A. As Eoin O’Connell, PhD, et al write in their 2017 AXIS article “Higher Education and the Lasallian Mission in an Age of Inequality”:
"The mission-centric educational experience offered by Lasallian universities serves to shape students for the rest of their lives" (14).
B. As Kerri Mulqueen, DA, writes in her 2020 AXIS article “Urban Teacher Education through a Lasallian Lens: Community Partners, Dispositions, and Answering the Call”:
"Brother Álvaro posited that Lasallian education should be recognized for knowing how to combine academic excellence with the social and political reality in which we live, in ways that permit our students to better understand the problems of structure and to know how to find solutions for the same"(173).
C. As Jordan Pascoe, PhD and Sarah Scott, PhD, write in their 2020 AXIS article “A Lasallian Response to Rape Culture”:
"Our move to engage rape culture – both in society and on college campuses – through Lasallian values is driven by our belief that we are called to stand with the most vulnerable and that on our campuses, vulnerability is produced through institutional blind spots that result in complicity with rape culture. Institutional blind spots and the limitations of historical responses to rape culture notwithstanding, we believe that the Lasallian tradition has much to offer"(135).
OR
"We argued that it is essential to hold on to the Lasallian framework of virtue, rather than codes of conduct, and that the development and exercise of virtue requires context-specific judgment. We analyzed the virtue of silence in the context of rape culture and argued that it, in conjunction with the Lasallian principle of association, means that the Lasallian charism has a unique ability to draw on its own resources to respond to and resist the patterns and structures of rape culture" (145).
D. As Justin Peralta and Cory Blad, PhD, write in their 2020 AXIS article “Addressing Race and Class in the Lasallian Legacy of Social Justice”:
"Every now and then a reevaluation of what the Lasallian Core Principles mean, how they translate to the world, and what one ought to do, are necessary questions. More urgently now than before given the monumental socio-political shifts in the last several years, and the accelerating rate that technology and globalization are changing assumptions of human behavior. To properly judge De La Salle’s contribution to the world, and adequately re-contextualize the values Lasallians understand to be important historically, it is important to discuss both the successes and the pitfalls of De La Salle’s own legacy"(95).
E. As Brother Ernest Miller, FSC, writes in his January 2021 “Combating the Pandemic of Racism: Lasallian education in times of turmoil”:
Lasallians must reflect on our failures to demonstrate visibly our commitment to dismantle structures of white supremacy and privilege that encode race and racism in the fabric of our Lasallian educational institutions and society. We must undertake a critical inventory of self and institutions to recollect how we perpetuate racial inequities, and give witness to what the biblical vision of justice looks like in which none is “no longer strangers and aliens” (Letter of Paul to the Ephesians, 2:19 NRSV). As Socrates said, “the unexamined life is not worth living” (6).
F. As the April 2020 Declaration on the Lasallian Educational Mission states:
"We believe that education makes possible the search for and transmission of the truth- We have a positive view of the ability of young people to be passionate about this. All of our institutions share this optimism, which is consistently nourished by the fundamental conviction that inquiry, through the different disciplines, discovers different but complementary knowledge, and points to the knowledge of a transcendent truth that eludes us and, at the same time, draws us irresistibly" (119).
OR
"We believe in the inspiring and mediating power of the educator- The teacher is fundamentally a witness who accompanies and inspires because his/her example inspires, challenges, accompanies and orients. The teacher is the fundamental mediator of educational processes because they create the pedagogical relationship that favors the integral growth of the children and young people with whom they share life and mission. Their presence illumines, points out horizons, generates environments for learning, promotes autonomy, suggests paths and transmits principles. In this way, they contribute to the formation of free, autonomous and responsible people"(118).