Analyzing CST Principles in Relation to Universal Primary Education

This essay explores the relationship between Catholic Social Thought (CST) principles and Universal Primary Education (UPE). The essay discusses how principles such as the common good, the life and dignity of the human person, and the preferential option for the poor and vulnerable support the right to education for all children, irrespective of their economic or social backgrounds. It highlights the importance of equality in providing access to education and ensuring that all children can benefit from it. The essay also examines the concept of self and community in relation to CST, emphasizing the golden rule and the role of concerned bodies in ensuring UPE. Finally, the essay concludes by discussing how the author will address issues related to human dignity and the common good to promote equality in accessing basic rights, including education.

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Institution

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Although many countries are trying to ensure all children are given the right to education,
not all of them have been able to attain this right. Most of the international agencies have been
putting various strategies for the universal primary education (UPE) to be attained but various
challenges have been blocking this from happening (Gupta, 2015). It is the right of every school
going children to attain education, and this can be supported by various catholic social thoughts
like for example, the common good, the life and dignity of the human person, and the
preferential option for the poor and vulnerable.
The common good principle states that all human beings should be given adequate access
to the goods and resources of the society so that they can be able to live better lives. It also states
that the rights of individuals to personal possessions and public resources should be balanced
with the needs of people who are disadvantaged and dispossessed (Osadebe, 2013). Based on the
fact that education is one of the factors which give human beings fulfilling lives, it should be
given to all children irrespective of the economic condition of their country or social class of
their family.
The life and dignity of the human person principle promotes the dignity of all people
because it states that human being are equal and important because they were created in the
image of God. It also asserts that human dignity should be seen in relationship to the promotion
of common good (Whitehead, 2011). To promote human dignity, there should be equality in
providing the necessities which make people to live better lives and education is one of them.
Therefore, children in all countries and irrespective of the economic background of their country
should be allowed to have an access to education. From this principle, nothing should bring
inequality in human beings when it comes to provision of what can make them live fulfilling
lives. This means because education has benefits, the benefits should be attained by all people.

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The preferential option for the poor and vulnerable on the other hand says that most
people although are marginalized in the community should be prioritized when making all our
decisions (Osadebe, 2013). According to this principle, Caring for the poor should be everyone’s
responsibility. In most countries, poverty is one of the factors which makes children to fail
getting access to education. Just like this principle asserts, those who are concerned should
prioritize the marginalized for the UPE to be obtained.
Question two
Comparing the three principles, it is clear that they have one thing in common: equality
irrespective of the nature of society where one comes from. This means because education is a
right and has various benefits, it should be provided to all students. These principles basically
brings equality between the poor and the rich, by stating that all human beings should be allowed
to get access to their rights.
In most countries, poverty is one of the factors which makes it not possible to attain UPE
(Maina, 2011). These principles have close relationship to UPE in the fact that the goal of UPE is
to ensure all children gets equality in accessing education irrespective of the economic
background of where they come from (Solarte, 2010). The common good, the life and dignity of
the human beings, and the referential option for the poor talks about assisting all people to attain
their rights and what can make them live fulfilling lives.
Question three
The concept of self and community is consistent with the principle of CST.
Understanding these principles helps people to determine how matters which relate to the dignity
of beings and the realization of the common good can be addressed in their personal and
professional lives (Orsy, 2014). The two provides knowledge and understanding for the

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development of the skills required to come up with strategies of addressing challenges where
shared responsibility for the common good is not realized. Education benefits both individuals
and the society and it is a right which should be provided to all students. Therefore, because it
benefits both individuals and the society and it is a right, it should be given to all people
irrespective of the economic condition of their country.
The concept of self and community is related to the golden rule which says “do unto
others as you expect them to do unto you.” The self-concept is a collection of beliefs about
oneself while that of community talks about other people (Gaon, 2015). Comparing these two
concepts, one can realize that there is interconnection between the two and the golden rule. The
interconnection is brought by “other” referring to “community” and “self” referring “you.” In the
education sector, there should be a common good of attaining this right and therefore doing good
through ensuring all students are educated as one expect his/her children to be educated plays a
significant role. Application of self and community concept as well as the golden rule can play a
significant role in attaining UPE. The concerned bodies should also educate the society
concerning the golden rule and the concept of self and community in their strategies of ensuring
UPE is attained.
Question four
To address the issues relating to the dignity of the human person and the realization of
common good, I shall ensure there is nothing which makes one special than the other, or makes
one to fail accessing the basic rights. For example, ensuring education is free and letting the
society know the importance of taking their kids to school can contribute a lot in ensuring all
children are educated (Kalb, 2011). The dignity of the human beings is said to be the foundation
of a moral vision for the society and therefore I shall uphold all matters which can contribute to

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the benefits of both individuals and the society. All people are equal irrespective of the
background which they come from and therefore what promises a fulfilling life should be given
to all. Education plays a significant role in determining the kind of life which one lives and
therefore ensuring all children access it is fundamental.
In the future, I shall ensure there is equality in ensuring people receive what is good for
them, and their rights irrespective of their gender, creed, ethnicity, age or ability are not ignored.
I shall ensure I let the society understand that there are benefits of ensuring equality in all matters
which make one live fulfilling lives. Some of these matters include education, employed,
healthcare, proper housing among others.
References

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Gaon, S. (2015). More Than Life: Human Dignity and the Problem of Rights. Mosaic
(Winnipeg), 48(4), 54-67.
Gupta, G. G. (2015). Post 2015 UN Global Development Goals; What Next for Universal
Primary Education? Journal of Social Welfare and Managemen, 7(3), 67-89.
Kalb, J. (2011). Litigating Dignity: A Human Rights Framework. Albany Law Review,
74(4), 12-34.
Maina, W. M. (2011). The Common Good And/or the Human Rights: Analysis of Some
Papal Social Encyclicals and Their Contemporary Relevance. Journal for the
Study of Religions and Ideologies,, 10(29), 534-567.
Orsy, L. (2014). The Divine Dignity of Human Persons in Dignitatis Humanae.
Theological Studies, 75(1), 21-43.
Osadebe, u. (2013). Evaluation of Achievement of Universal Basic Education (UBE) in
Delta State. Education, 132(3), 43-67.
Solarte, H. O. (2010). The Common Good, the Common Interest and the Decision
Making Process. International Management Review, 6(1), 32-34.
Whitehead, D. (2011). Education Diplomacy: The Way Forward. Childhood Education,
87(3), 90-121.