Pope Leo encourages us to have the “far-sightedness of Abraham” (Gen 15:5), the stargazer, who believed firmly in God‘s promises to him (5.1). In his Apostolic Letter Drawing New Maps of Hope, released this week to mark the Jubilee of Education, he invites us to refocus our vision, training it on what he terms the “cosmology” of gospel-inspired Christian culture. This context generates “educational constellations” patterned by Catholic schools, universities and other teaching settings, primarily our families.(1.2).

The Apostolic Letter made me think of our compass, namely, the dignity of each person, as we respond to the ‘cartographer’ of salvation, Jesus. He calls us, through his grace, to what Newman terms “some definite service” for which we have been created. This, he points out, is a contribution to building the kingdom on earth unique to each of us - because God in Christ-relates to us individually, personally. As Newman, in his novel Callista points out, God loves each of us as if we were the only person in the world he ever had to love. It is within this context that we are invited to respond to the Pope’s challenge to update and plot the maps of fresh terrains and frontiers which will provide hope, comfort and joy, in an often troubled world. We are to play our part in contributing to educational opportunities which, on reflection, “in stormy weather have been a lifeline; in calm weather have been a sail unfurled. A beacon in the night to guide navigation.”(1.2).

Pope Leo XIII made St. John Henry Newman a Cardinal, and St. Thomas Aquinas the Patron of Education. Pope Leo XIV has declared Newman co-patron and will now proclaim him as Doctor of the Church. In his Apostolic Letter, the Pope pays tribute to Newman’s contribution to the importance of the union between ‘faith and reason’ and through in his motto ‘cor ad cor Loquitur’ explaining the role of conscience, where we meet God. Pope Leo emphasizes that we need a strong interior life of prayer to more deeply discern, in the environment of a Catholic school, the ways in which  “faith, culture and life, intertwine”. He adds that “Education is not only about the transmission of content, but also the learning of virtues. It forms citizens capable of serving and believers capable of witnessing, men or women who are freer, no longer alone.”

Drawing New Maps of Hope also highlights the need for the “scientific, pedagogical, cultural, spiritual” formation of teachers. (4.2, 5.2, 6.1).

Pope Leo, in using analogies drawn from astronomy, invites comparisons with Newman’s approach to holistic learning:

“ …for the universe it’s length and breath is so intimately knit together, that we cannot separate off portion from portion, and operation from operation, except by a mental abstraction.” (Idea of a University, 50)

The fragmentation of each individual subject being taught leads  to an over concentration on specialization, and, quoting Newman, the Pope remarks a “mercantile” utility, rather than an appreciation of the wonder of education for its own sake. This, Newman maintained, obscures the search for truth. For him, every student needs to be able to “apprehend great outlines of knowledge, the principles of its parts, it’s lights and the shades, it’s great points and it’s a little, as he otherwise cannot apprehend them.” (Idea of a University, 101).

Newman’s commentary is also very insightful when considering what Pope Leo calls the “digital human”. Newman, almost prophetically, addresses our present day circumstances of being overwhelmed by the vastness of information that is available to us. As Newman counsels:

“Again, the view of the heavens which the telescope opens upon us, if allowed to fill and possess the mind, may almost work it around and make it dizzy. It brings in a flood of ideas, and this rightly called an intellectual enlargement, whatever is meant by the term”.
Idea of a University, 131).

Pope Leo calls for us to pause and contemplate the benefits and drawbacks of technology. Newman helps us recalibrate our way of looking at things, by advising that we always seek out  the ‘bigger picture’ view, when a ‘road map’ of the way forward is not yet available:

“You hear of practiced travelers when they first come into a place, mounting some high hill or church tower by way of reconnoitering its neighborhood. In like manner, you must be above your knowledge, not under it, or it will oppress you; and the more you have of it, the greater will be the load”. (Idea of a University, 140).

The theme of journeying, accompanied by wise and holy guides, is highlighted by Pope Leo, as he puts before us the lives of a wide-range of men and women Saints, who, historically, have had a significant impact on educational provision -enriching it in a “pedagogically innovative and socially visionary way.” (2.2, 2.3). His words find echoes in Newman who wanted people to “see everywhere, the footprints, the paths, the landmarks and the remains of former travelers, and never step wrong.” (Idea of a University, 213).

The Pope is also conscious of the major effects that artificial intelligence is already having on individuals and societies. He cites the Vatican document, Antiqua Nova, which explores this phenomena in great detail, when he observes that “technological progress is part of God‘s plan for creation.” however,” technologies must serve, not replace the person; they must enrich the learning process, not impoverish relationships and communities..the decisive point is not technology, but the use we make of it. Artificial artificial intelligence and digital environments must be oriented towards the protection of dignity, justice, and work; they must be governed according to criteria of public ethics and participation; that must be accompanied by adequate theological and philosophical reflection.”(9.1-9.3).

At significant points, Newman is quoted in Antiqua Nova, as a way of keeping in mind AI’s potential, to ensure that it does not prevent the fostering of “a cultivated intellect” which “brings with it a power and grace to every work and occupation it undertakes.”(Idea of a University, 167). Pope Leo therefore advises: “let us educate a judicious use of technology and of AI, placing the person before the algorithm and harmonizing technical, emotional, social, spiritual, and ecological intelligence” to assist us in being “peacemakers”.(10.3).

Newman also stresses the value of an independent mind, open to the importance of daily experiences.  He refers to the “dexterous gleaner” who acquires educational knowledge from a rich canopy of settings:

“the beach, and the quay, the fishers boat, and the inn’s fireside and the tradesmen shop and the shepherds walk, and the smugglers hut, and the mossy moor, and the screaming gulls, and fashion for himself, a philosophy and a poetry of his own.(Idea of a University,149-150).

St John Henry Newman’s words, throughout this article, clearly chime with those Pope Leo’s conclusion to his Apostolic Letter when he states:

“I entrust this journey to the Virgin Mary, Sedes Sapientiae, and to all the sainted educators. I appeal to Pastors, consecrated men and women, lay people, responsible for institutions, teachers, and students: be servant of the world of education, choreographers of hope, seeker of wisdom, credible creators of expressions of beauty. Fewer labels, more stories; fewer sterile contrasts, more harmony in the Spirit. Then our constellation will not only shine, but will also guide us: towards the truth that sets us free (cf. Jn 8:32), towards the fraternity that consolidate justice (cf. Mt 23:8), towards the hope that does not disappoint (cf. Rom 5:5)”.

By Fr Peter Conley