At the end of this one-day workshop, the participants will be able to:

• Know the youth situation of today.

• Know and appreciate Don Bosco’s early years.

• Know and learn how to apply the Preventive System in some activities commonly practiced in your own settings.

Segment 1:Youth Situationer

Segment 2:Don Bosco’s Early Years

Segment 3:Preventive System

SEGMENT 1

Youth Situationer

Statistics from National Filipino Catholic Youth Survey (NFCY)

1. A Picture of Today’s Youth

Describing today’s youth is like describing a flowing river, or a large mosaic. There is always a bit of anything and everything, often in striking contrast.

Who then are the Filipino Catholic Youth?

They are young people living in urban as well as in rural areas. Many of them are around 18 to 19 years old. They are Catholic males and females who have attended or are attending some kind of schooling. In fact, majority of them are still studying. A few are working and are receiving a monthly salary, while a very small group work as volunteers.

Youth at Home

Most of the youth belong to a household of about five to six members. They live with their family and have parents who are married in the Church, still alive and living together. Thus it can be said that they enjoy the gift of intact or whole families.

While many have their fathers as breadwinners, mothers and other members contribute to the material resources of the families of our Filipino Catholic youth. Based on the estimated family income of six household members, majority of them are said to live in the poverty level.

However, regarding property ownership, almost all the Filipino Catholic youth live in family-owned houses and enjoy basic amenities in life such as electricity, TV, piped water, refrigerator, and even cell phones. Thus, in spite of a very low family income that makes them live in the poverty level, they enjoy basic needs in life.

As they are well provided and as they are gifted with intact families, many youth indicate that the significant persons in their life are found in their families, many youth indicate that the significant persons in their life are found in their families: mothers, as the person closest to them and as the first one they consult for important decision-making, followed by their fathers and siblings.

Regarding persons they look up to, again many of them do not look outside their home. It is their parent (father/mother) and a friend they admire most. For the Filipino Catholic youth, mothers know best.

Regarding problems at home, lack of money and domestic conflicts (with parents; between parents & with relatives) rank highly.

Youth as Youth

Our youth tend towards traditional hobbies (such as tambayan or hanging out), those related to the arts (music, dance, writing, and reading), and outdoor games. However, modern technology is already influencing their traditional lifestyle, considering that a significant number is engaged in movies, computers, internet, text messaging, video games, videoke and malling.

In spite of the materialism and consumerism affecting their life, our youth still draw their self-importance from internal sources such as: deep spirituality, creativity, good health, independence/freedom, educational/career achievements and capacity for service than from external ones such as: a good family background, belongingness, popularity, good looks,/sexy or macho image and wealth.

Among the problem they encounter on the personal level, they consider relationships as among the most common. These refer to their family, friends, or to a boyfriend or girlfriend.

At the societal level, addition in various forms ranks high as a problem area, while gambling, domestic violence, unfair labor practices, teenage pregnancy and gang violence are also problems they encounter.

How do they solve their difficulties? More than half of the Filipino Catholic Youth resort to prayer. Only a few would try to solve problems rationally, or by asking help or advice from others.

They have great respect for customs and traditions related to the family, followed by the cultural and religious ones. We are happy to note that our youth are still family oriented; but this also shows that they are becoming less religious in a fast-changing world marked with globalization, secularism, and modernization.

Regarding the Filipino traits they practice most, our youth are highly interpersonal, particularly as expressed in their high regards for pakikisama.

This imbalance between more interpersonal traits and less personal ones indicates that our youth truly need an intensive value formation.

Youth and the Church

Our Catholic youth look at the church as a building – a house of God, a place for prayer, where they obtain salvation. Only a few consider it as a community. They still have the traditional image of the Church, quite far from the teaching of Vatican II and the Second Plenary Council of the Philippines.

They say that they feel they belong to the Church. However, when asked for their reason for such a sense of belonging, their reasons were mostly functional. Only a small group mentioned the fundamental reason for belonging to the church – that they are Christians.

Our Catholic youth are aware that their parishes offer services and activities for them. Among these services, the one which ranks first is the celebration of sacraments. They consider these as satisfactorily done. However, they are not satisfied with the livelihood projects, formation programs and socials that their parishes organize for them.

Since the year 2000, more than half of the Filipino Catholic youth went to Sunday mass. Meanwhile, the same number of youth also said that they do not belong to any church organization. For those who are members, they are satisfied with their organization.

On the teachings of the church, the youth reveal that these have little effect on them, as they are not even so much aware of them.

Youth and Faith

Being Catholics, they are expected to believe in God. But when asked about their objective knowledge of God, only a little more than half of them chose the notion of one God in three Persons as their primary belief. This indeed is alarming. The mystery of the Triune God is the core truth of Christianity, and expectedly it must be known and owned by every Catholic.

On the personal level, our youth manifest a very personal relationship with God, who for them is a parent, provider, and friend. Again, we may ascribe this to the influence of the Catholic family.

Moreover, Filipino Catholic youth attribute their basic faith formation to a family member. But while families can take pride in this, they also need to be aware that the youth’s personal understanding of God through the family is inadequate.

Young people often lack trust, which is the foundation of any authentic relationship with God. Many of them consider God as parent or provider only because of the benefits and blessings they receive. Trapped in this orientation, our youth will not mature in faith.

At the level of practice, half of our youth actively live their faith, while the other half are nominal, baptized Catholics. Those who are active practice their faith through praying, doing good deeds to others, and reflecting on God’s Word.

These show that our youth live their faith as individuals, and in a personal way. They miss the communitarian or ecclesial dimension of faith because they participate very seldom in church activities. Neither do they consider such participation as a way of practicing their faith. We are known as a people dear to the celebration of the sacraments. However, the youth today are tending towards a less frequent reception of the sacraments.

Faith influences their personal life. But when it comes to lifestyle in relation to reality outside their personal selves, faith matters little.

The Filipino Catholic Youth then are not an exception to the general picture of split-level Christianity among Filipino Catholics.

In short, Filipino Catholic Youth are –

• Family – directed,

• Highly interpersonal,

• Personal but individualist in relating with God,

• Nominal in their faith,

• Decreasing in their appreciation of the sacraments, and

• Distant from the Church’s teachings and life (in spite of their feeling of belongingness to her).

Insights:

SEGMENT 2

Don Bosco’s Life

John Bosco was born on August 16, 1815, in a small town not too far from Turin, Italy. His father died when he was two years old. He was raised with tender love yet firm discipline by his mother, Margaret.

He was ordained to the priesthood in 1841 and went to work in Turin, where the industrial revolution was attracting waves of young people to the city. The misery and abandonment of these youngsters moved John Bosco deeply.

In 1846, he was able to get the Pinardi shed in Valdocco as a permanent place for his oratory. He ran the place with Mama Margaret. She prepared food and polenta and mend the clothes of the boys. He then started evening classes, boarding schools and workshops. From 1853-1862, he established workshops, shoe shop, bookbinding, carpentry, printing house and a shop for metalworkers.

In 1859 he founded the Salesian Society, and in 1872 the Salesian Sisters to work for girls.

Three years later, he sent the first missionary group to Argentina. His work spread throughout the mission world, and today more than half the Society works in mission lands.

The educational philosophy of John Bosco can be condensed in three words: reason, religion and kindness. The basic principle of his system was a deep understanding and love for young people.

John Bosco died on January 31, 1888. Today the Salesian Family numbers 40,000 members working in over 100 countries.

The Distinctive Features Of Salesian Education

a.) Education, a Basis for Evangelization

In Salesian circles, education is related to evangelization. In fact, education and evangelization are two inseparable dimensions of the Salesian educative and pastoral enterprise. Education seeks "to stimulate and accompany [the young] in a process of growth which gives freedom to the creative talents of the person, and which favors his critical involvement in culture and in society" (Salesian Youth Pastoral Work, Manila 1990, p. 66). In this way it serves as a basis for a subsequent evangelization. Furthermore, we must also assert that in every form and setting of Salesian youth ministry, the educator is always an evangelizer.

b.) The Educative Climate

Salesian education stresses the creation of an environment in which values are nurtured and developed. This is the so‑called "family spirit", a climate in which young people feel at home and are enabled to grow. This is the kind of climate that ought to reign in every Salesian setting ‑ a school, a parish, a youth center, a crisis‑intervention center, or whatever.

c.) Personal Presence

The most precious gift a Salesian work has to offer to the young is the educator: a teacher, friend and guide; an apostle, prophet and witness of the gospel (cf. The Project of Life of the Salesians of Don Bosco, Rome 1986, p. 321, 325). Salesian education depends very largely on the educator's personal presence. He knows each young person by name ‑ just as the Good Shepherd knows his sheep; he recognizes their voice and they recognize his. Through his

attention and presence among them the educator is able to "say the right word to the right person at the right time".

d.) The Integration of Various Elements

Salesian education is not restricted to the classroom, nor is it identified with the school. It also takes place in the parish, the youth center, or the youth group. It is, an integration of various elements in the life of the young. A Salesian educator is able to bring together free‑time, cultural activities,

Systematic learning, religious practices, service to others, group‑undertakings, family gatherings, and meetings with friends, in one integrated educative "movement".

e.) The Educative Community

In the Salesian pattern of education, all persons have a role and a place. They form these‑called educative and pastoral community, which includes Salesians, lay personnel, parents, and the young themselves. No true education can take place if it is imparted by one person alone; rather, it must be the joint endeavor of an educative community that journey together.

In its turn, the educative community

(whether of a school, a youth center, or parish)

is related to the bigger community of the

locality or neighborhood.

f.) A Liberating Process

Salesian education takes the young as they are and in whatever state of freedom they find themselves. Through a liberating process, it enables them to rise up and stand on their own. This process does not start and finish with a textbook, but evolves in the lives of persons as they live and grow.

Compare:

Youth Situation Today	Situation in Bosco’s Time

Insights:

SEGMENT 3

The Preventive System
A DREAM AT NINE YEARS OF AGE:

One night, perhaps the night after he had exchanged his bread, John had a dream. He would recount it himself many years later.

"When I was about nine years old I had a dream that left a profound impression on me for the rest of my life. I dreamed that I was near my home, in a very large playing field where a crowd of children were having fun. Some were laughing, others were playing and not a few were cursing. I was so shocked at their language that I jumped into their midst, swinging wildly and shouting at them to stop. At that moment a Man appeared, nobly attired, with a manly and imposing bearing. He was clad with a white flowing mantle and his face radiated such light that I could not look directly at him. He called me by name and told me to place myself as leader over those boys, adding the words:

"You will have to win these friends of your not with blows, but with gentleness and kindness. So begin right now to show them that sin is ugly and virtue beautiful."

"Confused and afraid, I replied that I was only a boy and unable to talk to these youngsters about religion. At that moment the fighting, shouting and cursing stopped and the crowd of boys gathered about the Man who was now talking. Almost unconsciously I asked:

"But how can you order me to do something that looks so impossible?" "What seems to impossible you must achieve by being obedient and by acquiring knowledge." "But where? How?" "I will give you a Teacher under whose guidance you will learn and without whose help all knowledge becomes foolishness." "But who are you?" "I am the Son of Her whom your mother has taught you to greet three times a day". "My mother told me not to talk to people I don’t know, unless she gives me permission. So, please tell me your name." "Ask your mother." "At that moment I saw beside him a Lady of majestic appearance, wearing a beautiful mantle glowing as if bedecked with stars. She saw my confusion mount; so she beckoned me to her.

Taking my hand with great kindness she said:

"Look!" "I did so. All the children had vanished. In their place I saw many animals: goats, dogs, cats, bears and a variety of others." "’This is your field, this is where you must work.’, the Lady told me. ‘Make yourself humble, steadfast and strong. And what you will see happen to these animals you will have to do for my children.’ "I looked again; the wild animals had turned into as many lambs, gentle, gamboling lambs, bleating a welcome for that Man and Lady."

"At this point of my dream I started to cry and begged the Lady to explain what it had meant because I was so utterly confused. She then placed her hand on my head and said:

"’In due time everything will be clear to you.’
"After she had spoken these words, some noise awoke me; everything had vanished. I was completely bewildered. Somehow my hands still seemed to ache and my cheeks still stung because of all the fighting. Moreover, my conversation with that Man and Lady so disturbed my mind that I was unable to sleep any longer that night."

"In the morning, I could barely wait to tell about my dream. When my brothers heard it, they burst out laughing. I then told my mother and grandmother. Each one who heard it gave a different interpretation. My brother Joseph said:

"’You’re going to become a shepherd and take care of goats, sheep and livestock.’
"My mother’s comment was: ‘Who knows? Maybe you will become a priest.’
"Dryly, Anthony muttered: "You might become the leader of a gang of robbers.’
"But my very religious, illiterate grandmother, had the last word: ‘You mustn’t pay any attention to dreams.’

“I felt the same about it, yet I could never get that dream out of my head. What a I am about ti relate may give dome new insight yo it. I never brought uo the matter and my relastives gave no importance to it. But in 1858, when I went to Rome to confer with the Pope about the Salesian Congregation, Pius IX asked me to tell him everything that might have even only the slightest bearing on the supernatural. Then for the first time I told him the dream that I had when I was nine. The Pope ordered me to write it in detail for the encouragement of the members of the Congregation, for whose sake I had gone to Rome.” (Vol, I, pp. 95-96)

ELEMENTS OF SPIRITUALITY FOUND IN THE DREAM AT NINE:

1. The Majestic Personage called me by name.

•the work for the youth is a call from God

•being part of educating the young is not a personal career
chosen by us for our convenience

2. I jumped into their midst swinging wildly and shouting at them to stop.
•DB was acting instinctively, shouting and using his fists. He was to be different – like Christ

3. He Told me to place myself as leader over the boys.
•It is a service, not a state of power
•An invitation to be in front and accept responsibility

•To lead to guide and to prevent evil

4. Achieve by being Obedient and by acquiring knowledge make Yourself humble, steadfast and strong.

•Accepting youth as what they are

•Humility in giving God the first place

•To keep healthy enough to work longer (physical & moral)

•Ready to suffer hunger, thirst, cold and heat and fatigue and rejection in the work among youth.




5. Teach them now the ugliness of sin and the beauty of virtue, the wild animals turned to lambs.

•It will always be a fight against sin

•It will be a formation message to be Honest Citizens & Good
Christian

•Evangelizing we educate, educating we evangelize.

6. Not with blows but with Gentleness and Kindness.

•Practice of justice and temperance in exercise of love

•To punish a young boy corporally need not be a virtue

•It is not enough that they are loved but they must realize they are loved

•In the gentleness and kindness – one danger is sensuality. A temperate love to avoid jealousy, malicious talks, and scandals

7. I will give you a teacher, ask my Mother.

•The Blessed Virgin Mary is our Teacher

•She will be a great weapon against sin and help in our daily
struggle

•Learn the aspects of our system, a demeanor of gentleness and patience of shining purity of work and temperance

•As Mary Help of Christians, she stands by the side of every Salesian in apostolate

8. In due time it will be clear to you.

•A hope that whoever began the work will complete it

•To trust God that He who called us will also give us the
means to do his task

Practical Guidelines In Organizing Activities

1. Explain to your young people, why you do what you are doing?

Do not assume they immediately grasp the rationale for your action and demands. Enable them to respond to your direction because they perceive the goodness and reasonableness of it, not because of external pressure or fear of punishment.

2. Clearly make known your rules and requirements.

Young people often break rules without realizing it. Take time to clarify what is expected. And they forget easily, so give frequent reminders.

3. Keep your rules simple and easy to remember.

Endless lists of complex rules are never remembered; they become oppressive, and breed resentment. Keep it simple!

4. Understand what is going on inside young people, so that you can act reasonably with them.

Many different things are going on in each young person: The more we are aware of them, the easier it is for us to interpret and respond to their behaviors. For example, underlying much adolescent behavior we may find: a searching for their own identity a weakness in the face of peer pressure; a search for satisfactory role models; and an experimentation with freedom and independence from adults.

5. Be reasonable in what you require of young people.

If you ask them to do what is too difficult, what is childish or silly, what seems vindictive, or what is not in their best interests, you are asking for trouble.

6. Be at your place before the young people arrive.

By being at the bus, on the field, in the classroom or cafeteria before the young people get there, you are in a position to set the tone and prevent misconduct before it happens.

7. Be with your young people all the time

Remain with your young people for the entire time you are responsible for them or at least until someone else can take your place.

8. Use their life experiences as a frame of reference.

Young people love to talk about themselves. By using their present reality and their hopes for the future as constant frame of reference, you will find they listen to you more easily.

9. Find the positive and build on it.

Young people would rather look at their good points and talents than at their faults and defects. By starting with their good qualities and what they can do well, you can more easily help them face their faults and their need for growth.

10. Let them lead.

Wherever possible, in every kind of activity, try to let they young people take an active role in planning and carrying out the project. The more involved they are, the more cooperative they will be. While leading, they learn a whole new set of skills.

11. Set learning goals for or draw out some learning from every activity.

There is always something that at least some of the youth still need to learn, say, about things like hitting a ball, resolving a conflict, getting sick, understanding mathematics or suffering the painful consequences of a foolish deed.

12. Encourage questions and suggestions.

Young people do not always assume their questions are welcome, and adults often bristle when young people offer them suggestions. Invite questions, and face it; sometimes kids can have a better idea!

13. Do not correct young people in public.

While some actions may call for an immediate response from us, in general we should try to correct young people privately. The embarrassment of a public correction often makes a deeper impact on the youngster that the substance of the correction itself, and can breed resentment.

14. If you must punish, punish reasonably.

When a educator has been able to win the confidence of young people, punishments are rarely needed. It is enough to let them know you are disappointed. Still, when and if punishments are needed, be sure they are proportionate to he offence, that they are given when you are calm and reasonable, and that they have not hint of revenge in them.

15. Praise more than you correct.

When you are generous in praising your young people, they know you really see them and esteem them as persons, and they accept your corrections more easily. It is not a question of neglecting correction, but of balancing it with attention to positive qualities.

16. Encourage group evaluations and a sharing of learning.

At the end of a good day or a bad day, a game won or lost, invite the young people to assess their activity and their performance and to share what they have learned. You thereby create an environment where even failures become learning opportunities. When learning are shared, everyone learns more. |

17. Develop critical reflection skills,

Many adults simply pass on to young people their won critiques of ideas, events and issues. Help the young to reflect for themselves and to form their own views; they need to develop these much needed skills. Realize, too, that as these skills are developed, they may sometimes be aimed at us our institutions and our activities!

18. Share your difficulties with your colleagues.

Within the educative community, we do well to share our problems. We each have experiences, insights and ideas that can benefit one another. No one needs to suffer in silence!

19. Be consistent.

The adults who lead and assume responsibilities in the educative community should be consistent with each other, as wall as with themselves. If each one has widely differing expectations, standards of behaviour and patterns of response, we confuse the young people.

20. Be reasonable with yourself.

Do not try to do more than you can; do not be afraid to ask for help; do not fail to rest when you need to. You cannot be the Salesian presence among the young that you want to be if you do not first take care of yourself.

Workshop:

“Children will not remember

you for the material things

you provided but for the

feeling that

you cherished them.”

For Lay Mission Partners:

The first Salesians found

their sure guide in Don Bosco.

Living at the very heart of

his community in action,

they learned to model

their own lives on his.

We too find in him our model.

The religious and apostolic nature

of the Salesian calling

dictates the specific direction

of formation must take,

a direction necessary for the life and unity of the Congregation.

(The Constitutions of the Society of St. Francis de Sales, 97)

“We are EDUCATORS
of the faith for the working classes,
particularly by means of
social communications”