I live in a country recognised as a profoundly multicultural nation, a characteristic that has become one of its hallmarks. This diversity stems from centuries of immigration, with citizens representing a wide range of nations, races, and religions, “I am one of them”.

Multiculturalism in Canada is reflected in its national policy, being the first country in the world to adopt such a stance in 1971. The Multiculturalism Act of 1988 actively promotes cultural diversity as a basic principle of the state.

^{A film that every TEACHER should see…}

Toronto, for example, is a city where more than half of the residents were born outside Canada, demonstrating the extensive mix of cultures that coexist in the country. I am of Caribbean origin and became a Canadian citizen a year ago after thirteen years living as an immigrant resident. Over the past ten years I have observed that the presence of immigrant communities from all parts of the world has created a society in which racism makes little sense, as everyone is different, and this diversity is accepted and celebrated.

But what does all this historical preamble lead us to, what does it have to do with a film that represents the essence of where you are from? Well, in this sense, to put it in context, it is the diversity of languages. In Canada there are two official languages, “English and French”, but “Spanish” is taking an important place, because of the Latin diversity that makes life in this beautiful country.

^{My DVD copy cover}

The film “Professor Lazhar” (Monsieur Lazhar “2012”), based on the play 'Bashir Lazhar', by Evelyne de la Chenelière. It is a drama directed by Philippe Falardeau, a poignant exploration of the human and cultural issues that arise in the context of a tragedy and how it affects a school community. One of the things that helped me assimilate into Canadian culture was watching native films and living with the native people. Specifically, being an elementary school teacher and my subsequent integration into the Educational Research Team at the University Institute Trebas.

The story of the film focuses on Bachir Lazhar, an immigrant from Algeria (Africa) who becomes a substitute teacher in a Montreal-Canada school after the suicide of a teacher. Lazhar, masterfully played by Mohamed Fellag, carries his own personal tragedy with him, adding a layer of complexity to his interaction with students and colleagues. Something similar happened to me as a beginner in Elementary School Education when I arrived in Ontario. Understanding and adapting to a multicultural world was not easy, but I assure you it was worth it.

^{Monsieur Lazhar—official trailer}

The film is a reflection on Education-Teaching, immigration and human resilience, showing how cultural differences can be both a challenge and an opportunity for growth and mutual understanding.

Being part of a multi-faceted, multicultural, French-speaking teaching team helped me to differentiate between two apparently identical but totally different concepts. The film I am bringing up here is one of those that amply describes these differences, showing fully why Canada is characterised worldwide as the multifaceted country par excellence.

^{Fractures in the education world}

The difference between “Educating and Teaching” from a human and philosophical point of view is profound and significant. Teaching refers to the transmission of specific knowledge, skills, and techniques in a systematically organised way. It is a process more focused on the presentation of information and the development of intellectual or practical skills.

Educating, on the other hand, is a broader concept that involves training the individual in values such as effort, sovereignty and respect, as well as in his or her rights and obligations. It is an integral process that seeks the complete development of the human being, not only intellectually, but also morally, emotionally and socially.

^{Educates for life and teaches for survival…}

When I was an educator in Venezuela (the country where I was born), the Education System was strictly based on “teaching”. Some private educational institutions had the noble mission of “educating”. From a philosophical perspective, educating is seen as a process of accompaniment and guidance in which the educator helps the learner to develop and update himself/herself from within, enhancing his/her latent capacities with the help of the teacher. In this sense, educating is an act of empowerment that allows the individual to reach his or her fullness as a human being and as a member of a community.

^{The magic of being an example not a tool...}

There is a young Canadian girl by the name of “Sophie Nélisse”, actress; who most of you will know as “Liesel Meminger” in The Book Thief (2013). She is Alice L'Écuyer, who I consider to be a “co-star”, becomes attached to Lazhar and together they culminate the film in a sad farewell scene. I met this little girl in September 2017, when she was beginning her film studies at the Collège Ahuntsic in Montreal.

^{It's not a “goodbye”, it's a “see you later”…}

The music in Professor Lazhar plays a subtle but powerful role, complementing the narrative and reinforcing the themes of the film. Martin Léon's score accompanies the scenes with a presence that does not dominate, but enriches the viewer's emotional experience.

The music reflects the characters' transition through their conflicts and their healing process, acting as an element that underscores introspection and personal development. In a film that deals with such sensitive issues as grief and cultural adaptation, music becomes a universal language that helps to convey the emotions and thoughts that words sometimes cannot express.

To sum up, I want to make it clear that while teaching focuses on the acquisition of knowledge and skills, educating is a more holistic process that seeks the integral development of the individual in all his or her dimensions. I leave you the fable with its moral at the end of the film:

^{Tree and chrysalis}

𝕋𝕣𝕖𝕖 𝕒𝕟𝕕 ℂ𝕙𝕣𝕪𝕤𝕒𝕝𝕚𝕤

There ıs nothıng to sαч αbout αn unjust deαth, nothıng αt αll. From the brαnch of αn olıve tree, α smαll emerαld-coloured chrчsαlıs ɯαs suspended. Tomorroɯ she ɯıll be α beαutıful butterflч releαsed from her cocoon. The tree ɯαs hαppч to see ıts chrчsαlıs groɯ, but secretlч ıt ɯould hαve preferred to keep ıt α feɯ more чeαrs, αs long αs ıt remembered me, ıt ɯould hαve protected ıt from the ɯınd, ıt ɯould hαve sαved ıt from the αnts.

Tomorroɯ, hoɯever, she ɯould leαve hım to fαce predαtors αnd the elements αlone. Thαt nıght α greαt fıre rαvαged the forest αnd the chrчsαlıs never becαme α butterflч. In the mornıng, ɯhen the fıre ɯαs extınguıshed, the tree stıll stood, but ɯıth α chαrred heαrt, corroded bч the flαmes, corroded bч mournıng. Sınce then, ɯhen α bırd lαnds on the olıve tree, the tree speαks to ıt of the chrчsαlıs thαt never ɯoke up, ımαgınes ıt ɯıth ıts ɯıngs spreαd, flutterıng ın the blue of the blue skч, drunk ɯıth sugαr αnd freedom, α prıvıleged ɯıtness of our love storıes.

Professor Lazhar (2011)