As members of the Vincentian Family we have become accustomed to using terms such as Advocacy, Aporophobia, Homelessness, Collaboration, Systemic Change, etc., to describe either situations that we encounter in our work/ministry or actions that we carry out. To deepen our understanding of these concepts from the perspective of our charism, we have developed this series of posts, entitled a “Vincentian Dictionary”, with the aim of offering each week an explanation of the various words/phrases from a social, moral, Christian and Vincentian perspective. Inspired by the charism of St. Vincent de Paul, we hope to deepen our understanding and reflect on service, social justice and love of neighbor. At the end of each article you will find some ideas for personal reflection and/or group dialogue.

Follow the complete thread of this Vincentian dictionary at this link.

Culture is an intangible asset that defines and enriches the human experience. As a set of knowledge, beliefs, customs and values, it is the basis on which individuals and societies develop their identity and capabilities. Moreover, in a globalized world, understanding and respect for cultural diversity emerge as fundamental pillars for peaceful coexistence and collective progress.

Culture as a development of critical judgment

The word “culture” comes from Latin and initially referred to the “cultivation” of the land. This initial meaning expanded in the classical tradition to encompass the cultivation of the spirit and human development through education and training. Thus, culture implied a process of transformation, whereby human beings moved away from a natural state to reach a higher level of existence.

In Greece, the concept of “paideia” represented this integral formation of the human being, conceived as a conscious effort to attain moral perfection or “areté.” This idea transcended the simple acquisition of knowledge; it was about modeling the individual according to a human ideal that combined virtues such as justice, courage and prudence. The Sophists contributed a pragmatic perspective by integrating education into the political and social contexts, linking it with “techné,” understood as a set of practical and specialized knowledge. “Techné” encompassed not only the arts and literature, but also disciplines such as military strategy and medicine, demonstrating the breadth of culture in the Greek world.

Plato and Socrates took this reflection further by emphasizing the interconnection between culture, morality and social organization. Socrates considered “paideia” essential for developing a spiritually and morally virtuous life, while Plato conceived of education as a means of achieving “areté” and fostering ideal citizens. For them, culture represented a tool that enabled human being to overcome his natural limitations and live in harmony within a structured society.

Myth also played a fundamental role in the classical conceptualization of culture. Stories such as the myth of Prometheus illustrate human being’s transition from a natural to a cultural state, highlighting the role of education and technology as mechanisms to compensate for human shortcomings. In this story, Prometheus endows men with technical knowledge and fire, symbolizing the effort to achieve a human order that contrasts with the initial natural harmony. This process underscores the tension between nature and culture, a central dichotomy in classical philosophy.

In Rome, the concept of culture evolved to include broader dimensions, such as the “cultura animi” proposed by Cicero, which pointed to the cultivation of the spirit and soul as a necessity for human perfection. Likewise, “cultus vitae” encompassed the usages and customs that defined the collective identity of a people, highlighting the role of culture in social regulation and the development of institutions such as jurisprudence and architecture.

Classical antiquity, therefore, conceived culture as an integral process encompassing education, morality, technology and social organization. This vision would profoundly influence the Western tradition, serving as a model for later movements such as the Renaissance. Ultimately, classical culture represents an attempt to reconcile human being’s natural condition with his spiritual and social aspirations, a legacy that remains relevant today.

Today, culture is understood as the body of knowledge, beliefs and values that a human group shares and transmits. As defined by E.B. Tylor, it is that complex whole which includes knowledge, beliefs, art, morals, laws, customs and other habits acquired by human being as a member of society.

Culture not only provides individuals with the tools to understand the world, but also fosters their capacity for critical reflection, allowing for greater discernment when facing the challenges of contemporary life. Through access to knowledge, human beings can analyze their environment, identify problems and propose solutions that benefit their community. In this context, education plays a fundamental role as the principal means of cultural transmission. From schools to universities, education systems not only train students in academic skills, but also instill values such as tolerance, respect for diversity and solidarity.

A clear example of this relationship is how educational programs can integrate specific cultural content that fosters appreciation for local and global traditions, contributing to a more informed and engaged citizenry. Furthermore, education facilitates dialogue between generations, ensuring that cultural practices are not only preserved, but also evolve in a critical and creative manner. In this way, culture and education are intertwined, building together a solid foundation for equity, social justice and the integral development of individuals and communities.

Respect for and value of cultural diversity

Cultural diversity is one of the greatest riches of humanity. Each culture, with its particularities and traditions, contributes to a global mosaic that enriches human understanding. This diversity, however, also raises challenges, especially in a world where ethnocentrism and cultural prejudice persist.

Cultural relativism, which advocates respect for different cultural manifestations, is fundamental to building inclusive societies. As contemporary anthropologists argue, no culture is intrinsically superior to any other. Rather, they are all reflections of peoples’ unique responses to their historical and geographic circumstances.

Recognition of this diversity also implies an ethical commitment. In the words of UNESCO, “cultural diversity is as necessary for humankind as biodiversity is for nature” (Universal Declaration on Cultural Diversity, Article 1). Promoting intercultural dialogue is not only a tool for preventing conflict, but also a means of fostering cooperation and mutual understanding.

Culture is also a reflection of a society’s ethical values. In this sense, cultural development is closely linked to moral development, since the norms and principles that govern a community are embodied in its cultural manifestations. Studies on organizational culture argue that shared values are the basis for cooperation and the construction of cohesive communities. These values can be seen in how organizations prioritize collective well-being through ethical practices, such as corporate social responsibility programs or inclusive workspaces. Moreover, the ethical dilemmas faced by multicultural societies are an opportunity to promote universal principles, such as mutual respect and solidarity, that transcend differences and consolidate common ground for collective action.

Christian Perspective: Faith and Culture

From a Christian perspective, culture acquires a profound meaning as an expression of the human yearning for truth, goodness and beauty, elements that reflect the divine nature inscribed in each person. The relationship between faith and culture has been the subject of reflection throughout the history of the Church, highlighting how both are mutually enriching. While faith provides a transcendent vision that illuminates the human quest, culture offers a means to incarnate and transmit that faith in diverse contexts. As St. John Paul II affirmed, “faith that does not become culture is not fully accepted, not entirely thought out, not faithfully lived” (John Paul II, Post-Synodal Apostolic Exhortation, Ecclesia in Africa, 1995, n. 78). This principle underscores the need to integrate Gospel values into all aspects of life, from the arts and sciences to human relationships and social engagement.

Christianity has had a significant influence on cultural development, not only in the West, but also in diverse contexts. After the fall of the Roman Empire in the 5th century, the Church played a crucial role in the preservation and transmission of classical culture. Monasteries, for example, became centers of learning where monks copied ancient manuscripts, safeguarding works by Greek and Roman authors that would otherwise have been lost. In addition, the Church promoted education through monastic and cathedral schools, laying the groundwork for the development of the first universities in the Middle Ages.

This legacy also extended to the realm of art, where Christian inspiration gave rise to magnificent cathedrals, frescoes and sculptures that reflected a transcendent vision of human existence. Science also benefited from the Christian impulse, as many medieval thinkers, such as St. Thomas Aquinas and Roger Bacon, saw the investigation of the natural world as a means to better know God. Today, faith continues to invite Christians to be witnesses of hope, challenging them to contribute to a more just and caring world, especially in the face of cultural fragmentation and relativism.

Vincentian Approach: Culture and Service to the Poor

In Vincentian spirituality, culture is seen as a tool to serve the most vulnerable. St. Vincent de Paul understood that education and cultural formation were essential to empower the poor and transform the unjust structures of society.

The Vincentian charism is deeply based on “inculturation,” that is, on the adaptation of the Christian message to the peculiarities of each culture. This approach not only respects local traditions, but also seeks to transform social realities from within, promoting a living and contextualized faith. For example, in rural communities where agriculture is the main means of subsistence, Vincentians have introduced educational programs that combine modern farming techniques with local traditions, thus improving living conditions without imposing external practices. Similarly, in poverty-stricken urban areas, cultural centers have been established that promote art and education as tools of empowerment, helping the most vulnerable rediscover their dignity and capabilities. In the field of education, for example, Vincentians have created schools adapted to diverse cultural contexts, integrating not only academic content, but also values that reinforce cultural identity and social commitment. Thus, the Vincentian charism turns “inculturation” into a way to build a more just and inclusive world.

This Vincentian commitment to culture also involves an effort to promote social justice. By recognizing the dignity of each person, regardless of his or her cultural background, Vincentians work to build a more inclusive and supportive world.

— – —

Culture is a value and a necessary good for the integral development of the human being. From the fostering of critical judgment to the promotion of diversity and social justice, culture offers a basis for building more humane and caring communities. From a Christian and Vincentian perspective, culture becomes a means to incarnate faith and transform society. In this challenge, each one is called to be an architect of a culture that promotes peace, equity and human dignity.