2025 IJRSE – Volume 14 Issue 17
Available Online: 10 December 2025
Author/s:
Ngo, Dinh Van
Ateneo de Manila University, Philippines (vanngo2092@gmail.com)
Abstract:
This study examines the concept of Đoàn Kết (solidarity) within Vietnamese cultural and social frameworks and explores its resonance with the teachings of Pope Francis. It articulates Pope Francis’s teaching on solidarity, emphasizing interconnectedness, compassion, and a preferential option for the marginalized, offers a transformative framework for enriching the Vietnamese culture of solidarity, enabling it to transcend familial and communal boundaries and address broader social challenges, while remaining rooted in Vietnam’s deep-seated value of Đoàn Kết expressed in collective harmony and mutual support. The study examines key themes establishing the dynamic dialogue between local cultural practices and universal Catholic teachings by analyzing the Vietnamese concept and practice of Đoàn Kết in Vietnamese cultural and social contexts and the theological foundation of solidarity in Pope Francis’ encyclicals and other documents. The significance of both perspectives can inform and enrich each other. The Vietnamese spirit of Đoàn Kết represents a national identity deeply rooted in history and culture. Yet, it is best understood in a broader, more inclusive global unity and social friendship. True solidarity, which embodies the essence of humanity, calls on individuals to live with love, respect, and interconnectedness. However, it must be firmly grounded in self-awareness and the values of local culture. Consequently, it suggests that the mutual enlightenment found in this connection offers a profound resource for addressing contemporary global challenges through a shared commitment to human dignity, peace, and social harmony.
Keywords: solidarity, fraternity, friendship, love, culture, Vietnam
DOI: https://doi.org/10.5861/ijrse.2025.25317
Cite this article:
Ngo, D. V. (2025). The Vietnamese Đoàn Kết and Pope Francis’s Solidarity: Connection and mutual enlightenment. International Journal of Research Studies in Education, 14(17), 139-152. https://doi.org/10.5861/ijrse.2025.25317