a distinctive pedagogical approach which already told about the engagement of students, lay
Marcellin and the first Marists initiated and which was partners, teachers and other workers in the Marist
innovative in many of its aspects (Article 97, In the
spirituality, only few had been revealed about its
Footsteps of Marcellin). These distinct Marist
pedagogical dimension. This leads the researcher to
traditions have been greatly experienced by learners
explore the lived-experiences of the teachers in the
who have been educated in the Marist way and
Marist schools.This Descriptive Study on teaching in
teachers who have been employing the Marist
pedagogies in their teaching. the Marist schools aimed to explore the lived-
experiences of the Marist educators in the context of
Nowadays, this spirituality, which is at the heart of their teaching mission that was uniquely Marist. This
Marist schools, is being embraced not only by the study also intended to lead to the understanding of the

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Research Article

document states that, ss sharers in Marist mission,

context of the distinct Marist Pedagogy.
we are invited to commit ourselves freely and
Research Question
generously to the same charism as consecrated
religious or as single or married people, whatever
This study aimed to describe the lived experiences of our situation or culture. 13 We identify with the
Marist Basic Education Teachers in order to charism in ways that are different but complementary.
understand the phenomenon of teaching in the Marist Together we witness to a unity of story,
schools. Specifically, this study answered the question, spirituality, mutual trust and common
how do you describe teaching in the Marist schools? endeavor.In the Article 39 of the same document,
those of us who are Laypeople bring our own
individual qualities as well as the fruits of our personal
Literature Review commitment, our professionalism, and our experience
of family and social life. As Christians, we witness
Marist Education through our personal lives to the possibility of
finding in Jesus Christ the ultimate meaning of life,
The Marist Brothers of the Schools (FMS), commonly and of living by His Gospel.
known as the Marist Brothers, is a congregation of
men who devoted their lives to Christian education The Marist Charism
throughout the world, running Catholic schools or
otherwise for the training and guidance of youth.The In this study, it is also important to look into the
congregation was founded in France in 1817 by Saint concept of charism as this concept would also help in
Marcellin Champagnat, who realized the values of the understanding and appreciation of the Marist way
Catholic Education in schools wherein God, the of life. In the study of Green (1997), he was able to
Blessed Virgin, Catholic Doctrine, and morality are identify some indicators of an authentically Marist
part of the daily program. charism. These are the indicators that are taken from
Green in his study on the charismatic culture of the
The unique form of Marist education is rooted in the
Marist Secondary schools. The core values of family
spirituality and teaching methods of Marcellin
spirit, presence and simplicity can be highlighted,
Champagnat, founder of the Congregation of the
along with the significant place given to Marcellin
Marist Brothers…Marcellins approach to education
Champagnat and the Marist story within the cultural
was rooted in his spirituality. His love for Jesus and
expressions of the schools. The maternal style of
Mary was the source of his teaching methods. He
distanced himself, for example, from the contemporary pastoral care is also a reflection of an authentically
approval of corporal punishment, very common at the Marist charism, as is the priority given to the
time. Pedagogical theorizing….he did not do much of evangelizing mission of the school.
this. His contribution was a view of life and of people
based on his religious convictions, a profound Marist Pedagogy
common sense and a way of coming up with practical
solutions to the various situations that he faced Among Marists schools, teachers observe a
(Sammons, 1999).The document In the Footsteps of pedagogical practice that is inspired by the teachings
Marcellin had described the significant points about of its founder, St. Marcellin Champagnat. Lay partners
Marist education at these present times. As contributed who are working in a Marist institution share in the
in part by Marist Brothers and Lay Partners from all mission that is, “to educate children properly, we must
over the world, this document clearly synthesized the love them, and love them all equally.” Green (2006),
spirituality, traditions and principles of the Marists in as cited by Magallanes (2015), presents that Marist
the context of education. Pedagogy refers to the approach of teaching based on
the foundational beliefs culled from the charism of St.
Teaching Practices in the Marist Schools Marcellin Champagnat. Reflecting on the tradition of
the Brothers, Bro. Michael Green, FMS identified the
The distinct practices in the Marist schools were following characteristics o the Marist pedagogy
clearly described in the document In the Footsteps of
Presence and Good Example; Ease of Relationship
Marcellin as based on the shared experiences of the
between Students and Teacher; Preference for
Marists Brothers and Lay Mission Partners all over
simplicity; New and More Effective Methods of
the world. Although practices may vary from
learning/ Teaching; Importance of eh craft of
different places, these statements are the mutual
Teaching; Belief in the Young; and Active Awareness
agreements among the Marists. Article 38 of the

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Research Article

(Article 35) defined the term transcendent as a way to

of the Presence of God (Green, 2006).
give the best of oneself to provide the young people
with the means of achieving their full potential in life,
Methodology including their growing faith and their responsible
participation in the society. The understanding of the
This research used Descriptive Qualitative approach in teachers in the Marist schools about Marist way of
the conduct of the study. The research questions teaching was also centered in this idea that their
focused on the experiences of the teachers in the functions were beyond the rigid educational setup of
Marist schools with the pedagogical approach in their producing learned individuals. They clearly recognized
teaching functions. The study was conducted among that they had a responsibility towards the holistic
the Marist schools within Region XII that offered basic development of the students with focus on their
education. The participants were faculty members who spiritual growth and awareness of their identity as
had been teaching in the institution for a reasonable Marists and the way they lived up to this in their
period of time. An Interview Guide question which respective communities.
was devised by the researcher based on the objectives
As they shared their understanding about the Marist
of this study was used to gather data from the
way of teaching, the participants had always
participants. Further, the data was gathered through an
emphasized Marcellin’s principle about educating the
in-depth interview.
children through loving them equally as supported by
The collected data were transcribed every after an the Marist values that are being integrated in the
interview was done. From the coded data, the teaching practices. It was this spirituality that guided
researcher analyzed the transcription and formulated the teachers in their service. Although, it took a great
relevant themes that supported the discussion of the depth of understanding and acceptance for them to be
phenomenon. Then it was compared with the other able to relate this to the students, the teachers were
data until the researcher met the saturation level able to also live up to this Marist values by believing
needed. This saturation was met after the data from the in the capacity of the young for a holistic formation. In
seventh participant was transcribed and analyzed. In response, students and graduates of Marist institutes
analyzing the data and clustering the themes, the also established a distinct Marist identity that are
researcher used Stevick-Collaizi-Keen Method. reflective of the values that were taught to them.

Teaching is a pastoral responsibility

Results and Discussion
As teachers embraced their responsibilities as Marist
educators, they also assume various functions that are
In exploring the experiences of teachers in the Marist beyond the call of teaching duties and recognized that
schools, there were three recurring themes that they had a pastoral responsibility over the children that
emerged which described the Marist Pedagogy. These were entrusted under their care. This is not only
themes explained that teaching in the Marist schools is because Marists are catholic institutions, but they also
towards transcendental learning, it is a pastoral focused on the general welfare of the students.
responsibility and a shared mission. Consequently, the way the teachers live up the Marist
values were carried over in their teaching practices and
Teaching is towards transcendental learning
the way they relate to students in favor of the latter’s
holistic formation.
According to Centeno (2007) transcendental learning
goes beyond the confines of the knowing subject. As it According to Cross, D. and Lester, L. (2014), pastoral
were, by a transcendental method, the knowing subject care is a policy and practice that is fully integrated
is brought beyond and towards the horizon of being. throughout the teaching, learning and structural
Such is carried over in the teachers’ understanding that organization of a school to effectively meet the
their teaching should inspire their students to do more personal, social (wellbeing) and academic needs of
in life than just what were taught in the schools. They students and staff. With its focus on the holistic
were encouraged to follow the Marist values, formation of the learners, education in the Marist
spiritualities and teachings in their way of living. Thus, schools addressed the varying needs of students across
teaching in the Marist schools was not limited on what many areas and disciplines. In their teaching practices,
transpired inside the school rather it went farther teachers in the Marist schools put the welfare of the
beyond it. students as its main priority especially in instruction.
In the document Gathered Around the Same Table,
The Marist document “In the Footsteps of Marcellin”

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Research Article

Article 143 discussed pastoral responsibility on a level would also mean ownership. The teachers believe that
where Lay Marists are “seeking to be with young the sense of family spirit that they had experienced in
people in their circumstances as an impelling means to the Marist schools allowed them to share ownership
create new ways of education and evangelization. In with their colleagues and superiors have also given
response to this, teachers made sure that students were them a feeling of contentment which in turn motivated
provided with meaningful experiences by adapting to them to value presence and commitment in their work.
the demands of times and applying new and innovative
ways of learning. Although teaching and learning had For teachers who had been in the Marist schools for
been a dynamic process, they are firm with regards to some time, working together towards the mission was
the reinforcement of values since this was an important carried over through their social and professional
part of the over-all welfare of the students. responsibilities. As these teachers immerse in their
duty, they also involved themselves in activities that
The teachers in the Marist schools were fully aware of will support in the mission. The document Gathered
their pastoral duty even long before. In fact, in the Around the Same Table also cited that Marists find
Article 135 of the document In the Footsteps of themselves in a variety of pastoral roles working with
Marcellin, it was discussed that “In all of our schools other committed people, giving a face to compassion,
we establish structures of pastoral care and guidance and hands and voice to promote justice.
programs. Through these, we come to know our
students better, provide individual attention to each of
them, and promote their personal development and
Conclusion
social skills.” In doing so, the teachers’ approach to
teaching was always in a loving manner as they value The result of the exploration showed that one of the
their work in service of other people especially the dominant emergent themes about teaching in the
young. Teachers always made ways to establish a Marist schools is towards transcendental learning. The
connection with their students and also to provide an teachers understanding on teaching in the Marist
accommodating and approachable relationship by schools is that it has to be instrumental to be able to
showing compassion in the way they deal with the help the learners transform into becoming desirable
students. Marists. As they imbibed the Marist spirituality, the
students live up to it and practice the values and
Teaching is a shared mission principles that they had acquired from the Marist
institute. With the proper guidance and motivation
In his study about the partnership between the Marist from their teachers, the children transcend these
Lays and Brothers, Friales (2019) discussed that learned characteristics into their own undertakings in
collaboration appeared to be very important to be school and the community.
established in the Marist community. This has been
practically the reason why most of the Marist schools The way teachers lived up to the Marist principle of
were giving so much emphasis on building good educating the young by means of loving them equally
relationship between and among the brothers and the inspired these educators to provide holistic experience
lay and even with other stakeholders because it has to the students with emphasis on their pastoral
been the foundation of establishing strong partnership. formation. The teaching practices in the Marist schools
which were inspired by the Marist spirituality and
Throughout their sharing, the participants clearly charism allowed the Marist educators to establish a
recognized the importance of collaborative good relationship with the students making the
responsibility in achieving the mission of the Marist teaching-learning process a meaningful experience
institution. In fact, they had emphasized that the value among the students.
of family spirit is present among the teachers and other
stakeholders of the schools. They had also recognized Together with the other stakeholders, teachers in the
that teaching is more effective if there was good Marist schools work collaboratively towards the
partnership with the parents of their students. More so, shared mission of educating the young in the ways of
the connection that they had established with their the Marists. There is common understanding among
students even beyond their teaching duties were the teachers, school administrators, Marist brothers
evident of their efforts to nurture their passion in and even the parents on their collective responsibility
teaching and sustain their functions towards the for the holistic growth of the students. The strong
mission. As further discussed by Friales (2019), family spirit that is present among the Marists had
working collaboratively towards the shared mission been an important factor in involving the teachers

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Research Article

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