CHAPTER EIGHT

THE POSTNOVITIATE

8.1 NATURE AND PURPOSE

396.“The first profession marks the beginning of a period of consecrated life. In this period the confrere, with the help of the community and of a spiritual guide, completes his maturing process with perpetual profession in view, and develops the different aspects of his vocation as a lay Salesian or as a candidate for the priesthood.”¹

As the first stage of this period of temporary profession, the postnovitiate is “a period of religious maturing which continues the formation experience of the novitiate”; it helps the professed Salesian to avoid a sudden change in his pattern of life and a slackening in his pace of growth in his vocation. It also “serves as a preparation for the practical training phase”.²

It is a delicate and important time. The confrere lives joyfully and faithfully the commitments he assumed in his first profession, and strikes deeper roots in his Salesian identity by assimilating and deepening its various aspects.

The Constitutions lay down that he be helped to achieve “a progressive integration of faith, culture and life” through “the deepening of the life of faith and of the spirit of Don Bosco, together with an adequate philosophical, pedagogical and catechetical preparation that interacts with the prevailing culture”.³

397.In this phase the confrere is called to mature:

- in his personal identity, integrating his human growth with the following of Christ;

- in the faith, by progressively understanding it, especially through reflection and study;

- in his Salesian vocation, through an adequate pedagogical and catechetical training, both theoretical and practical, centred on Don Bosco the educator and on the Preventive System;

- in intellectual, cultural and professional competence, by receiving a fundamental introduction to a knowledge of man, the world and God through the philosophical sciences and the sciences of education;

- in a progressive involvement in the Salesian mission, by taking part in some significant apostolic experiences and coming into contact with the real situation of the young and of society.

8.2THE FORMATION EXPERIENCE

398.The commitments assumed in religious profession become translated into a genuine living experience of the values of one’s vocation: one embraces them every day, understands them better and discovers how they all fit together in a structured manner.

Inspired by the unifying principle of the Salesian charism, the various aspects of formation blend with each other in a harmonious synthesis.

Since Salesian clerics and brothers share in the same vocation, the postnovitiate formation provides for “curricula of equivalent level”;⁴ this does not take away the fact that the programme of studies can be different, considering that the clerics must comply with the dispositions of the Church in view of their preparation for the priesthood.

8.2.1Human formation

399.The postnovitiate is a time in which the confrere concerns himself in a practical way with integrating the elements of Salesian consecrated life in his personality.

He establishes the process of his personal maturing in the daily flow of his life in community, where he links together his sense of freedom and personal responsibility with his sense of belonging to his community and its common project. Therefore, he cultivates a serenity of spirit, is ready to perform the domestic chores, accepts everyone unconditionally, and makes his contribution to the work of animation.

In his community he is regularly faithful to his duty, applies himself to his studies, develops a sense of discipline, communication, dialogue and discussion, organizes his time well and uses the means of social communication wisely.

8.2.2Spiritual formation

400.With the help of a frequent and systematic spiritual direction, the postnovice seeks to deepen his vocation through a lived experience, reflection and assimilation of Salesian values.

At the same time, he grows in an understanding of the different forms of the Salesian vocation and the lay vocation .

He is faithful to a personalized and convinced practice of prayer, and all the while deepens and assimilates the methods he learned in his novitiate. He takes an active part in the celebrations and moments of prayer of his community. He pays particular attention to the privileged times of inner renewal such as: Advent and Christmas, Lent and Easter, monthly recollections and spiritual retreats.

He cultivates the presence of God in his daily life and experience, and develops a spirit of hard work and endurance through the asceticism of serious and constant intellectual work, dedicated and sacrificing manual work, the humble fulfilment of the mission with no concern for comforts, and a readiness for service in the community.

He learns to integrate his faith with his intellectual knowledge, his spirituality with his critical outlook, and sees for himself how the joyful practice of his faith and the evangelical counsels makes for the full development of his humanity.

8.2.3Intellectual formation

401.Within the unity of the formation process, intellectual formation is the distinguishing characteristic of this phase, having for its objective an intellectual and religious integration in response to the fundamental requirements of Salesian identity.

Therefore, to meet the needs of present-day culture and the Salesian mission, the postnovitiate offers a particular programme that creates out of the philosophical disciplines and the sciences of man and of education a synthesis open to a presentation of the faith.

In the arrangement of the studies, both with regard to their frame of reference and their contents, special care is taken of inculturation; consequently, particular attention is paid to the study of the writings, traditions, anthropology, and history of the people and to the discovery of their genuine cultural values such as: religiosity, a sense of God, hospitality, a zest for living and solidarity.

As a result of his intellectual development, the confrere gains a clear mental framework that is consistent with his fundamental options and that gives him a solid and open-ended outlook on his own life. He becomes capable of a serious encounter with culture, the world of youth, the problems of education, and the Christian viewpoint. He develops a taste for serious intellectual work, improves his method of study, and acquires an ability to reflect, objectivity in his judgements and a discerning mind.

8.2.3.1THE STUDIES

402.According to our law, the arrangement of the postnovitiate studies must provide for “an adequate philosophical, pedagogical and catechetical preparation that interacts with the prevailing culture”⁵ and “an introduction to theology”.⁶ “Technical, scientific or professional training may also be commenced or continued with specific qualifications in view.”⁷

8.2.3.1.1 The philosophical sciences

403.The study of philosophy leads the Salesian to a sound and coherent knowledge of man, the world and God.⁸

It is an absolute necessity for training a discerning mind that can grapple with the theoretical and existential problems of the human person, understand present-day culture and embark on a dialogue with contemporary man with a view to effectively proclaiming the Gospel.

Therefore, considering the importance of a serious and specific approach to philosophy, it does not seem appropriate to opt for an arrangement of studies that prefers to integrate the philosophical and theological disciplines.

A great help for understanding culture is also a deeper study of the thinking in world and local literature.

8.2.3.1.2 The human sciences and the sciences of education

404.Closely connected with philosophy are the sciences of man and the sciences of education (cultural anthropology, psychology, pedagogy, sociology, social communication, etc.) which make it possible to have a better understanding of man and the evolution of society. In their specific areas of competence, they offer an indispensable contribution by way of their own characteristic viewpoints.

8.2.3.1.3 The Christian mystery and faith-education

405.The vital synthesis that this phase seeks to form has faith for its basis, and it is this faith that needs to be strengthened through a deeper study of the Christian mystery and the way of communicating it in catechesis.

These studies, however, are not to be identified with the institutional curriculum of theology, which is proper of the specific formation to the priesthood. They are more of an initiation geared to forming a synthesis and imparting wisdom. Allied with a positive presentation of the history of salvation, they aim at fostering an ability to teach catechism and are directly concerned with strengthening and enlightening the person’s growth in his experience of the faith.

8.2.3.1.4 Salesian studies

406.In view of a more mature knowledge and assimilation of the charism, the studies during the postnovitiate show a particular interest in Salesian pastoral work and pedagogy, and seek to reinforce a belief in education and the value of Salesian assistance.

As a result, courses are envisaged on Don Bosco the educator, making use of the proper critical tools, and on the history of the Congregation; there is a systematic study of the Preventive System and of the main outlines of Salesian Youth Pastoral Ministry. The principal characteristics of the groups of the Salesian Family present in one’s Province are also studied.

In addition to these studies there is a crucial need also for a reflection on the Salesian experience of the individual person, of the Province and of the Congregation.

8.2.3.2 OTHER STUDIES

407.Our Regulations say that “during the years of initial formation the studies should be so structured as to lead to degrees and qualifications recognized by the State, whenever that is possible.”⁹

In several Provinces the programme of studies of the postnovitiate, suitably integrated and of sufficient duration, is officially recognized and gives the possibility of obtaining academic degrees which have official recognition. It is a positive step to have fidelity to the goals of formation and to the arrangement of Salesian intellectual formation combined with recognized professional training.

However, in every case the Salesian characteristics of the studies of this phase must be safeguarded.

Making the common programme of studies of the postnovitiate overlap with a commitment to other studies calls for careful assessment and respect for the requirements of formation.

8.2.3.3 THE CURRICULUM FOR SALESIAN BROTHERS

408.The studies of the postnovitiate take into consideration the characteristics proper to the vocation of the Salesian brother.¹⁰

Because of the importance of philosophy in forming to religious life and preparing an educator of the young, the Salesian brother too studies it in the manner and to the extent that is appropriate to his specific vocation.

His programme of studies also includes a training in pedagogy, elements of pastoral formation and catechetics, and a socio-political education that is based primarily on the social teaching of the Church and geared to preparing him for a specific educational activity in the world.

It is therefore necessary that at provincial or inter-provincial level the brothers be offered “a formation programme that is serious but also flexible and adapted to the nature of their various responsibilities as well as to their actual possibilities”.¹¹

409.During the postnovitiate, without compromising the fundamental value of his basic philosophical, pedagogical, pastoral and social formation, the Salesian brother can begin or continue other studies of a technical, scientific or professional nature.

Everything possible must be done to ensure that the studies give the brothers a competence that puts them on a par with a lay person exercising the same profession in civil society.

For those brother confreres who have to carry out their civil studies outside of Salesian structures, the Provinces must ensure that they have concrete possibilities of guidance and assessment to help them grow in their vocation and that their basic formation described above is completed.

8.2.4Formation to youth pastoral ministry

410.The Salesian acquires the attitudes he needs for his vocation of educator and pastor, above all by progressively striving to integrate faith with life, and faith with culture.

Study, community reflection and spiritual direction are the means that enable him to interpret history and culture in a Christian way, and to understand events in the Church and in the world, issues concerning youth, the ways young people express themselves and the languages of social communication.

In this way, as he grows in his knowledge and understanding of the world of young people, he cultivates in himself an “apostolic sense” as the soul of his daily activities.

His application to study becomes an expression of his love for the young, as he needs competence and professionalism to put himself at their service.

411.He also takes part in educative and pastoral activities that are properly organized and evaluated, and carried out to the extent possible as a group activity in a Salesian institution, or even in experiences of missionary work. The purpose of such activities is to:

- acquire a sensitivity to the work of education and also a pastoral mentality by reflecting, making personal contacts and studying the guidelines of the Congregation;

- have a first-hand exposure to the Salesian mission by being involved in concrete experiences of educative and pastoral service within the context of the Salesian educative and pastoral plan and by participating in the educative community;

- engage in the animation of young people, and above all, in Salesian assistance;

- learn to work as part of a team by acknowledging the different roles and respecting them with a sense of shared responsibility;

- train to guidance and pastoral assessment;

- gain a deeper knowledge of, and contact with, the pastoral life of the Province.

8.3SOME REQUIREMENTS FOR FORMATION

8.3.1The setting

412.The postnovitiate needs a setting that is clearly supportive of formation and markedly Salesian, one that mirrors the values and attitudes which the confreres in formation have to assimilate.

8.3.1.1 THE FORMATION COMMUNITY

The formation community of the postnovitiate receives the confrere with an open heart and introduces him to a network of fraternal relationships, permeated by respect and trust. The community must always be homogeneous and specific, and ordinarily distinct from the communities of confreres in other phases of formation.

It is desirable that Salesians preparing for the priesthood and Salesian brothers lead a common life in the same formation community where they see properly appreciated the two forms of the single Salesian vocation¹² and where the specific characteristics are taken care of.

413.In the postnovitiate community the climate is conducive to the growth of responsible freedom, and the environment and style of formation are helpful for assuming and personalizing discipline. The spirit that reigns is one of zeal and enthusiasm for the Salesian mission and is based on motivations of faith and love for Christ rather than on external factors.

The moments of prayer and community reflection lead one to consider the world with a discerning mind, to read its situation in the light of God, and to commit oneself to its transformation.

The task of building the community hinges on the participation and shared responsibility of all its members and extends to all aspects of its life and activity,.

“Those in formation and their guides contribute according to their different roles to the creation of an atmosphere of shared responsibility, and work with the aims of formation clearly in view.”¹³

414.The formation community can have its own study centre - this is the case of the studentate - or it can also frequent an external study centre, be it Salesian or otherwise.

The delicate process of forging a cultural and religious synthesis in this phase demands a wise organization or choice of a study centre offering an apt programme for the growth of vocations. This is why Salesian study centres - many of them are at inter-provincial level¹⁴ - are to be preferred as they have as their objective a stronger emphasis on connecting philosophy and the sciences of education and integrating them with typically Salesian subjects – and all this in view of the unity of the Salesian vocation.¹⁵

Various reasons, such as the needs of a particular situation in the Church, a small number of confreres, a dearth of formation guides or other difficulties – for example, the distance of a Salesian centre – may counsel the choice of a non-Salesian study centre.

In such a case, there always remains the duty of ensuring the time, the programmes, the professors and the formation guides that will take care of the essential and specific aspects of this phase, such as, for example, the integration and completion of the studies from the Salesian point of view: the sciences of education, pedagogy, catechetics, the Salesian disciplines.

8.3.1.2 OTHER COMMUNITIES

415.Within the comprehensive framework of a Province’s formation process, those responsible for formation maintain links between the postnovitiate, the novitiate and practical training. They work together in shared responsibility to ensure the continuity of formation, albeit in the distinctiveness proper to each phase.

The local formation community fosters the active integration of the confreres “with the provincial community, which is itself ‘formative’”.¹⁶

And the link with the local Church and the insertion in the context of a particular culture serve to keep formation in living contact with the world and its many needs.

8.3.2Those responsible for formation

416.Those responsible for formation are to be spiritual men; they are to be steeped in the Salesian spirit and capable of dialogue because of their competence and their acquaintance with the problems studied by their confreres.

The delicate nature and importance of this phase require a continuous effort on the part of the Province to build a team of confreres who have a broad culture and are qualified especially for spiritual direction, teaching, the organization of community life, pastoral work, and the animation of the liturgy and music during the moments of community prayer.

It is particularly important that on the formation team of the postnovitiate there be Salesian brothers entrusted “not only with duties of cultural and technical formation, but above all with responsibilities of formation to the religious and Salesian life”.¹⁷

417.The Rector continues the action of the director of novices. With wisdom and sound judgement he animates the life and progress of the community, following up and helping the postnovices especially through personal guidance and the friendly talk,¹⁸ the spiritual direction of conscience and periodical conferences. He helps to keep the vocation alive in each one, and fosters everyone’s participation and responsibility in the work of formation.

Those responsible for formation find in the community and personal assessment they carry out from time to time a useful means to evaluate, stimulate and guide the formation process.

In this phase the professors wield great influence. It is their task to provide a solid and convincing frame of reference, and to develop a knowledge that becomes sound judgement, a discerning mind that can read situations and an ability to form a synthesis.

It is also important to draw on the contribution of the laity and the members of the Salesian Family in the formation of the postnovices. This must be done in a way that ensures that their contribution is truly valuable.

8.3.3Inter-provincial collaboration

418.Being a delicate and important phase and having characteristics of its own, the postnovitiate requires a number of conditions that cannot always be met by every single Province, either with regard to the community or with regard to the study centre.

In some situations it becomes necessary for the Provinces, especially those of the same cultural area, to join hands in setting up inter-provincial formation and academic structures.¹⁹

419.“Immediately after the novitiate all confreres must continue their formation for at least a two-year period in formation communities.”²⁰

420.Let the postnovices live together in a homogeneous and specific community, distinct from the communities of confreres in other phases of formation. Let them have a spiritual guide,²¹ who will ordinarily be the Rector himself.²²

421.It is desirable that during the postnovitiate confreres preparing for the priesthood and brother confreres lead a common life in the same formation community where they see properly appreciated the two forms of the single Salesian vocation.

422. During this phase the confreres in formation must not be entrusted with tasks that distract them and hinder the attainment of their objectives.²³

423.From the intellectual standpoint, the essential, specific and priority aspect of this phase lies in its nucleus of humanistic and philosophical disciplines which are tied in with the sciences of education in view of a training in pedagogy.

Once this nucleus is communicated and assimilated, and the other necessary conditions for formation are ensured, “”technical, scientific or professional training may also be commenced or continued with specific qualifications in view”.²⁴

424.With the help of the Provincial Commission for formation, let the Provincial and his Council pay particular attention to planning the various elements of the formation programme for the Salesian brother and make them a part of the provincial formation plan.

425.Technical, professional and pastoral studies may accompany the Salesian brother’s philosophical, pedagogical and catechetical training.²⁵

426.The particular arrangement of the intellectual formation in this period and the delicate process of forming a “cultural and religious synthesis” demand a wise choice of a study centre offering an apt programme for the growth of vocations. Let preference be given to Salesian study centres, even at inter-provincial level, if necessary.²⁶

Where a choice has to be made between non-Salesian study centres, preference should be given to the one that best ties in philosophy with the sciences of man, and the community should take care to meet the other required conditions.

427.Let the studies be so structured as to lead to degrees and qualifications recognized by the State “whenever that is possible”²⁷ and this should be compatible with the formation requirements of the phase. In case of real incompatibility, even if it is a matter of qualifying young confreres in view of the services they will have to render during practical training, an absolute preference must be given to the requirements of formation and to the studies proper of the postnovitiate.²⁸