DIREZIONE GENERALE OPERE DON BOSCO

Via della Pisana 1111 - 00163 Rome

The General Councillor for formation

Rome, 5th December 2008

Prot. 08/0847

at his address

By way of information:

1.1. In the stage under consideration, in what way is the intellectual formation helping the student to live maturely his vocation to Salesian consecrated life? Are there aspects missing that could lead to an integral and harmonious growth in vocational maturity? If yes, which are the missing aspects?

1.2. In what way is the intellectual formation helping the student to change his mentality and frame of reference? How is it helping him to form his convictions, attitudes and motivations?

2. Intellectual formation directed to the Salesian mission

“The high scientific standard of the studies goes hand in hand with their pastoral aim” (FSDB 467). It is necessary that “the Salesian… be as well qualified as possible in whatever concerns the Salesian mission. As an educator and pastor of the young, he has to be in a position to effectively animate other educators and lay collaborators” (FSDB 138)

2.1. In what way does the intellectual formation lead to, and prepare for, the Salesian mission?

2.2. Which subjects are explicitly oriented to educative and pastoral action and are given greater importance, and which subjects are particularly neglected or missing?

3. Solid and up-to-date programme of studies

In initial formation, there is need of “a solid and up-to-date intellectual formation based on serious study” (FSDB 124). Let the studies be so structured as to lead to degrees and qualifications recognized by the State ‘whenever that is possible’ and this should be compatible with the formation requirements of the phase” (FSDB 427).

3.1. Is the arrangement of the studies robust or weak? Coherent or fragmented? Why is it so?

3.2. Is there a balance in the programme of studies? Which subjects are given excessive space and which too little?

4. Serious programme of Salesian studies

“To foster growth in Salesian identity, to penetrate the riches of the Founder’s charism, to live according to the mentality of the Congregation… entails a knowledge and understanding, and therefore an intelligent, up-to-date and constant study of the spirituality, pedagogy, pastoral approach and history of the Congregation” (FSDB 142).

4.1. In the study programme of the stage under consideration, are all the courses proposed by the “Guidelines for Salesian studies” taught? If some courses are omitted, what are the reasons?

4.2. Is the programme of Salesian studies taught by teachers holding academic degrees? Do these studies enjoy the same dignity as other subjects in terms of class hours? Are they part and parcel of the syllabus? Are they academically assessed? If there are difficulties, what are they?

5. Teaching methodology: active teaching methods

“The methodology of studies and of teaching must make room… for methods that foster the ability to reflect, dialogue and discuss, a discerning mind and an attitude of continuing intellectual formation. Teachers and students should apply themselves to their intellectual work with all seriousness, keeping a synthesis always in view and aiming to create a pastoral and pedagogical mentality” (FSDB 165).

5.1. Which are the active methods used by the teachers when they teach?

5.2. How do the teachers foster the student’s personal reflection and critical maturity?

5.3. How do the teachers encourage the student’s personal initiative?

5.4. In what way does the teaching help the student to work towards achieving a synthesis?

6. Learning methodology: personal commitment to study

The one in formation “assumes responsibility for his own intellectual formation. With a generous and apostolic spirit he accepts the asceticism involved in serious study, fatiguing scientific work, diligence and concentration. He takes an active part in the classroom, in groups and in various academic and cultural initiatives, and is happy to meet with his teachers. He makes his own the motivations and aims of each discipline and scholastic activity in which he finds himself engaged” (FSDB 148).

6.1. Do the students have a capacity for personal study? How is it fostered? Do they have sufficient time for personal study? How many hours do they have at their disposal for such study every day?

6.2. In what way do the students attain a personal synthesis of their courses and study programme?

6.3. Do the students make use only of their manuals or do they also read from other books, articles and magazines? Do they use the library? Do they take part in cultural meetings? Do they make use of opportunities for a personal meeting with their teachers?

7. Programme of university studies during initial formation

“There are Provinces that during the years of initial formation, before or after practical training, allot a certain number of years which do not coincide with the other phases of formation, for the brothers and clerics to complete their study qualifications. They should carefully assess the situation of formation of the confrere concerned, make a prudent choice of the study centre, guarantee the confrere a proper community environment and not leave him without suitable formative guidance” (FSDB 184).

Questions

7.1. Apart from philosophical and theological studies, are civil or ecclesiastical university studies pursued during initial formation? What is the nature of these studies? What academic degrees do they confer?

7.2. In which stage of formation are these studies pursued, and are they compatible with it?

Questions reserved for formation communities with philosophical and theological studies

8. The study centre’s academic structures

“Taking into account the quality and the structure of the centre, the various academic roles and bodies (president, council, college of teachers, assembly of students, etc.) should be defined and made to function correctly. Every Salesian study centre should have its own statutes and regulations inspired by the Ratio” (FSDB 170).

8.1. Are there academic bodies for participation and shared responsibility? How do they function? Are there academic regulations?

8.2. What is the situation of the library: the consultation room? the stack room? the magazines…?

8.3. What is the civil or ecclesiastical recognition the studies receive?

8.4. How many Salesian students are there in the study centre? How many religious students? How many lay students?

9. Stability and qualification of the teachers

“The Salesian study centres need to be supported, and steps have to be taken to ensure that they maintain their excellence in academic matters and in formation, that they are sufficiently staffed by teams of qualified personnel, and that this personnel enjoys a certain permanence in the institution. To transfer confreres who form part of the permanent teaching body of a Salesian study centre the Provincial needs to have an understanding with the Councillor for formation” (FSDB 170).

9.1. Do the teachers have academic qualifications? Does the team of teachers enjoy a certain stability? How many Salesian teachers are there? And how many non-Salesian teachers: diocesan priests, religious, lay persons?

9.2. Is there a plan for the rotation and qualification of Salesian teachers? Which areas of qualification are the most neglected? Do the teachers have a licentiate only or also a doctorate?

10. Non-Salesian study centre

“When it proves impossible to frequent a Salesian study centre, even at interprovincial level, a non-Salesian study centre should be chosen which complies with the guidelines of the Church and is better able to cater to the needs and emphases that characterize the individual phases of our formation process” (FSDB 178).

10.1. If a non-Salesian study centre is attended, what are the reasons for this choice? What is the relationship between the formation community and study centre?

10.2. Are there Salesian teachers who teach in the study centre? How many are they?