The formation section of the Provincial Directory1


The formation section of the Provincial Directory1

APPENDICES*


Appendix n. 1

The formation section of the Provincial Directory


Appendix n. 2

The Provincial Formation Plan


Appendix n. 3

Guidelines for the organization of studies


Appendix . 4

Church and Salesian documents on Formation





*The appendices provide

  • the contents of the formation section of the Provincial Directory required by the Ratio,

  • the main suggestions regarding the Provincial Formation Plan,

  • guidelines for the organization of studies,

  • some important Church and Salesian documents concerning formation.


APPENDIX 1



1.The nature of the Directory


    1. Art. 87 of the General Regulations states:

566 “At world level the practical guide for formation will be the Salesian Ratio fundamentalis Institutionis Studiorum, and at provincial level a directory approved by the Rector Major with the consent of his council.

The “Ratio” sets out in an organic and instructive way the complexus of principles and norms concerning formation which are found in the Constitutions, general Regulations and other documents of the Church and of the Congregation.

The provincial directory applies the principles and norms of Salesian formation to the concrete local situations.” (R 87)


1.2 “It is the duty of the provincial community, through the various organs of animation and government, to lay down the method of formation according to the needs of its own cultural context and in conformity with the directives of the Church and the Congregation.” (C 101)

It is the responsibility of the provincial chapter “to formulate and revise the provincial directory in matters left to be decided at provincial level.” (C 171.4)


1.3 Those decisions of the chapter regarding formation which have a fixed normative force so as to be included in what could be described as the particular law of the province form part of the directory. The difference that there is between what has the character of law that is well defined and approved, and the suggestions for the process and procedures that the province wishes to follow, but which of their nature do not have the character of a fixed juridical norm, should be kept in mind.


1.4 The provincial directory is not the same as the Provincial Formation Plan. In fact, the directory, on account of its juridical nature, the way it is drawn up, the approval it receives, and the degree of stability in its provisions, cannot provide the type of working flexibility suited to other levels of planning. (cfr ISM 366).

The directory provides a normative framework for drawing up of Provincial Formation Plan (FSDB 24).


2. The contents of the Directory


567 The formation section of the directory, in accordance with the guidelines of the Ratio and responding to what the actual situation in the province requires fulfils the following functions.


    1. As regards the formation process.


I To provide the norms considered appropriate for the Provincial Formation Plan. To set out the criteria and the basic practical choices which ought to guide and characterize the arrangements for formation (FSDB24)


II To determine by means of what kind of service “that is mindful of the different situations, reflects, plans and evaluates” the province will ensure that “formation is carried out in an organic, systematic and coordinated manner”: the Provincial with his council, the Provincial Commission for Formation, or some other body (FSDB 22).


III To propose the criteria regarding the composition of the Provincial Commission for Formation, the main tasks of the Provincial Delegate and of the Commission, the kinds of link with the Provincial and his council and with the other provincial delegates and animators (FSDB 247).


IV To determine the arrangements to ensure the unity and continuity of the process of initial formation (FSDB 280, 281, 314, 315, 317).


V To propose the criteria to ensure the continuous flow of information regarding the situation of confreres in initial formation, especially on the occasions of their passing from one stage or community to another, for the termly assessments, for the conservation of documentation, for the involvement of the community in expressing an opinion regarding the admissions (FSDB 296, 298).


VI To indicate the nature of the collaboration and co-responsibility at interprovincial level in the area of initial and ongoing formation, in particular with regard to interprovincial communities and study centres (FSDB 146, 171, 173, 230, 246, 248, 286, 300, 418, 458, 509, 514, 548, 558).


VII To propose guidelines for contacts with families especially during initial formation (FSDB 74).


Pastoral activities

568 VIII To propose the criteria for the arrangement of a programme of pastoral activities during initial formation (FSDB 202-204).


Intellectual formation

IX To establish the basic guidelines regarding studies during initial formation and for the choice of study centres and their organization bearing in mind the norms of the Congregation, the requirements of the mission and the provincial context (FSDB 157, 179-180).


X To indicate the conditions to ensure the quality of the Salesian study centres, the soundness and continuing stability of the teams (FSDB 170).


Salesian studies

XI To lay down the general provisions for the study of “Salesianity” during initial formation required by the Ratio.

To decide on the means necessary for the knowledge, the study and the teaching of “Salesianity” and for a “Salesianity library” sufficiently complete and uptodate (FSDB 51).


Qualification and specialization

XII To indicate the choices and the methods to be used for the qualification and specialization of confreres and for the drawing up of the provincial Plan for qualification. (FSDB 158, 285)

To establish the criteria regarding other studies to be undertaken during initial formation other than those of the general curriculum, for example university studies, and the formation conditions to be guaranteed (FSDB 181-184).


Ongoing formation

XIII To indicate the criteria for the Provincial Plan for ongoing formation to be included in the Provincial Formation Plan indicating decisions, criteria in the different areas, for the different groups, for different categories (e.g. Rectors, those doing the quinquennium, SDB and laypeople together, members of the Salesian Family etc.) FSDB 556).


2.2 With regard to the stages of formation in particular.


Prenovitiate

569 XIV To decide on the ways the immediate preparation for the novitiate is to take place, and to establish the criteria and basic form of intellectual formation in this stage (FSDB 348-350, 353).


XV To make decisions regarding the medical and psychological examinations required by the Ratio before or during the prenovitiate (FSDB 351).


XVI To determine the procedures for admission to the prenovitiate (FSDB 351).


Novitiate

XVII To establish the choices of the province regarding the novitiate: its location, the community, the formation team, the studies, pastoral experiences, the way of celebrating first professions (FSDB 358, 365, 367, 374, 375, 378, 382, 383, 391).


Postnovitiate

XVIII To provide norms regarding the period immediately after the novitiate: location, community, duration, and pastoral experiences (FSDB 412-422).


XIX To specify the arrangements regarding the programme of studies in the postnovitiate, indicating particularly how their special Salesian pedagogical and philosophical character is to be ensured above all if a non-Salesian study centre is being attended (FSDB 423-427).


XX To make sure that there is a formation curriculum for Salesian brothers that is serious but flexible and adaptable both to the specific nature of the different roles and to the concrete possibilities of the candidates which takes account of the many varied ways it is possible to live the consecrated lay state in the Congregation (FSDB 322, 424-425).


Practical Training

570 XXI To make recommendations to ensure the formation aspects of the period of practical training at local and provincial level; the kind of community, guidance, provincial initiatives, support material, assessments (FSDB chapter 9).


Specific formation

XXII To determine the way the specific formation of the Salesian brother is to be carried out and his professional formation guaranteed (FSDB 480).


XXIII To indicate the provincial decisions regarding the specific formation of the Salesian priest: the form of the declaration of intention prior to beginning theological formation, the community, study centre, studies of Salesianity, apostolic experiences (FSDB chapter 10).


Perpetual profession

XXIV To provide the criteria, the choices and the conditions for the drawing up of a programme of preparation for perpetual profession (FSDB 513). To specify the particular way the candidate should express his intention of beginning to prepare for perpetual profession (FSDB 515).



3. Evaluation of the formation section of the Provincial Directory.


571 To indicate the manner and the frequency of the evaluation of the application of the directory.

“Let every Province evaluate on a regular basis – normally through the Provincial Commission for Formation, or if considered opportune, in line with its proper function, through the Provincial Chapter – the practical implementation of the formation section of the Provincial Directory. This information will be sent by the Provincial to the Councillor for Formation.” (FSDB 23).


APPENDIX 2


1 The Provincial Formation Plan1

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1. Planning formation.


572.The planning of formation in a province can be done in different ways and at different levels: in the Provincial Directory, which provides a basic background and indicates the main choices in the province, in the Provincial Formation Plan, in the annual programming, in the planning of different sectors, in projects, and analogously at local level.


Formation planning also applies at interprovincial level for those provinces which share stages of formation, occasions or initiatives or which find it useful to have some common points of reference.

For all these kinds of planning the Ratio provides a common foundation and a basic term of reference.


2. The Directory and the Plan


573. The nature and scope of the Directory and the Provincial Formation Plan are different.


The formation section of the Directory is the first response to the obligation that the Constitutions lay on the provincial community, entrusting it with providing formation structures. (cfr C 101). It is not the task of the Directory to present the complete arrangement of formation. At the same time, on account of its juridical nature, the way it is drawn up, the approval it receives, and the degree of stability in its provisions, it cannot provide the type of working flexibility suited to other levels of planning. (cfr ISM 366).


The Provincial Formation Plan on the other hand, provides an organic view of formation, offers more specific and complete contents, that are more practical and more easily adaptable. The plan is not limited to presenting the fundamental aims and the general lines of action but specifies in a practical manner the way formation should be carried out, considering what is important, what is urgent and what is possible. Ordinarily it is not drawn up by the Provincal Chapter; it is approved by the Provincial with his council. The directory provides a fundamental normative frame of reference for the drawing up of the Plan (FSDB 24).


3. The Provincial Formation Plan

3.1 Nature and purpose


574.Formation ought to be organized at different levels according to a plan and ought to be lived with a planning mentality (FSDB 211) It is one of the methodological formation strategies indicated in the Ratio (cfr FSDB Chapter IV).


Every Province ought to have a Provincial Formation Plan as the overall plan of action (FSDB 18.24) The Plan expresses in a concrete manner the thinking and the formation praxis of the province in view of a gradual, continuous, structured and unified process. (FSDB 235).


More than a document to be drawn up or a text to be produced, the Plan is the expression and the working tool of a community which in the area of formation wants to operate in a reflective and concerted manner, fostering communication and coordination, taking forward a systematic and continuous activity, capable of dealing with the actual situation and of renewing itself. (FSDB 211). The Plan is a concrete expression of the formation model and a criterion and guide for its implementation.


The Plan is essential, especially to ensure the unity and continuity of the initial formation experience, which takes place in successive periods, in different communities and sometimes in different provinces, and to ensure a continuous link between the phases and the convergence of everyone’s efforts. (cfr FSDB 210, 314, 317)


The Plan ought to have the stability and the flexibility that formation requires. It does not reflect an activity subject to constant experimentation, but leads to the consolidation of a provincial practice open to periodic assessment and capable of adapting itself to situations. In this sense, the process of drawing up the Provincial Formation Plan is open-ended.


The close relationship between the formation Plan and the actual situation of the province requires that it harmonizes with the other provincial plans. At the same time, the existence of differences in the various situations in the province means that the provincial plans can have different characteristics.


3.2 Preparation, structure and contents


575.The Provincial Formation Plan is the result of wide participation: it includes the involvement of confreres, the cooperation of the different kinds of animation (e.g. the provincial formation Delegate and Commission, Rectors, formation personnel) and in particular the contribution of the Provincial and the council.

The process of drawing up, implementing and evaluating the Plan provides a formation opportunity for all those involved in formation.


The drawing up of the Provincial Formation Plan involves constant attention to its terms of reference (FSDB 24):

- vocational identity, the blueprint of the Salesian which formation is aiming at, and the requirements to achieve it as they are indicated in Church and Salesian documents and especially in the Ratio and the Directory;

- the formation situation in the province.


576.The Plan, besides highlighting the terms of reference contains:

- those aspects relevant to the formation situation in the province: the positive ones, the strong points and resources, the weak points and urgent issues;


- the working plan which indicates:


a) the organization of formation in the province:

setting out for formation in general, and for some situations, phases or persons in formation in particular, the choices to be followed up, the priorities and objectives to be pursued; the way ahead, the strategies, the actions to be undertaken; the requirements to be assured: ( who, with what responsibilities and roles; coordination and collaboration; locations, means etc.)

b) some particular aspects:

  • the specific features of the planning for each stage of formation (FSDB 212);

  • the formation programme for the Salesian brother (RFSDB 434, 480);

  • the curriculum of studies (FSDB 157);

  • the gradual and systematic programme of studies of Salesianity (FSDB 51, 160);

  • the programme of pastoral activities during initial formation (FSDB 202-204);

  • the preparation for perpetual profession (FSDB 513);

  • the programme of ongoing formation (FSDB 547, 556);

  • the provincial plan for the qualification and specialization of the confreres (FSDB 158), with particular attention to the qualification of formation personnel (FSDB 284-285);

  • the general lines for the formation of Salesians and laity together during initial and ongoing formation (FSDB 325, 560).


- the method and the timing of the evaluations at various levels and of the review of the plan according to circumstances (FSDB 18.24)


4. The plan of the local formation community


577.The formation community has as “its distinguishing feature a plan that brings everything to focus on just one purpose: the formation of the Salesian. In an atmosphere of shared responsibility, all strive together to adhere to certain values, objectives, experiences and formation methods, and from time to time they programme, evaluate and adjust their life, work and apostolic experiences to meet the requirements of the Salesian vocation.” (FSDB 222)


The purpose, the contents and the process of drawing up the community formation plan are analogous to those for the provincial plan.


Taking as a foundation the indications in the Ratio and the form given by the Directory and by the provincial Plan to the nature and the purpose of the phases, to the different aspects of the formation experience, to the conditions to be ensured, to the contents to the strategies, to the manner of participation and coordination, to the evaluations etc., the local formation community will draw up its own plan which:

  • presents the formation aims and the features of the formation experience of the stage (formation profile, frame of reference);

  • compares this with its own particular situation (through community evaluation consideration of the challenges of the context -Salesian, ecclesial and social;

  • traces out the practical working outlines for each area according to the different aspects of formation and establishes the conditions which promote the achievement of the purpose of formation (priority objectives, targets, strategies, interventions, programmes, responsibilities and evaluations etc).


5. The Plan, community and formation team.


578.The realization of the plan requires as a necessary condition the commitment of the provincial and local communities and the existence and functioning of appropriate teams. A plan that it not taken up by a community or by a team (group, animating nucleus), by the Rectors and the formation personnel remains ineffective.

Ordinarily speaking, this task is taken up at provincial level by the provincial Delegate and by the provincial formation Commission in agreement with and under the responsibility of the Provincial and his council, to whom is entrusted the primary responsibility for formation (FSDB 2). At local level by the Rector and by a formation team that has consistency and is suitably stable (FSDB 222, 233, 235, 284) in the various stages.


APPENDIX 3


1.1 Guidelines concerning the organization of studies

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1. Introductory notes


579. 1.1 “The Salesian’s intellectual formation comprises his basic formation, that is, the studies that form part of the different phases of initial formation, specialization or professional training, and ongoing formation.” (FSDB 130). The guidelines presented here refer to the basic studies intended for all Salesians; they do not deal with the studies which form part of the provincial Plan for the qualification of confreres. The presentation is in the form of proposals which correspond either with the contents or with some particular points for attention or emphasis.

It is the task of those in charge to translate the suggestions into a programme that concentrates on the organization of the contents and their development and ensures a presentation that is gradual and of high quality, avoiding unnecessary repetitions or anticipations. The material that is presented should be utilized with the seriousness demanded by its formation purpose and with the flexibility that the circumstances require.

The arrangements take into account the particular requirements of the specific vocation of the Salesian brother and that of the Salesian priest, and at the same time they need adapting to them.

For candidates to the priesthood or the permanent diaconate the indications and norms of the Church are followed.


1.2 A Salesian’s studies should be seen from the point of view of intellectual formation as it is presented in the Ratio both in the general description of intellectual formation (Chapter 3) and in the presentation of intellectual formation in the different phases. It is a question of seeing it from a formation viewpoint, attentive to its Salesian character and from the perspective of ongoing formation.


1.3 The presentation of the organization within each phase is subdivided into areas: Salesian subjects, humanities and education, the Christian mystery and theological studies, in which the emphasis varies according to the phases. In some cases the expression “the area of the Christian mystery” has been preferred to “theological studies” because it is not really a question of the formal teaching of theology, which has its own particular methodology and presupposes the adequate assimilation of philosophical and pedagogical studies.


580 1.4The pastoral perspective, the viewpoint of inculturation and of communication and other aspects should constitute a constant feature of intellectual formation rather than just being translated into topics or particular courses.


1.5 The situations and the contexts in which Salesian intellectual formation takes place in the world are many and varied. This variety also impinges on the organization of studies and requires a serious, competent and flexible approach in order to translate these directives into a gradual, organic and complete programme.

Besides the variety of the basis circumstances of the candidates, the diversity of the cultural needs that the contexts and the different countries present, the fact that the studies can be undertaken in Salesian centres or in centres that do not depend on us, means that there is also variety in the structuring of some of the phases; for example:

-for the prenovitiate: in some cases it is a question of individuals doing preuniversity or university studies and a special course of studies within a centre; in others of following a full-time special course within a centre; in others again of beginning the philosophical and pedagogical curriculum;

-for the postnovitiate: there are differences in the number of years, in the way the philosophical and the educational courses are integrated; in not a few cases it is a question of studies which are officially recognized and which are successfully completed with a degree;

- for theology: there are courses of four years or of five; with annual courses or cycles; with different sorts of pastoral involvement; with studies that are officially recognized and those that are not.


2. The organization


2.1 The prenovitiate


581. The organization of the studies in the prenovitiate ought to take into account the different backgrounds of the prenovices with regard to their educational, Christian and Salesian preparation, as also the great variety of arrangements for studies in this phase.

The Ratio describes some of the tasks of intellectual formation: “The elements to be ensured are: the completion of the required level of civil studies, the consolidation of the cultural foundation, the verification of the capacity for subsequent studies, a knowledge of the language, a serious introduction to Christian doctrine, and a general knowledge of Don Bosco, the Salesian vocation and the Congregation.” (FSDB 353)


2.1.1 Guidelines for Salesian subjects


582. A presentation of Don Bosco and the Salesian Congregation appropriate to the stage of formation. As a first introduction the reading of a few well-chosen texts or extracts with reference to the current Salesian situation can be sufficient.

In particular: a biography of Don Bosco, the Memoirs of the Oratory; reference to the testimony of some witnesses to the Salesian vocation; a glance at the Salesian presence and mission in the world; some introductory information about the Salesian Family.


2.1.2 The area of the Christian mystery


583. An introduction and preliminary ideas on some aspects of the Christian vocation, based on the simple presentation in the Catechism:

  1. introduction to reading and listening to the Word of God through liturgical texts, presentation of some key moments in the history of salvation;

  2. basic aspects of Christian initiation: prayer, liturgical and sacramental life (Eucharist and Reconciliation); living according to Christian moral principles;

  3. the mission and witness of the Church and the different vocations in the Church.


2.1.3 Some cultural aspects.


584. Bearing in mind the different backgrounds and level of preparation of the prenovices some points can be made:

A.basic courses in language, composition and general knowledge;

B.an introduction to methods of study and reflection;

C.a basic presentation of human values, human relationships and communication;

D. basic aspects of self-knowledge, of one’s own affectivity and its expressions, an analysis of one’s own experience.

2.2 The novitiate


585. The general Regulations indicate the purpose and some of the areas covered by studies during the novitiate: “they should have as their overriding objective initiation into the mystery of Christ, so that the novice by means of contact with the word of God may develop a deeper life of faith and a loving knowledge of God. A solid theological basis for the religious life should also be presented. The Constitutions, the life of Don Bosco and our traditions should be studied.” (R 91)



2.2.1 Guidelines for Salesian studies


586. For a knowledge of the Salesian vocation as seen in the Founder, in the Constitutions and in the experience of the Congregation, some central ideas should be presented that are based on serious and uptodate sources:

A. Don Bosco: his life, his surroundings, his vocational and spiritual experience, his relationship with other saints. Some examples of Salesian holiness.

B. The plan of life presented in the Constitutions and the general Regulations is the foundation of studies in the novitiate and of reflection on the unifying and specific aspects of the vocation and of the Congregation.

C. Relevant points in the history of the Congregation, its development in the world. The Rector Majors.

D. An overview of the Salesian Family and of the Salesian Movement, communion among different vocations.


2.2.2 The area of the Christian mystery


For a deeper and more conscious “sequela Christi” in Salesian consecrated life:

A. A general introduction to the scriptures, to the reading and understanding of the biblical texts in the liturgy in view of personal and community prayer and of catechesis.

B. The systematic presentation of some fundamental aspects of faith and the spiritual life; introduction to different kinds of prayer; introduction to the liturgical year and to the liturgy of the hours.

C. Basic theological concepts of the theology of the consecrated life, with particular reference to apostolic spirituality; a brief presentation of the historical development of consecrated life and of different kinds of vocation.

D. Some topics of fundamental morality ( covenant, conscience, laws, virtues and sin) and some aspects of social morality.


2.2.3 The humanities and educational science.


588. Essential information should be provided on:

A. Interpersonal communication, ability to relate, dialogue.

B. Some psychological, sociological and pedagogical aspects of the religious life.

C. The socio-religious and cultural situation of one’s own country, with particular reference to the position of the Church and to the youth situation.

D. Social communication in Salesian life, in Don Bosco and in the Congregation. A Salesian approach to music, singing and drama: theoretical and practical aspects.

E. The study of Italian and other languages among those more useful and widely diffused.


    1. The postnovitiate


589. The core of the humanistic and philosophical disciplines, linked with educational science, is from the intellectual point of view, the essential and specific element of this phase, which leads the confrere to progressively integrate faith, culture and life.

The particular structuring and the delicate process of cultural and religious synthesis in this period requires a special arrangement of the studies. For those confreres preparing for the priesthood the directives of the Church regarding the study of philosophy and the humanities should be borne in mind.


2.3.1 Guidelines for Salesian studies


590 The following subject matter should be borne in mind:

A. Don Bosco the educator in the cultural context of the 1800s. The educational praxis of the first Salesians. A critical study of some original pedagogical texts, interpretation and modern application.

B. The Salesian method of education (Preventive System). The Educative Pastoral Plan: the guidelines of the Congregation.

C. The Salesian presence in one’s own setting and its various manifestations.

D. Features of the groups of the Salesian Family present in one’s own province.


2.3.2 Philosophical, human and educational sciences.


591. In this area special attention should be paid to the need for every Salesian to be qualified, and to adaptation to the needs of the two forms of vocation. Not a few aspects of human sciences including the philosophical are necessary for the basic common formation, even though they may possibly be organized differently.

These philosophical, human and educational sciences require that special attention be given to the needs of inculturation.


592. A. Philosophical disciplines

Introduction to Philosophy: philosophy in the spiritual development of mankind (origin, nature, relationship with other sciences, autonomy; problems involved; indispensability and inadequacy).

Philosophical anthropology: the human person (fundamental anthropological aspects and the structure of the human personality; Christian personalism; comparative humanism; philosophy of history and of culture).

Gnosiology: the problem of truth (possibility, structure, characteristics and validity of knowledge; the critical sense; rationalism and empiricism; ideology, demystification, hermeneutics, philosophy of language).

Metaphysics: the problem of being and of values (the possibility and validity of metaphysics; being as the foundation of reality; metaphysics and antimetaphysics vis-à–vis “integral experience”; action and contemplation; axiology and historicism).

Natural Theology: the problem of God (the possibility and legitimacy of a natural knowledge of the Absolute; philosophical topics of existence and the nature of God; the relationship between reason and faith and between philosophy and theology; contemporary forms of atheism; phenomenology, philosophy and history of religion).

Philosophy of Nature: the problem of the cosmos and of science (intelligibility of material reality; scientific cosmology and philosophical cosmology; scientific knowledge and philosophic knowledge; the problem of epistemology).

Ethics: principles and dynamics of human behaviour; human behaviour in relation to God; conscience and freedom; economics and law; problems of bioethics.

Social philosophy: fundamental principles; ways of “reading” a social order; socio-political syntheses vis-à-vis those of Christian inspiration; international relationships and the world community; Social teaching of the Church.

Philosophy of education: the ultimate foundations of education.

Aesthetics: art and other human activities; aesthetic taste and judgement; art and morality.


B. Philosophy and the historical record

Western thought: greco-hellenist philosophy, the patristic, medieval; key points of modern philosophy.

Eastern thought.

The major contemporary philosophical systems.

Historical and theoretical characteristics of local culture. The more significant authors and texts of the thought of one’s own country.


593 C. Pedagogical Disciplines

Introduction to pedagogy: nature and purpose of education. The major schools, perspectives of contemporary education. Different pedagogical models.

The history of education and of pedagogy.

General methodology of pedagogy and Christian pedagogy.

Educational technology: media, new media, information technology; meaning and responsible use.


D Psychological Disciplines

General and dynamic psychology : fundamental psychological processes ; psychology of human development; the structure of personality: different theories. Elements of psychopathology.

Psychology of education and of teaching.

Psychology of religion with particular reference to the world of young people.

Social psychology: communication, interaction, group dynamics, community dynamics. Communication and languages.


E. Sociological Disciplines

General sociology: sociological aspects of the family, of the youth situation, of the school, of the world of work and of technical education.

Sociology of religion, with particular reference to the world of young people.

The social teaching of the Church (cfr Social Philosophy)

Cultural anthropology, with reference to local culture, its history and characteristics.


594. F Science of Social Communication

Theory of communication and psycho-social problems of social communication,

Different forms of communication, in particular the new technologies (printing, radio, TV, internet…).

Social communication “ way of total education” critical reading and listening; application in various contexts: catechesis, liturgy, pastoral work in general, teaching and cultural formation.

Social communication and the Salesian mission.

Salesian forms of information; information in the life of confreres.


G. Artistic formation.

Education in music and singing.

Theatre and other forms of artistic expression useful in the Salesian youth mission.

The theory and practice of sacred music in relation to the liturgy, catechetics, pastoral practice and education.


H. Methodologies

Methodology of study and research, reading of texts, historical criticism.

Elements of general didactics.

Elements of pedagogy and didactics as in the teaching of religion in schools and techniques of socio-cultural animation for teaching, catechesis, education and evangelization and other informal initiatives.

Elements of economics and administration.

The study of Italian and other languages necessary or useful for the mission, the study of Latin for candidates for the priesthood.


2.3.3 The area of the Christian mystery


595 The organic and fundamental presentation of the Christian mystery already begun in the previous phases is continued. The presentation should underline the connection with the consecrated vocation and the educational and pastoral mission.

These presentations should include:

- some particular biblical themes for a fuller understanding of the proclamation and in view of the spiritual life and of catechesis.

- elements of sacramental liturgy in relation to pedagogy and catechesis.

- a reflection on the Church in the World and on evangelization (relationship between culture, education, faith), and the presentation of pastoral guidelines especially those regarding youth and educational pastoral ministry.


2.4 The specific formation of the Salesian brother

596. The Ratio points out the different character that the specific formation of the Salesian brother assumes, and distinguishes between specific formation and professional qualification and refers to areas of intellectual formation during the specific formation.

Bearing in mind the different situations of individuals and of communities, of programmes and of duration, and above all the formation purpose of this period, the organization of studies emphasises the following points.


2.4.1 Guidelines for Salesian studies


597. Some material more directly connected with the specific formation of the Salesian brother and his pastoral and educative activity.

A. Don Bosco the Founder in the social and ecclesiastical situation of his times; the lay aspect of the mission. Examination of the current situation.

B. Salesian spirituality and Salesian youth spirituality: some particular aspects, reference to S. Francis de Sales, pedagogy of the spiritual life, the figure of the Salesian brother and of the Salesian priest, other expressions of spirituality within the context of the Salesian Family.

C. Salesian pastoral ministry: guidelines of the Congregation (of the recent General Chapters and of the Rector Major), Salesian Youth Pastoral Ministry. The involvement of lay people in the Salesian Family and in the Educative Pastoral Community, the presence and specific role of animation of Salesians.

D. The Salesian mission in the world: challenges in different contexts, priorities and significance. Salesian presence in one’s own area or province; the provincial plan.


2.4.2 The area of the Christian mystery


598. Experience of the consecrated life and the consideration of the mission requires an organic and uptodate vision of faith and of the mission of the Church in the world of today with particular reference to some subject areas:

A. Introduction to sacred Scripture (OT and NT) and further study of the central themes of the history of salvation from a spiritual and pastoral point of view.

B. Reflection on the situation of the Church and on the current teaching of the Church faced with the challenges of the new evangelization.

C. Deeper theological study of the religious life.

D. Personal and social morality; the teaching of the Church

E. Pastoral aspects of ministry in the world of work; elements of pastoral and catechetical methodology in relation to those to whom the mission is addressed.


2.4.3 Other areas

599. Service to the world and to young people in terms of today’s culture means paying attention to other subject areas:

A. Socio-political formation: elements of sociology; the world of work (politics, the market, trade unions…); social progress; elements of economics and administration.

B. Social communication in the educational and pastoral context; techniques and technologies of social communication; the use of various educative and pastoral languages. Techniques of animation. Music.

C. Development of the principle instruments of information technology.


    1. The specific formation of the Salesian priest


600. “The specific formation of a candidate for the priestly ministry follows the norms and directives laid down by the Church and the Congregation, and has as its scope the preparation of a priest who will be a genuinely Salesian pastor and educator.” (C 116) The studies too are planned from this perspective.

“The theological studies must last four years. In the faculties where the three year institutional course is followed by enrolment in a two-year course for a licentiate in the ecclesiastical sciences, the fourth year of theology is substituted by this two-year programme.” (FSDB 484)

In those cases in which the institutional curriculum of theology is concentrated in three years, followed by a fourth year or by the two-year course for the licentiate, it is important to ensure that due attention and the time necessary are given for the studies of “Salesianity” and pastoral theology.


2.5.1. Guidelines for Salesian studies


601. The phase of specific formation encourages a deeper theological foundation of the charism; a pastoral mentality; a “Salesian” reading of theological topics.

In direct relationship with the figure and the educative and pastoral mission of the Salesian priest, and with the four year study of theology the following aspects are to be further developed:


A. Don Bosco the priest: spiritual and pastoral profile; lines of his spirituality and of his priestly service, his place in pastoral ministry; Don Bosco the priest-founder in the ecclesiastical and social context of his times. Sources and foundations of Don Bosco’s spirituality, especially St Francis of Sales.

B. Salesian spirituality and youth spirituality. The spirituality of the Salesian priest: the Salesian priest in the Salesian mission and in different kinds of works, complementarity with the Salesian brother. Some examples of Salesian priests.

C. The reflections, choices and directives of the Congregation especially through the last General Chapters and in the present: Salesian Youth Pastoral Ministry; the Salesian Family, sharing with lay people. Attention to the pastoral, catechetical, sacramental aspects, to spiritual guidance (the relative disciplines and the particular emphases). The educative pastoral Plan of the province.

D. The Salesian priest and the spiritual animation of groups in the Salesian Family: knowledge of the different vocations and their spiritual characteristics.

E. The Salesian mission in the world: pastoral challenges in different settings, priorities and significance.


      1. The area of theological studies


602. The theological disciplines are here grouped around some fundamental methodological units. To provide better direction and to help towards a maturing of the final synthesis, the convenience should be noted of looking at each year, where the concrete structure of the studies allows it, from a unifying thematic perspective, for example for the four year course: the mystery of Christ (1st year), the mystery of the Church (2nd year), the mystery of man redeemed by Christ (3rd year), a theological and pastoral synthesis (4th year).


A. Sacred Scripture: general introduction to the OT and the NT; further study of some books: exegesis and understanding of their message.


B. Liturgical Theology:

- fundamental notions and principles;

- the Eucharist and eucharistic worship; the celebration of the other sacraments and the sacramentals;

- the pastoral theology of the sacraments;

- the sanctification of time: the liturgical year and liturgy of the hours.


C. Church History - universal (ancient, medieval, modern and contemporary) and local; introduction to patrology.


D. Fundamental theology: introduction to theology; revelation and its transmission through the inspired scriptures, tradition, and the living magisterium of the Church; the credibility of the Christian revelation; Christian revelation and other religions; revelation and inculturation of the faith.


E. Systematic theology: the mystery of God (God one and three); the mystery of Christ (Christology); the mystery of man: creation, man, sin, grace and the theological virtues (Anthropology); the mystery of the Church (Ecclesiology); Mariology; the sacraments of the Church; Christian escatology.


603. F. Pastoral Theology: general pastoral theology, fundamental pastoral theology; general and special catechetics; youth pastoral ministry; vocational ministry; introduction to ecumenism and to inter-religious dialogue; introduction to missiology; the pastoral use of communications and the use of the media; homiletics.


G. Spiritual theology: theology of Christian experience; the sources of spirituality; different kinds of spirituality; the main currents of Christian spirituality. Apostolic spirituality, lay spirituality, spirituality of the consecrated life. Spiritual direction and spiritual pedagogy.


H. Moral theology. Fundamental moral theology; special moral theology: religion and faith, the social teaching of the Church, morality and economics, sexual and family morality; bioethics.


I Canon Law:

- historical outline of the Code and a brief presentation of the general norms (Book I) for a correct understanding of the fundamental concepts and the juridical-canonical terminology.

- parts I and II of Book II “The people of God”; from Book III the role of teaching and the ministry of the Word, missionary activity, the Catholic school, means of social communication; important points from Books V, VI, and VII;

- the section on Institutes of consecrated life with constant practical reference to our own particular law, Constitutions and general Regulations; the sacrament of matrimony;

- the complementary legislation of episcopal conferences.


L. Music and Sacred Art:

- The role of song and music in the liturgy, various kinds of music in the liturgy and their function, concrete examples;

- Artistic expression, as a part of the didactic role of the liturgy which is the worship of God and at the same time catechesis of the people; the theological, catechetical and pastoral value of gestures and choreography, of the essential signs of the liturgy, of places of worship, of the iconography, and its theological, spiritual and catechetical significance.


M. The study of biblical languages: at least for those who are directed towards academic degrees, and, according to possibility and convenience, of other languages among those more useful and widely diffused.


APPENDIX 4


2 Church and Salesian documents on formation

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604. Note: Recent Church and Salesian documents of importance which can be particularly useful for formation are listed below.


It is presumed that reference will be made to: the documents of Vatican II, the Code of Canon Law, documents of the Synods of Bishops and post-synodal exhortations, especially to the Synods on “The consecrated life and its mission in the Church and the World” (1994) and on “The formation of priests in the current situation” (1990) and to the continental Synods.


As regards Salesian documents reference will obviously be made to fundamental Salesian documents both official and unofficial, to recent General Chapters to the statements of the Rector Major and of General Councillors which refer directly or indirectly to formation. For what regards Salesian studies, especially the sources, critical editions and recent publications one can refer to the Salesian Historical Institute and to its periodical Ricerche Storiche Salesiane.


605Church documents


-John Paul II

Apostolic constitution Sapientia christiana on ecclesiastical universities and faculties, 1979

Apostolic exhortation Christifideles laici, 1988

Apostolic letter Mulieris dignitatem, 1988

Letter Iuvenum Patris, on the centenary of the death of Don Bosco, 1988

Apostolic exhortation Pastores Dabo Vobis, 1992

Apostolic exhortation Vita consecrata, 1996

Encyclical letter Fides et Ratio, 1998


-Congregation for Catholic Education (CEC)

Circular letter on the teaching of philosophy in seminaries, 1972

Guidelines for formation to priestly celibacy, 1974

Circular letter on the study of Canon Law, 1975

Document on the theological formation of future priests, 1976

Norms of application for the apostolic constitution Sapientia christiana, 1979

Instruction on liturgical formation in seminaries, 1979

Circular letter on spiritual formation in seminaries, 1980

Guidelines on human love, 1983

Ratio fundamentalis institutionis sacerdotalis, 1985

Guidelines for the formation of future priests in social communications, 1986

Admission to the seminary of candidates coming from other seminaries or religious families, 1986

Studies on the Oriental churches, 1987

Circular letter, “Some guidelines on formation in major seminaries,” 1987

The Virgin Mary in intellectual and spiritual formation, 1988

Guidelines for the study and the teaching of the social doctrine of the Church in priestly formation, 1988

Instruction on the study of the Fathers of the Church in priestly formation, 1989

Directives on the preparation of educators in seminaries, 1993

Formation of seminarians on marriage and the family, 1995

Basic norms for the formation of permanent deacons - Directory for the ministry and life of permanent deacons, 1998

The Propaedeutical Period – (informative document), 1998


-Congregation for Institutes of Consecrated Life and Societies of Apostolic Life (formerly SCRIS/CRIS)

Instruction Renovationis causam, 1969

Directives for the mutual relations between bishops and religious in the church, 1978

(with the Congregation for Bishops)

Religious and Human Promotion, 1980

The Contemplative Dimension of Religious Life, 1980

Essential Elements in the Church's Teaching on Religious Life, 1983

Directives on Formation in religious institutes Potissimum Institutioni, 1990

Fraternal Life in Community, 1994

Inter-Institute collaboration for formation, 1999


-Congregation for the Doctrine of the Faith

-Faith and inculturation, 1988

-Instruction on the ecclesial vocation of the theologian, 1990


-Congregation for the Evangelization of Peoples

-Circular letter on the missionary dimension of priestly formation, 1970

-Formation in major seminaries, 1987


-Congregation for Divine Worship

-Instruction Professionis ritus, 1970

-Instruction Ritus pro collatione ministerium, 1972

-Letter “Scrutinies on the suitability of candidates for orders”, 1997 


-Congregation for the Clergy

Letter on “The education and ongoing formation of the clergy”, (Inter ea), 1969

Directory on the Ministry and Life of Priests, 1994

Basic norms for the formation of permanent deacons - Directory for the ministry and life of permanent deacons, 1998

The priest and the third Christian millennium teacher of the Word, minister of the sacraments and leader of the community, 1999


- Congregation for Bishops

Directives for the mutual relations between bishops and religious in the church, Mutuae relationes, 1978

(with the Congregation for Institutes of Consecrated Life and Societies of Apostolic Life)


-Pontifical Council for Promoting Christian Unity (formerly Secretariate for the unity of Christians)

Ecumenism in the teaching of theology, 1986

The ecumenical dimension in the formation of those engaged in pastoral work, 1995


-Pontifical Commission for the Cultural heritage of the Church

Formation concerning the artistic and historical patrimony, 1992


-Pontifical Council for the Family

The Truth and Meaning of Human Sexuality, 1995



606Salesian documents


3 * General Chapters

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Documents which refer mainly or explicitly to formation:

SGC (1971)

- “Formation to Salesian Life” (document 13)

GC21 (1978)

- “Formation to Salesian life”

- “The Salesian Brother”

- “Opera PAS and the Salesian Pontifical University”


GC23 (1990)

- “Educating young people to the faith”


GC24 (1996)

- “Salesians and Lay people: Communion and sharing in the spirit and mission of Don Bosco”


4 * Rector Majors

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5 Egidio Viganò

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Letter “The Lay element in the Salesian community” ASC 298 (1980) 3-51

Letter “The Salesian according to Don Bosco’s dream of the ten diamonds” ASC 300 (1981) 3-36

Letter “The renewed text of our Rule of Life” AGC 312 (1985) 11-47

Letter “The priest of the year 2000” AGC 335 (1991) 5-44

Letter “Reading the founder's charism again at the present day” AGC 352 (1995) 3-35


6 Juan Edmundo Vecchi

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Letter “Indications for a process of growth in Salesian spirituality” AGC 354 (1995) 3-54

Letter “For you I study...,” AGC 361 (1997) 3-53

Letter “Experts, witnesses and craftsmen of communion,” AGC 363 (1998) 3-44

Letter “The Father consecrates us and sends us,” AGC 365 (1998) 3-49

Letter “A love without limits for God and the young,” AGC 366 (1999) 3-43

Letter “He has reconciled us to himself and has given us the ministry of reconciliation,” AGC 369 (1999) 3-47

Letter “This is My Body, which is given for you" AGC 371 (2000) 3-53


7 * Documents for reference

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  • The Project of Life of the Salesians of Don Bosco. A guide to the Salesian Constitutions (1986)

  • The Salesian Rector. A ministry for the animation and governing of the local community Rome (1986)

- L’Ispettore Salesiano. Un ministero per l’animazione e il governo della comunità ispettoriale, Roma (1987)

  • Elementi giuridici e prassi amministrativa nel governo dell’Ispettoria, Roma (1987)

  • The Salesian Brother. History, Identity, Vocational Apostolate and Formation Rome (1989)

  • Rite of Religious Profession Society of St Francis of Sales Rome (1990)

  • Proper Masses of the Salesian Family, Society of St Francis of Sales Rome (1992)

  • Common Identity Card of the Salesian Family of Don Bosco. SF Department Rome (1995)

  • Common Mission Statement of the Salesian Family. SF Department Rome (2000)

  • Salesian Youth Ministry. A basic frame of reference. SYM Department Rome. second edition (2001)





1 Cfr C 171.4, 191; R 87, 88, 106.4; ISM 365, 382 and Elementi Giuridici 43, 45; VAN LOOY L. The Provincial Directory, AGC 365 (1998) 50-56

1 The Ratio mentions the Provincial Formation Plan and the plan of the local formation community; here we bring together the main points regarding the Provincial Plan.