chapter one - SDB.ORG

FORMATION
OF SALESIANS
OF DON BOSCO
PRINCIPLES AND NORMS RATIO FUNDAMENTALIS
INSTITUTIONIS ET STUDIORUM
Fourth Edition Rome 2016 Edizione online Direzione Generale Opere Don Bosco
Via della Pisana, 1111
Casella Postale 18333
00163 Roma Bravetta CONTENTS Contents 5 Abbreviations 15 Decree of promulgation 17 Revision of the "Ratio" regarding the Prenovitiate: Letter of F. Cereda Revision of the "Ratio" concerning the Initial Formation of the Salesian
Brother: Letter of F. Cereda Note to the Fourth Edition First Part
SALESIAN FORMATION IN GENERAL Chapter 1
SALESIAN FORMATION
IN THE PRESENT-DAY CIRCUMSTANCES. THE RATIO 21 1.1 Vocation and formation: a gift to be welcomed and fostered 21 1.2 With our gaze on Don Bosco Founder and Educator and on the reality of
the Congregation 22 1.3 Reference points for formation at the present day 25
1.3.1 Understanding the context: key influences and challenges 25
1.3.2 The experience and the guidelines of the Church 29
1.3.3 The experience and the guidelines of the Congregation 31 1.4 The Ratio: purpose, content and those to whom it is addressed 33
1.4.1 The purpose of the Ratio 33
1.4.2 The structure and content of the Ratio 34
1.4.3 Those to whom the Ratio is addressed 35 Practical Guidelines and norms 36 Chapter 2
THE STARTING-POINT AND GOAL OF OUR FORMATION: OUR IDENTITY AS SALESIANS 39 2.1 Our identity as Salesians 39
2.1.1 A project of apostolic consecrated life 40
2.1.1.1 Animated by pastoral love to be an educator and pastor of the young
42
2.1.1.2 Responsible member of a community 44
2.1.1.3 A witness to gospel radicalism 45
2.1.1.4 Animator of communion in the spirit and mission of Don Bosco 46
2.1.1.5 A part of the Church, open to the flow of events and in touch with
reality 47 2.1.2 The different forms of Salesian identity 48
2.1.2.1 The Salesian priest 48
2.1.2.2 The Salesian brother 49 2.2 Formation at the service of Salesian identity 50
2.2.1 Formation is determined by Salesian identity 50
2.2.2 Formation promotes our identity on a permanent basis 51
2.2.3 Formation links our identity with the cultural context 52
2.2.4 Formation fosters growth in our identity according to
our personal gifts 52
2.2.5 Formation helps us to live out our identity within a
communion of vocations 53 Practical Guidelines and norms 54 Chapter 3
THE ASPECTS OF FORMATION AND THE VALUES AND ATTITUDES TO BE ASSUMED 57 3.1 Human formation 59
3.1.1 Good health and the capacity to work 60
3.1.2 Psychological balance 61
3.1.3 Affective and sexual maturity 63
3.1.4 Relational ability 65
3.1.5 Responsible freedom 67
3.1.6 Openness to reality 68 Practical Guidelines and norms 69 3.2 Spiritual formation 70
3.2.1 Giving the first place to God and his plan of salvation 73
3.2.2 Sense of the Church 75
3.2.3 The presence of Mary Immaculate, Help of Christians 76
3.2.4 Young people, the meeting-place with God 78
3.2.5 The experience of God in community life 80
3.2.6 Following Christ in his obedience, poverty and chastity 82
3.2.6.1 Following Christ in his obedience 82
3.2.6.2 Following Christ in his poverty 84
3.2.6.3 Following Christ in his chastity 86
3.2.7 In dialogue with the Lord 88 Practical Guidelines and norms 93 3.3 Intellectual formation 99
3.3.1 Reasons for its importance 99
3.3.2 The nature of intellectual formation 101
3.3.3 Basic choices that govern the Salesian's intellectual formation
102
3.3.3.1 Salesian complexion 103
3.3.3.2 Interaction between theory and practice and harmony with the
prevailing historical context 103
3.3.3.3 Unity and comprehensiveness 103
3.3.3.4 Continuity 104
3.3.3.5 Inculturation 105
3.3.4 Subject areas 106
3.3.4.1 A solid basic culture 106
3.3.4.2 Studying the faith more deeply with the help of Theology 107
3.3.4.3 A coherent understanding of man, the world and God with the help of
Philosophy 108
3.3.4.4 The human sciences and the sciences of education 108
3.3.4.5 "Salesianity" 109
3.3.5 Specialization and professionalism 110
3.3.6 Study centres for formation 111
3.3.7 Some suggestions to promote intellectual formation 113 Practical Guidelines and norms 115 3.4 Formation for youth pastoral ministry 127
3.4.1 Formation for the practice of the Preventive System, the incarnation
of the Salesian mission 128
3.4.2 Formation for Salesian Youth Pastoral Ministry, the realization of
the Preventive System 129
3.4.3 The values and attitudes proper to youth pastoral formation 130
3.4.3.1 A love for, and presence among, the young, especially the poorest
130
3.4.3.2 An integration of education with evangelization 131
3.4.3.3 The communitarian nature of Salesian ministry 132
3.4.3.4 An animating style 132
3.4.3.5 An outlook focused on a structured ministry and overall planning
133
3.4.4 Some lines of action for formation to youth pastoral ministry
134
3.4.4.1 Formation for youth pastoral ministry 134
3.4.4.1.1 Responding to the Lord's call in the needs of young people
134
3.4.4.1.2 Concern for the world of education 134
3.4.4.1.3 Theological and pastoral reflection and the guidelines of the
Church 135
3.4.4.1.4 The acceptance of Salesian pastoral guidelines 135
3.4.4.1.5 Formation in the day-to-day experience of the mission 135
3.4.4.2 Pastoral activities during the period of initial formation 136 Practical Guidelines and norms 138 Chapter 4
METHODOLOGY OF FORMATION: AN OUTLINE 141 4.1 Involve the person in the depth of his being 142
4.2 Animate a complete formation experience following a structured plan
144
4.3 Ensure a formation environment and the involvement of everyone
responsible 147
4.3.1 The person of the Salesian 147
4.3.2 The community a formation setting 149
4.3.2.1 The local community 150
4.3.2.2 The formation community 151
4.3.2.3 The Study Centre 154
4.3.2.4 The provincial community 154
4.3.2.5 The world community 156
4.3.3 Those who are jointly responsible for formation 157
4.3.3.1 Those jointly responsible at local level 157
4.3.3.1.1 The Rector 157
4.3.3.1.2 The formation team 159
4.3.3.1.3 The teachers and experts 162
4.3.3.1.4 The contribution of lay people 164
4.3.3.2 Those jointly responsible at provincial level 166
4.3.3.2.1 The Provincial with his Council 166
4.3.3.2.2 The Delegate and the Provincial Commission for formation 168
4.3.3.3 Contacts and collaboration at interprovincial level 171
4.3.3.4 Those jointly responsible at world level 172 4.4 Make daily life and work more efficacious for formation 173
4.4.1 The presence among the young 174
4.4.2 Working with others 174
4.4.3 Communication 175
4.4.4 Interpersonal relationships 176
4.4.5 The social-cultural context 176 4.5 Strive for effective guidance 177
4.5.1 Community guidance 178
4.5.2 Personal guidance 179 4.6 Pay heed to discernment 185
4.6.1 Discernment, a permanent aspect of Salesian life 185
4.6.2 Discernment during the period of initial formation 186
4.6.3 Discernment in some particular circumstances 190
Practical Guidelines and norms 191 Second Part
THE SALESIAN FORMATION PROCESS Chapter 5
THE SALESIAN FORMATION PROCESS 203 5.1 "A formation process that will last all his life" 203 5.2 The characteristics of the formation process 206
5.2.1 A personalised process 206
5.2.2 A communitarian process 207
5.2.3 A comprehensive and diversified process 207
5.2.4 An continuous and gradual process 208
5.2.5 An inculturated process 208 Practical Guidelines and norms 209 Chapter 6
THE PRENOVITIATE 213 6.1 Nature and purpose 213 6.2 The formation experience 215
6.2.1 Human formation 215
6.2.1.1 Physical condition and health 215
6.2.1.2 Knowing oneself and making oneself known 215
6.2.1.3 A serene affectivity 216
6.2.1.4 The capacity for relationships 216
6.2.1.5 The sense of responsibility 217
6.2.1.6 An upright conscience and openness to situations 217
6.2.2 Spiritual formation 218
6.2.3 Intellectual formation 219
6.2.4 Formation to youth pastoral ministry 220 6.3 Some requirements for formation 220
6.3.1 An experience of community 220
6.3.2 Those responsible for formation: a guide 221 6.4 Discernment and admission to the Novitiate 221 Practical Guidelines and norms 222
Chapter 7
THE NOVITIATE 227 7.1 Nature and purpose 227 7.2 The formative experience 228
7.2.1 Human formation 228
7.2.2 Spiritual formation 228
7.2.2.1 Configuration to Christ in the context of the Da mihi animas
228
7.2.2.2 Assimilation of the Salesian charism and identification with the
Founder 229
7.2.2.3 Experience of fraternal life 230
7.2.2.4 Initiation to prayer encompassing his whole life 230
7.2.3 Intellectual formation 231
7.2.4 Formation to educative pastoral ministry 232 7.3 Some requirements for formation 234
7.3.1 The community and the setting 234
7.3.2 The director of novices and those responsible for formation 234 7.4 Discernment and admission to first profession 236
7.4.1 Time of discernment 236
7.4.2 Temporary profession 236 Practical Guidelines and norms