It reviews the historical trajectory of the “small Vincentian schools” and their impact on the configuration of an inclusive educational model. Finally, it discusses the challenges and opportunities that the Vincentian charism offers in the integration of new pedagogies and technological tools, such as Artificial Intelligence, to promote deep and ethically responsible learning in educational centers.
Charism, defined by St. Paul as a “grace” (1 Cor 12) bestowed by the Spirit for the good of the community, represents the foundational inspiration that guides the mission of various institutions. In the context of the Vincentian tradition, this charism is manifested in St. Vincent de Paul’s profound concern for poverty, both material and spiritual, and in his commitment to remedy it through evangelization and service to the disadvantaged (Morante, 2018). This approach transcended mere assistance to shape a holistic vision of the human being, laying the foundations for a unique educational proposal.
From its origins, Vincentian education has been characterized by a model of “Educare,” understood as the process of leading, guiding, and orienting young people to become the architects of their own destiny (Florido, 1995). This model promotes the active participation of students in social transformation, imbuing them with the values and spirit of the Vincentian charism. In a global context of constant pedagogical and technological change, it is imperative to analyze how this legacy can illuminate and enrich contemporary educational practices, offering a framework for comprehensive and purposeful development.
The objective of this article is to analyze the relevance and projection of the Vincentian charism in the configuration of a pedagogical model adapted to the demands of the 21st century, exploring its capacity to integrate educational and technological innovations without distorting its humanistic and service-oriented essence.
The Vincentian charism originates in the experience of St. Vincent de Paul, who discovered in direct contact with the poor not only a space for service, but an authentic place of encounter with Christ. This epiphany led him to identify Christ as the evangelizer and servant of the poor, acting with love, compassion, and mercy. The Vincentian maxim, “The Son of God came into this world to evangelize the poor,” resonates with the biblical quote from Luke 4:18-19, emphasizing the mission to proclaim liberation to the captives.
For St. Vincent, liberation is an integral concept that encompasses both the physical and the spiritual. In this way, charity and mission are conceived as complementary: meeting physical needs, promoting literacy, and assisting the person, without neglecting their orientation toward a transcendent dimension. This vision of interconnected charity and mission establishes a framework for an education that seeks the full development of the individual.
Since its inception, Vincentian education has promoted a pedagogical approach that positions the student as the protagonist of their own learning and social transformation, imbued with the Vincentian style of service and compassion (Florido, 1995). This perspective translates into a pedagogy that not only transmits knowledge but also forms values and skills for social commitment.
The materialization of the Vincentian charism in the field of education became visible with the emergence of the “small Vincentian schools.” These institutions, promoted by the foundation of parish charities, combined educational work with the care of the sick, demonstrating a synergy between the Daughters of Charity and the Congregation of the Mission (Florido, 1995). Both congregations worked together in missions, caring for the sick and educating children, responding to the emerging needs of society.
Vincentian schools were initially established in villages, predominantly in rural areas, although they also existed in urban centers such as Paris, specifically aimed at children from low-income families and characterized by their free tuition. This expansion led to the formation of a network of “small schools” in both rural and urban settings, creating a true educational mission that offered educational opportunities to vulnerable populations. Further research into the origins of these schools is a pending field of study and one of considerable historical and educational interest.
Today, the concept of a Vincentian school has become established as a private educational center with its own ideology, where teaching is conceived as a mission of the Church, open to the world and to the diversity of educational pluralism (Florido, 1995). The choice of a Vincentian school by parents, who are primarily responsible for their children’s education, is based on an educational project that seeks to provide a comprehensive education and support that meets contemporary pedagogical requirements.
Supporting students’ learning processes in today’s classrooms presents multiple challenges in a constantly evolving society. The global education system is undergoing a profound transformation, driven by the emergence of new pedagogies that seek to promote meaningful, large-scale learning. These methodologies reformulate roles and relationships in the learning environment, facilitating dynamic interactions enhanced by digital tools and resources, from early childhood education to secondary school. The goal is to develop in students the necessary dispositions to learn, create, and act, in line with their current and future needs (Baquedano, 2025). In this context, teachers take on a proactive role, conceiving the educational act as a continuous learning process and employing strategies adapted to the particularities of each student.
Technological evolution has catalyzed a global transformation in education, highlighting the emergence of Artificial Intelligence (AI) as a tool with the potential to further revolutionize the educational landscape (Cabrera, 2024). In the field of education, AI is implemented to develop systems and resources that optimize the learning process for students and improve the efficiency of teaching and support by educators. While AI offers vast potential to reconfigure the dynamics of teaching and learning in classrooms, it is imperative to ensure its ethical and responsible use, guaranteeing that its integration is aligned with the humanistic principles of Vincentian education.
San Vicente School, as an institution rooted in this charism, promotes spaces for ongoing training where each member of the community deepens and researches their area of expertise. The Vincentian community as a whole accompanies, guides, orients, and mentors each student, in accordance with the Vincentian educational project, ensuring that the charism continues to be a driving force in the integral formation of new generations.
The Vincentian charism, rooted in service and evangelization of the poor, stands as a fundamental pillar for the construction of a comprehensive and humanistic pedagogical model in contemporary education. From its origins in the “little schools” to its manifestation in today’s educational centers, this charism has promoted an education that conceives of the student as an active agent of their own development and social transformation.
The articulation of Vincentian principles with new pedagogies and technological tools, such as Artificial Intelligence, represents an opportunity to promote deep and meaningful learning, always from an ethical and socially responsible perspective. The Vincentian school, as a community of accompaniment and formation, has the challenge of continuing to adapt its educational proposal to the demands of modernity, without losing the essence of its founding charism: humble and simple service to those most in need, reflected in the integral formation of its students for a constantly changing world.
Fr. Roger R. Mamani Choque, CM
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