CHAPTER NINE

PRACTICAL TRAINING

9.1 NATURE AND PURPOSE

428.“Throughout the whole period of initial formation, importance is given not only to study but also to the pastoral activities of our mission.

“The practical training period provides opportunity for a deeper living experience of Salesian educative and pastoral action. During this time the young confrere gets practice in the Preventive system, particularly in Salesian assistance.

“With the support of the Rector and the community, he is able to integrate his activity and the fundamental values of his vocation.”¹

From the Salesian point of view, this is the most characteristic phase of initial formation; it has its model in Don Bosco’s lived experience with the youth of the first Oratory.

429.During practical training great importance is attached to formation-centred goals and approaches since its main concern is the formation of the confrere.

Practical training has two objectives:

- growth in the Salesian vocation: the confrere, exercising himself in the spirit and mission of the Preventive System, develops his aptitudes and his sense of responsibility² and seeks “to integrate his activity and the fundamental values of his vocation”;³

- assessment of his vocational suitability through a personal and community experience of the Salesian mission and in view of his perpetual profession.

9.2THE FORMATION EXPERIENCE

430.Practical training accords a priority to formation to youth ministry, and this in turn stimulates and enriches the other aspects of formation, giving them new substance.

9.2.1Human formation

Through his direct experience of the Salesian educative and pastoral mission, the confrere in practical training matures his own personality:

- through his interactions with his community and in his work of education (assistance) and through his sharing with the laity, he becomes more conscious of his personal attitudes, his resources and shortcomings, his difficulties and the aspects he needs to correct or improve;

- he learns to be autonomous, to take decisions and to assume responsibility;

- he experiences the joy of giving himself to others in generous work and communication, using the style of kindness that is typical of the Preventive System;

- he acquires a discipline of life, a spirit of initiative, and patience;

- he cultivates good relations with all his confreres, notwithstanding the differences of age, culture and formation; he gives them a listening ear and dialogues with them, showing them respect and appreciating their experience;

- he takes an active part in his community in a spirit of collaboration and shared responsibility; he learns to reflect, plan, organize and evaluate, thus acquiring an outlook geared to overall planning; he brings to the community the specific contribution of his youthful dynamism.

9.3.2Spiritual formation

431.It is especially in practical training that the confrere has an experience of Salesian apostolic spirituality: he practises and strengthens his union with Jesus Christ, whom he meets in his work and in young people.

He trains himself to become a contemplative in action by striving after the typically Salesian synthesis of activity and prayer, education and spirituality.

Drawing his pastoral love from the heart of Christ, the Good Shepherd, he pays attention to the rhythm and quality of his prayer, be it communitarian or personal, and does not allow himself to be overwhelmed by his daily work.

He is faithful to his daily meditation and to the frequent celebration of the sacrament of Reconciliation.

432.As he deepens the motivations of his mission and bears witness to his vocation among the young, he develops the mentality of a consecrated person.

He lives out his obedience in total availability to God’s will and accepts the human instruments through which God directs his life. He is ready to carry out the mission in the concrete forms it takes in the different Salesian works, and grows all the while in his way of thinking about the common project and the complementary nature of the various roles. He loves the simple life with the sacrifices it entails; he does not look for comforts and devotes himself completely to the mission entrusted to him. His affectivity finds expression in his relationships marked by serenity and a sense of balance, prudence and asceticism, particularly his educative relationships with the young, with his lay collaborators, and with women in general.

In his relationship with Christ and in his love for the young the confrere in practical training finds strength and support, while the fraternal sharing in the community and the counselling he receives in spiritual direction are a source of enlightenment and guidance for him.

And if, in facing the situation in his community or in his pastoral work, he meets with difficulties or experiences moments of failure, he does not become discouraged or isolate himself, but feels impelled all the more to deepen the underlying motivations of his vocation.

9.2.3Intellectual formation

433.To reflect on and during his activity is the first way in which the confrere in practical training grows intellectually.

There is no curriculum of studies for him to complete; instead, he has to develop a permanent attitude in his educative and pastoral work with the help of the ordinary occasions for reflection and discussion and through particular initiatives.

The confrere in practical training takes an active part in the process of reflection and planning of his Salesian community and the educative and pastoral community: in this way he acquires an educative and pastoral mentality by which he is able to analyze the situation of the world of the young or of his own context.

He also uses to best advantage the possibilities offered him by way of short programmes which are pedagogical, methodological, catechetical or specifically Salesian in nature (such as: readings, meetings, and occasions for sharing at local and provincial levels).

Other study commitments too are possible, provided they are compatible with the specific objectives of this phase.

9.2.4Formation to youth pastoral ministry

434.When he is sent to a community, the confrere in practical training embraces its mission and the specific plan of the institution; he inserts himself in it according to the role and the tasks assigned him.

He learns to work with others as a member of the community, taking an overall view of Salesian Youth Pastoral Ministry in tune with the plan of his Province.

In the various settings in which he finds himself, he matures his capacity for assistance, animation and education, and engages in teaching and communication.

435.Moved by a predilection for the young, and especially for the poorest among them, he feels happy when he can be among them and animate them individually and as a group. He strives to create a climate of joy, spontaneity and friendship, joining firmness with kindness. Being close to the rising generations, he is able to stir their enthusiasm⁴ and enjoys the experience of giving witness to them of his consecrated vocation.

Keeping always before him the fact of his being a cleric or a brother, he lives the apostolic commitment in the spirit of the “Da mihi animas”. He seeks the integral growth of his youngsters, and to this end he gives an educative and evangelizing thrust to his presence among them. He becomes an educator to the faith⁵ in every setting: the school, the playground, the workshop.

He gives a helping hand in animating the prayer celebrations of the community and of the youngsters.

He makes the most of his contacts with the members of the Salesian Family and with the lay collaborators. He works with them as a team and in a spirit of service and animation. He grows in his sense of belonging to the Congregation and the Salesian Family. He comes to appreciate the different ways of sharing in the Salesian charism and attains a greater awareness of his own vocation as a Salesian consecrated person.

9.3SOME REQUIREMENTS FOR FORMATION

9.3.1The community

436.It is important in the first place that the confrere be sent for his practical training to a community that is in a position to offer him the means necessary for a proper and fruitful experience.

The community receives him cordially, involves him in its life and mission, and feels responsible together with him for his formation during this phase.

In particular, it assures him “pastoral work proportionate to his preparation and his capabilities”⁶ within the community project. At the same time, it sees to it that his work is not limited to a single kind of activity; in this way he has a chance to become acquainted with the different facets of the Salesian mission. It also give him space to make his own decisions.

The community offers him fraternal guidance, understanding and encouragement, especially when the year of practical training coincides with the preparation for his perpetual profession.

It helps him to assess his own experiences, “to integrate his activity and the fundamental values of his vocation”,⁷ and always remains attentive to his rhythm of growth. It offers him suggestions and corrections when necessary, and through the House Council expresses its opinion, particularly at the time of quarterly assessments and eventual admissions.

9.3.2The formation guide and the personal responsibility of those in practical training

437.Because practical training involves a change of situation for the confrere concerned, his insertion in the actual circumstances of a community and his immersion in educative and pastoral work, particular care must be taken to ensure that he is properly guided.

It is indispensable for the confrere in practical training to have an enlightened and competent formation guide, ordinarily offered him by the Congregation in the person of the Rector.

The one who guides is aware that the confrere in practical training is making his first experience of full insertion in the mission of the community and that the setting of the apostolic community is somewhat different - in terms of configuration, rhythm of life and type of activity - from that of the formation community whence he comes.

438.The Rector makes it a point to meet each confrere in practical training personally and frequently.

He regularly calls together the practical trainees of the house for a formation meeting consisting of an exchange of experiences. It is his conviction that this is an important moment of formation entrusted to his responsibility. He also makes sure that those in practical training have the possibility of taking part in community prayer and the opportunity of celebrating the sacrament of Reconciliation.

Through the friendly talk each month and spiritual direction, to which the confrere in practical training remains always open, the Rector prompts and sustains his formation endeavours, his discernment efforts and his growth to maturity in his vocation.

For his part, the confrere in practical training is willing to share about himself with his Rector, to reveal to him in confidence the point at which he finds himself in his formation, and to establish with him the goals to be attained and the conditions to be met.

He draws full benefit from all the opportunities for dialogue available to him in the community, and from his relationship with the Rector and the confessor. He brings his personal plan up to date, evaluating it from time to time, and achieves the kind of personal momentum and self-discipline that enables him to improve the quality of his formation and experience it as a unified whole.

9.3.3The Provincial

439.The Provincial is conscious of his responsibility, first of all in choosing the community to which to send the confrere for his practical training: it must be a community that can guarantee the conditions for the formation to be imparted in this phase. He indicates to the Rector the aspects that need to be taken care of in offering guidance for formation.

He makes it his concern to have personal contact with the confrere in practical training and to show solicitude in guiding him. He can also let himself be assisted by another qualified confrere in this task.

He follows up, with his Council, the periodical assessment that is made of the one in practical training.

With the help of the Provincial Commission for formation, he provides appropriate initiatives of animation and guidance for those in practical training and of assistance to their communities, following a well thought out programme. These initiatives are occasions for a direct exchange of views among the confreres engaged in the same programme, for a sharing of experiences and reflections, and for mutual support. They help to further the individual’s progress in his formation.

When one finishes his practical training, it is appropriate that there be an overall assessment – on the part of the Provincial and the community, and on his part as well - of his entire experience and of the progress he has made in his vocation.

PRACTICAL GUIDELINES AND NORMS

440.“Practical training lasts ordinarily for two years and is carried out before perpetual profession in a community that can provide whatever is necessary for the validity of this experience.”⁸ The adverb “ordinarily” implies that a period shorter or longer than two years is to be considered extraordinary and limited to individual cases.

The formative goal of practical training must be the first criterion in choosing a community that offers the necessary conditions for formation, and in particular, a proper guidance for which the Rector holds the primary responsibility.

441.When possible, practical training should be carried out in groups⁹ in order to create the best conditions for formation.

442.As regards the choice and realization of educative and pastoral activities:

- attention should be paid to the confrere’s abilities and to the situation of his vocation and formation;

- he should be provided with a programme of different activities, without losing sight in the first place of the requirements of his day-to-day educative and pastoral work;

- he should act with shared responsibility and under the supervision of an experienced confrere, and he should have a real opportunity for making decisions.

443.Let the Provincial take care to maintain personal contact with those in practical training. In this task he can seek the help of a confrere who is well experienced.

444.The quarterly assessments are to be carried out by the Council of the house.¹⁰ They are a help to the confrere in practical training and an expression of the Council’s responsibility for his formation. The assessment concerns the practical trainee’s educative and pastoral performance and his progressive growth to maturity. The result of the assessment should be put in writing, clearly and with prudence, for the sake of continuity of discernment and guidance.

At the conclusion of practical training, there should be an overall assessment of the whole experience carried out by the Provincial, the community and the confrere himself.

445.During practical training attention should also be given to intellectual formation:

- the confrere should be helped to reflect on what has happened in practice; he should be involved in the day-to-day reflection of the Salesian community and in the moments of planning, evaluation and formation of the educative and pastoral community;

- “periodic formation encounters” should be organized “at local and provincial levels”;¹¹

- suggestions should be offered for studies or readings compatible with the nature of this phase;

- he may be permitted to engage in university studies or the like when such studies are compatible with the primary purpose of this phase.