MILANI-SFEIR COMPARATIVE REFLECTIVE ARTICLE

SPIRITUAL SOCIAL RESPONSIBILITY: Comparing Buddhist Dr. Alfredo Sfeir-Younis and Catholic Don Lorenzo Milani

By Marco Tavanti, Elizabeth Wilp and Julie Tavanti

First published on July 12, 2024, commemorating when Don Lorenzo Milani was ordained as a diocesan priest on 12 July 1947 at the Duomo di Firenze, the Cathedral of Florence, and assigned to the Church of San Donato in Calenzano as an assistant priest.

** Reflections inspired by the Centennial Celebrations of Don Milani (1923–2023).

Photo Credits: Dr. Alfredo Sfeir-Younis, a Buddhist spiritual leader (Photo: Evolutionary Leaders). Lorenzo Milani at 18 years old, a student in Milan, and a 1941 self-portrait (Photo: Chiesa di Milano); Glass mosaic image of the “Holy Scholar Martyr” that Don Milani created with his students in the parish church of Barbiana reflecting his painting background (Photo: Gli Scritti, FDLM).

Dr. Alfredo Sfeir-Younis’s Spiritual Journey

“The future is the era of self-realization, where we will transition from the material to the spiritual, from the individual to the collective, from the external to the internal, from knowledge to experience and wisdom. […] “The leader of the future will be a spiritual person, with a sense of the collective, an inward gaze, and will place special importance on experiential learning.” — Dr. Alfredo Sfeir-Younis

Dr. Alfredo Sfeir-Younis, a Chilean economist and spiritual leader, has uniquely blended his professional and spiritual pursuits. He holds degrees in economics from the University of Chile and advanced degrees from the University of Rhode Island and the University of Wisconsin. Additionally, he studied at Harvard University in the MBA for Executives program. His career at the World Bank, spanning nearly three decades, saw him rise to influential positions, including the first environmental economist and the World Bank’s Special Representative to the United Nations and the World Trade Organization. His work focused on ecological and environmental policy and directed the World Bank offices in New York and Geneva.

Dr. Sfeir-Younis’s spiritual journey is deeply intertwined with his professional life. He is a Buddhist spiritual leader and a Mayan priest. His principal spiritual mentor was Lama Gangchen Tulku Rinpoche, who named him Dzambling Cho Tab Khen, meaning “World Healer.” In 2005, he founded the Zambuling Institute for Human Transformation (IZTH), focusing on integrating spiritual principles into human and environmental well-being. His work emphasizes the interconnectedness of all life forms and the importance of inner transformation for outer change.

In addition to his spiritual and professional contributions, Dr. Sfeir-Younis has also ventured into politics. He was the Green Ecologist Party’s presidential candidate in the 2013 Chilean election, garnering significant attention and support. Following the election, he continues to demonstrate his commitment to environmental and social issues within the political sphere. His writings and public speaking advocate for a new paradigm of sustainable and compassionate leadership. His numerous awards, including the Lifetime Ambassador of Peace, Diamond Peace Award, and Man of the Year 2023, highlight his commitment to global peace and social responsibility. His teachings advocate a holistic approach to addressing global challenges, combining economic expertise with profound spiritual insights to foster a more harmonious and sustainable world.

Education and Buddhist Social Responsibility

“We need a new form of education: ‘conscious education’. It is that education which goes far beyond the knowing, having and doing. The real core of education must not be “so I know, so I act”. Today, the core of education is “so I self-realize, so I act”. Thus, conscious education is the education of being, becoming and inner self-realization. The education that cultivates the law of correspondence, where the inner is like the outer, and the outer is like the inner.” — Dr. Alfredo Sfeir-Younis

Dr. Alfredo Sfeir-Younis’s approach to social responsibility is deeply rooted in Buddhist principles, particularly compassion, mindfulness, and interdependence. He believes in the spirituality of inner-self-governance, making himself responsible for his vision, intent, language, action, behavior, and effort. Several important spiritual laws shape this governance:

1. The Law of Impermanence teaches that every aspect of life, both material and non-material, is uncertain and impermanent. This understanding helps mitigate the suffering caused by attachment and the illusion of permanence.
2. The Law of Interdependence underscores that everything and everyone are interconnected, embodying the essence of “I am because you are, and you are because I am.” This law calls for recognizing the inseparable nature of all beings and the environment.
3. The Law of Correspondence suggests that the inner and outer worlds reflect each other, promoting harmony and equilibrium between our internal and external experiences.
4. The Law of Karma highlights the principle of cause and effect, stressing that every action has a reaction. It reinforces the importance of self-responsibility in our spiritual and social paths.

Dr. Sfeir-Younis advocates for an integrative vision that bridges spiritual and material dimensions, challenging traditional, fragmented approaches to development and social change. He emphasizes that true social responsibility arises from deep awareness and presence, where actions are guided by a compassionate understanding of their broader impact. His philosophy calls for policies and practices that honor the interconnectedness of all beings, promoting sustainable development that respects human beings, sentient beings, and nature's well-being. Through Socially Engaged Buddhism, Dr. Alfredo Sfeir-Younis is dedicated to creating a new Social Doctrine that establishes a foundation for planetary livelihood. This doctrine focuses on human and social change through the union of knowledge, wisdom, and ethics. Dr. Sfeir-Younis emphasizes the integration of spiritual self-realization with conscious education and social responsibility, aligning closely with Don Lorenzo Milani’s “I Care” philosophy. By combining these elements, he advocates for a holistic education approach that nurtures personal growth and collective well-being.

“When I think and meditate about social responsibility, this is what I hear: Social responsibility is an act of mutuality. Social responsibility is an act of commitment with self and other. Social responsibility constructs a common future. Social responsibility is a form of reconnection. Social responsibility re-establishes a new meaning of ‘humanity.’ Social responsibility is our own and sole source of liberation. Social responsibility allows us to have a society. Social responsibility builds what we could become together.” — Dr. Alfredo Sfeir-Younis

Dr. Sfeir-Younis advocates for a transformative approach to education that aligns with his spiritual principles, addressing the profound challenges faced by today’s youth. There are 1.2 billion young people aged 15 to 24, comprising approximately 16% of the global population (SDG 4). However, the traditional education system, rooted in antiquated paradigms, fails to meet their needs by emphasizing knowledge acquisition and conformity over holistic development. Sfeir-Younis believes education should focus on three fundamental principles to foster leadership and personal growth:

1. Conscious Education: Dr. Sfeir-Younis proposes “conscious education,” which transcends the conventional focus on merely knowing and doing. Conscious education prioritizes self-realization, inner transformation, and cultivating a harmonious relationship between the inner and outer worlds. This approach encourages students to understand all life's interconnectedness and develop a sense of moral and spiritual responsibility. By fostering self-awareness and mindfulness, conscious education aims to produce individuals who are not only knowledgeable but also wise and compassionate.
2. Planetary Beings: A core tenet of Dr. Sfeir-Younis’s educational vision is the development of “Planetary Beings.” These individuals recognize and embody the interconnectedness of all life forms and the environment. Planetary Beings understand that what happens in one part of the world affects everyone, promoting a sense of global citizenship and interdependence. This principle encourages students to think beyond their immediate surroundings and to consider the broader impact of their actions on the planet. It is about nurturing a global mindset that values sustainability, empathy, and collective well-being.
3. Eco-Morality and Social Responsibility: Dr. Sfeir-Younis emphasizes the need for an education system that instills eco-morality and social responsibility. This involves teaching students about our shared rights and responsibilities towards each other and the environment. It promotes the principle of “I am because you are, you are because I am,” highlighting the importance of mutual respect and cooperation. By integrating these values into the educational framework, Dr. Sfeir-Younis believes we can cultivate a generation of conscious leaders equipped to address global challenges such as climate change, social inequity, and technological disruption with wisdom and compassion.

Like Don Lorenzo Milani, Dr. Alfredo Sfeir-Younis challenges outdated educational models and proposes a transformative educational vision. His approach integrates conscious education, the development of Planetary Beings, and the promotion of eco-morality and social responsibility. By embedding his socially engaged spiritual principles into modern educational frameworks, we can prepare the youth to lead with wisdom, compassion, and a profound sense of interconnectedness, ultimately fostering a sustainable and just world.

Don Lorenzo Milani’s Spiritual Journey

Don Lorenzo Milani is a known Italian Catholic priest and educator who embarked on his spiritual journey against social injustice and educational inequity. Born into an affluent family, Don Milani chose a path of radical faith and service, dedicating his life to the marginalized and oppressed. His spiritual journey was marked by a profound commitment to the teachings of Christ, particularly the call to serve the least and the lost. Don Milani’s faith was not confined to doctrinal orthodoxy. Still, it was a living, breathing force that propelled him into the heart of social struggles, challenging systemic injustices through education and advocacy. We can summarize this spiritual journal into three interconnected dimensions:

1. The Spiritual-Religious Dimension: Don Milani’s spirituality was deeply rooted in his Judeo-Christian heritage. His profound connection to the Hebrew Bible and the Christian Scriptures shaped his mission and his approach to education. He viewed his life’s work as a sacred mission, drawing inspiration from biblical themes of redemption and liberation. Don Milani’s love for the Bible was evident in his pastoral activities, where he studied, translated, and disseminated its teachings. His explanations of the Gospel and his historical-geographical maps of biblical Palestine were tools to communicate the profound message of God’s word — a message of communication, sharing, solidarity, peace, and nonviolence.

Don Milani’s early years also saw a deep engagement with the arts, particularly painting, which played a significant role in his spiritual and intellectual formation. Encouraged by his mentor, Hans Joachim Staude, Don Milani’s pursuit of essentialism in art paralleled his later theological and pedagogical focus on fundamental human values. His interactions with Staude, who later embraced Buddhist principles, further enriched this connection between the sacred and the creative. These experiences broadened Don Milani’s spiritual perspective, influencing his holistic view of life and education. In a letter to his teacher, Staude, the young Lorenzo Milani writes, “It’s all your fault… because you talked to me about the need to always seek the essential, to eliminate details and simplify, to see things as a unity where every part depends on the other. It wasn’t enough for me to do all this on a piece of paper. It wasn’t enough for me to seek these relationships among colors. I wanted to seek them between my life and the people of the world. And so I took another path” (HJS). Coincidentally, Don Milani became the pastor of the village of Barbiana, located near the town of Vicchio, the birthplace of two renowned Renaissance sacred painters, Giotto and Fra Angelico.

1. The Spiritual-Historical Dimension: Don Milani’s spiritual journey was deeply historical, viewing history not as a mere backdrop but as a vital instrument and pathway of life. His engagement with the Word of God in the Old and New Testaments was interpreted as a promise laden with messianic hope. This messianic vision formed the foundation for his understanding of Christian commitment in the world. He believed in a performative word that not only conveyed but also enacted reality. In Milani’s view, each person was a promise spoken by God for the good of others, committed to the redemption of all. His relationship with Jesus fostered through prayer and sacraments, was the bedrock of his struggle against cultural and ecclesial marginalization. His relentless fight for justice and peace was rooted in biblical messianism, where peace and justice are intertwined aspects of God’s kingdom.

Doln Milani’s approach to biblical exegesis and his emphasis on liberating the conscience from ideological inertia paralleled the methods later used by the Christian Base Communities (CEBs) of the Liberation Theology movement in Latin America. These communities read the Bible through the lens of their experiences of poverty and oppression, leading to collective consciousness-raising and the pursuit of liberation. Like Milani, the CEBs saw the Scriptures as a source of empowerment, a means to understand their situation critically, and a call to action for social justice and improving their lives. Don Milani’s exegetical practices aligned closely with these modern concepts of social justice and empowerment, making his work a precursor to the transformative educational and social strategies employed by Liberation Theology.

1. The Spiritual-Political Dimension: Dom Milani’s spirituality had a profoundly political dimension, though not in the partisan sense. His understanding of politics was rooted in the social teachings of the Gospel, where societal structures should serve humanity, not dominate it. He challenged the misuse of power and sought to realign social structures with their original purpose of service. Don Milani’s political vision was about restoring human dignity, seeing every person as a child of God and a bearer of inalienable dignity. He emphasized empowering the poor to reclaim their rightful place in society. He stated, “To love the poor, to aim to put them in their rightful place, means not only increasing their money, but above all growing their sense of superiority.” For Don Milani, elevating the poor was not merely about financial support but instilling a sense of self-worth and moral superiority, encouraging them to reject bourgeois values and seek a higher, more spiritual, and more Christian path.

Don Milani’s political engagement aligned with what later became known as the Evangelical Option for the Poor in Catholic Social Teaching (CST). He believed that the unjust world must be corrected by the poor themselves, as he noted, “The unjust world must be straightened out by the poor, and they will straighten it out only when they have judged and condemned it with an open and awake mind, such as only a poor person who has been to school can have.” His approach was about taking a clear stance on social and political issues, advocating, “We must have clear ideas about social and political problems. We must not be interclassist but take sides.” Don Milani aspired to elevate the poor to a higher level of human and spiritual development, “We must burn with the desire to raise the poor to a higher level. I do not mean to a level equal to the current ruling class. But higher: more human, more spiritual, more Christian, more everything.” This vision of upliftment was not just about social mobility but about fostering a profound transformation that emphasized spiritual and humanistic values, deeply rooted in Christian ethics. Through this approach, Milani sought to create a more just and compassionate society, driven by the empowered and enlightened poor.

Like Dr. Alfredo Sfeir-Younis, Don Lorenzo Milani’s spiritual journey integrated a strong sense of social transformation with a deeply spiritual, transcendental identity that extended beyond socio-economic development to encompass a higher level of life, dignity, and consciousness. Don Milani believed, “Those who can fly should not throw away their wings in solidarity with pedestrians, but should rather teach everyone to fly.” This reflects his commitment to uplifting others by sharing knowledge and capabilities rather than merely sympathizing with their struggles. He also asserted, “We will not see saints bloom until we have built young people who vibrate with pain and faith thinking about social injustice,” emphasizing the need for a deep, empathetic awareness of social inequities as a foundation for moral and spiritual growth.

Don Milani’s approach to obedience to the Church was similarly nuanced, placing his conscience and responsibility to act above blind adherence. He argued, “The inspector comes after the fact. By distinguishing between obedience before and after, we can teach young priests a lesson in very obedient rebellion. He who follows his conscience, with the best of intentions, having sincerely planned absolute obedience in case of a crackdown, is perfectly obedient, perfectly subject to the bishops, and does not hinder the theological, pastoral, social, and political progress of his teaching.” This perspective underscores his belief in conscientious action as a driving force for progress within the Church and society.

Profoundly influenced by his Judeo-Christian heritage, historical consciousness, and unwavering commitment to social justice, Don Milani’s life and work exemplify how spirituality can drive transformative education and advocacy. His approach effectively challenged systemic injustices and fostered a more just and compassionate society.

Spiritual & Socially Engaged Lessons for Today’s Education

The spiritual and social visions of Dr. Alfredo Sfeir-Younis and Don Lorenzo Milani offer profound lessons for contemporary education. Their respective journeys highlight the integration of spiritual values with social action, advocating for an educational model that fosters both inner transformation and societal change.

1. Integration of Spirituality and Social Responsibility: Both Dr. Sfeir-Younis and Don Milani emphasize the integration of spirituality with social action. Sfeir-Younis’s Buddhist principles underscore mindfulness and compassion as essential for true social responsibility, arising from a deep sense of interconnectedness and awareness. Similarly, Don Milani’s Catholic social responsibility is grounded in the Gospel’s social teachings, emphasizing justice and human dignity as fundamental components of spiritual practice.
2. Education as a Tool for Empowerment: Dr. Sfeir-Younis and Don Milani view education as a powerful tool for empowerment. Dr. Sfeir-Younis’s vision of conscious education prioritizes self-realization, inner transformation, and understanding the interconnectedness of all life, fostering moral and spiritual responsibility. Don Milani’s educational model exemplified in the Barbiana School was a revolutionary educational experiment aimed at empowering disenfranchised youth through critical pedagogy and active engagement in social issues, emphasizing the transformative power of education to address inequality and promote social justice.
3. Emphasis on Inner Transformation for Societal Change: Both leaders stress the importance of inner transformation as a precursor to societal change. Dr. Sfeir-Younis advocates for environments that nurture holistic well-being and sustainability, bridging the gap between spiritual wisdom and practical action. Don Milani’s educational approach was not just about imparting knowledge but also cultivating a sense of moral responsibility and civic engagement, encouraging students to critically engage with social injustices and work towards systemic change.
4. Advocacy for the Marginalized: Dr. Sfeir-Younis and Don Milani advocate for marginalized communities in the Global South or Italy. Sfeir-Younis’s principles challenge educators to create compassionate and sustainable environments. At the same time, Don Milani’s commitment to giving a voice to the poor and ensuring their full participation in society and the church through conscious faith underscores his profound impact on modern educational and social practices. Don Milani articulated the need to elevate the poor to a higher level of human and spiritual development, emphasizing their role in rectifying social injustices.
5. Challenging Systemic Injustices: Both figures actively challenge systemic injustices through their educational philosophies, their writing and public service. Dr. Sfeir-Younis’s approach bridges spiritual wisdom with practical action to foster environments that support holistic development and social equity. Don Milani’s teachings, particularly evident in his writings like “Letter to a Teacher,” continue to inspire educational and social reform movements, advocating for a model of education that not only imparts knowledge but also cultivates critical thinking and moral responsibility.

Together, the spiritual journeys and social responsibilities of Dr. Alfredo Sfeir-Younis and Don Lorenzo Milani offer a compelling vision for an engaged, compassionate, and transformative education. Their lives and teachings remind us that true social responsibility is not just a matter of policy but a profound spiritual commitment to the well-being of all beings and the planet we share. Through their examples, we learn that education can be a powerful catalyst for social change, fostering a more just and compassionate society.

Suggested Citation: Tavanti, Marco, Elizabeth Wilp, and Julie Tavanti. “Spiritual Social Responsibility: Comparing Buddhist Dr. Alfredo Sfeir-Younis and Catholic Don Lorenzo Milani.” Medium (EduVators). July 12, 2024. https://medium.com/p/b0e1d19e199f

‌Explore More: Latin American Network of Engaged Buddhism (LANSEB); Dr. Sfeir_Younis on Conscious Sustainability Leadership (SDG Services); “Radical Transformation: Don Milani and His Journey from Conversion to Total Surrender” (Exaudi); Don Lorenzo Milani, Priest and Prior of Barbiana (La Civiltà Cattolica); Pope upholds legacy of Don Milani, a “restless and disturbing” priest (Vatican News);

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About the Authors: Marco Tavanti is an Italian-born American professor who deeply appreciates Don Lorenzo Milani’s teaching methods. He learned about these methods near the Barbiana school early in his career. Marco’s work brings these impactful ideas into today’s teaching practices worldwide. Elizabeth Wilp is a researcher contributing to inclusive education, especially in curricula and classrooms with students from different cultures and backgrounds. Her research and experience provide important insights into how schools can be more effective and welcoming for all students. Julie Tavanti is a Chinese-born American student passionate about developing new ways to teach students who learn differently and helping more women get into STEM fields. Her unique background and dedication to diverse education shape her views and efforts.