3. THE EDUCATIVE AND PASTORAL PROJECT IN SALESIAN SCHOOLS

The cultural and educative aspect integrated with the evangelization aspect is at the center of the educative and pastoral program of the schools. They:

• form a person from within, freeing him/her from influences which could prevent him/her from living his/her vocation to the full, and enabling him/ her to expand his/her creative capabilities;
• base their teaching programs on a particular understanding of the human person, who
  • forms his/her conscience through the search for truth and the interior acceptance of it;
  • develops a responsible and creative freedom through the knowledge and choice of good;
  • grows in the capacity for relationships, solidarity and communion with people based on the recognition of the dignity of the individual;
  • qualifies himself/herself for taking on responsibilities, based on a sense of justice and peace.
• emphasize and develop the ethical and religious aspect of the human person, accepting in this way the transcendent, and being open to accept the special message of Christ;
• have a cultural role capable of looking at the aspirations and living situations of young people today, against the experiences of mankind, expressed in a cultural tradition;
• foster a journey of education to the faith through the example of the community and a variety of projects.

3.1 Educative and cultural project

3.1.1. Some priorities

The Salesian schools base their educative and cultural role on the following priorities:

• providing a vision (values, meaning, needs) which makes the young people aware of the problems of today’s world, in the first place those of their own environment; conscious of the values involved; and constructively critical regarding the explanations and solutions proposed;
• forming attitudes or relatively stable traits on the personalities of the young (self esteem, sociability, involvement, self confidence, solidarity ... ) which allow them to act with freedom and guide them towards the critical understanding of reality, supportive attitude towards people, and an openness to the transcendent;
• helping the young people to acquire technical and professional skills which will make them work competently and effectively; enabling the young people to understand the different languages, and the use of the means and forms of expression on which communication is based, as well as the possibility of being enriched such culture and contributing to its development.

3.1.2. Principal activities:

a. The environment and daily life

To carry out a process of human development it is above all necessary to see to the quality of educative relationships and create a favorable climate based on the reasonableness of the requirements, on the appreciation of the value of daily life and love as an educational method of guidance and growth.

The experiences which draw together the daily routine of school life are:

• the duties of study, research and work;
• meeting others and taking part in common activities;
• personal discipline and that required by the school arrangements;
• respect and care for the equipment, furnishings and buildings in the school;
• sense of belonging to the EPC;
• some experiences of solidarity and collaboration in the face of situations of hardship, marginalization and injustice.

b. Teaching and technical instruction

The contents of different subjects are presented as knowledge to be acquired, truths to be discovered, techniques to be mastered, questions and values to be assimilated; this is helped by clarity with regard to the curriculum, teaching methods, and above all the cultural concepts that are offered.

This implies:

• reorganizing the wealth of details around certain key concepts, so that the fundamental questions which science and culture try to answer become clear;
• continually comparing the knowledge acquired by the young people with their understanding of personal and social reality;
• emphasizing the kind of human experience that underlies the different disciplines helping the young people to accept, appreciate and assimilate the human values inherent in the facts presented and reflected on;
• welcoming and encouraging questions about meaning, and leading them to a deeper reflection;
• opening them to a universal culture, putting them in contact with the experiences of different peoples and the heritage of values shared by the human race.

c. Method of teaching and educating:

We choose as a method the personalization of the contents and mutual collaboration. Therefore:

• We adopt an active teaching method, which develops in the pupils the ability to discover and form habits of creativity and autonomous cultural growth;
• We foster an appropriate combination of individual and group work;
• We favor an inter-disciplinary approach through which the different subjects are linked to each other;
• We do not look only at the final results but more especially at the human development process which takes place, the ability to learn and do research that leads to ones growth in culture;
• We use as much as possible a comprehensive language (words, images, sounds, audiovisual aids, body language, etc.) within the process of interactive communication.

d. Activities which are complementary, integrating and supportive

An integral education requires that the scholastic program be supplemented by other activities. The Salesian schools provide plenty of opportunities for free time and playground activities (artistic, recreational, sporting, cultural....) tending to become full-time schools.

e. Professionalism

We consider it important to plant in the academic school, and even more so in the technical school, the roots from which professionalism will grow. Everything must lead to the development of one’s own work with growing competence and real satisfaction. One learns to understand one’s limits and respect the work of others, well aware of the complementary nature of work done together and of its importance for social growth.

f. Orientation

In all the educative activities, we aim at developing and living a down-to-earth life directed towards others, which overcomes everything which alienates a human person from his/her vocation or reduces his/her stature:

• with regard to his/her affective-sexual life (state of life);
• in his/her place in society (work);
• in his/her social and political choices;
• in the final and total meaning of his/her existence.

For this the department of professional and educational psychology is helpful.

3.2 The evangelical project

3.2.1. Some priorities

• The Salesian schools help the young person to make a synthesis of his/ her life, faith and culture. For this they provide a route of openness to the transcendent and education to the faith which:
  • places the young people in the situation in which they find themselves and works to support and guide them in taking the steps towards the fullness of human life possible to them;
  • takes care of the least and the poorest with simple and straightforward approach by providing a welcoming atmosphere, and a friendly relationship; - adapts the process to the pace of each young person giving special attention especially to their first steps in the different aspects of the journey. (cf. GC 23, 102- 111).
• For those from other religions, we provide a program of guidance in their religious growth, and in their openness to the transcendent.
• For those open to the Christian faith, we develop a program of continuous growth towards Christ, the perfect man, according to the four areas proposed by the GC 23:
  • towards human maturity;
  • towards a genuine encounter with Christ; towards a greater sense of belonging to the church;
  • towards a commitment to the Kingdom (cf. GC 23 112-116).

3.2.2. Principal activities

a. Christian and Salesian witness of the educative and pastoral community:

We set ourselves to "give life to a scholastic community environment filled with the evangelical spirit of brotherly love and freedom" in which, even before having a clear understanding of it, the pupil will experience his/her own dignity, and begin a conscious dialogue with God (cf. CS 55) since he/she is aware of his presence and action through Christian example and signs.

b. The evangelization of knowledge, technology and education:

The Salesian schools strive to establish a lively dialogue and integration of knowledge, education and the Gospel. In the varieties of understandings and view points in the different religions, they point to Christ and his gospel as the criterion for discovering and establishing the values which direct a person towards the fullness of life.

For this:

• They help in discovering the deep coherence between the faith and the values which culture follows;
• They point out the role of the Gospel in culture (highlighting the genuine expressions, regenerating and transforming those aspects less human) and the value of culture with regard to the gospel (incarnating the gospel message, and helping a deeper understanding of it);
• They help to understand the reality of work and of technology according to gospel values;
• They seek to develop culture as capable of communion, of service and of responsibility towards others, and not as a means of self-assertion and self-enrichment (cf. CS 56);
• They foster the attitudes which predispose the Young people to a vital understanding and response in harmony with the gospel.

c. Religious teaching:

Religious teaching normally forms part of the teaching program, considered as a basic element in educational activity.

• It helps the young people to discover the religious dimension of human life, and to seek the ultimate meaning of life and to direct themselves towards a conscious and free choice of life of commitment and integrity;
• It offers a positive and open vision of Christian doctrine and assists the explicit proclamation of the gospel;
• It promotes a critical and positive dialogue with other areas of knowledge and with other religions;
• It awakens the desire for further education to the faith within the bosom of the Christian community.

d. Complementary activities and optional projects:

• activities offered to all; activities of making known the orientations and messages which seek to sow gospel values in all the young people;
• brief daily meetings suitable for everyone or for groups ("good morning/ evening talks" etc.)
• activities at special times of the liturgical year and in preparation for the sacraments (e.g. celebrations, meetings and days of recollection).
• Projects for those who want to go deeper:
  • sacramental preparation;
  • days of recollection;
  • liturgical celebrations with special groups.

e. Group activities:

The Salesian schools provide the opportunity for forming different groups (study and research, culture, recreation, art, community service, volunteering, Christian growth and commitment, vocational guidance, ...) finding in them special occasions for education and evangelization.

f. Discernment of vocations:

According to the level of faith and age of the students, the school helps the young to discern the signs of a call of God to a special state of Christian life. In this regard it is important to look after the young leaders and volunteers. Even though all the educators are available for personal spiritual direction, there should be some people more available for this. There should be counselors who provide expert guidance in this area.

Additional Reading:

ZANNI N., "Educazione tecnica. Formazione professionale", in FSE/UPS, Dizionario di Scienze dell’Educazione, LDC/LAS/SEI, Torino 1996, pp. 368-369; 438-440.