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FORMATION
OF SALESIANS
OF DON BOSCO

PRINCIPLES AND NORMS

RATIO FUNDAMENTALIS
INSTITUTIONIS ET STUDIORUM

Fourth Edition

Rome 2016

1

Edizione online

Direzione Generale Opere Don Bosco
Via della Pisana, 1111
Casella Postale 18333
00163 Roma Bravetta

2

CONTENTS

Contents

Abbreviations

Decree of promulgation

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

3

CONTENTS

ABBREVIATIONS …………………………………………………………………………………………………………………………………………………………. 12

DECREE OF PROMULGATION ……………………………………………………………………………………………………………………………………… 13

REVISION OF THE “RATIO” REGARDING THE PRENOVITIATE ………………………………………………………………………………….. 14

REVISION OF THE “RATIO” CONCERNING THE INITIAL FORMATION OF THE SALESIAN BROTHER ……………………… 16

NOTE TO THE FOURTH EDITION ………………………………………………………………………………………………………………………………… 19

First Part SALESIAN FORMATION IN GENERAL ………………………………………………………………………………………………………….. 20

CHAPTER ONE SALESIAN FORMATION IN THE PRESENT-DAY CIRCUMSTANCES. THE RATIO ………………………… 22

1.1

VOCATION AND FORMATION: A GIFT TO BE WELCOMED AND FOSTERED ……………………………………….. 22

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 …………………………………………………………… 24

1.3.1

1.3.2

1.3.3

1.4.1

1.4.2

1.4.3

2.2.1

2.2.2

2.2.4

2.2.5

Understanding the context: key influences and challenges ………………………………………………………………………. 24

The experience and the guidelines of the Church …………………………………………………………………………………… 26

The experience and the guidelines of the Congregation ………………………………………………………………………….. 27

1.4

THE RATIO: PURPOSE, CONTENT AND THOSE TO WHOM IT IS ADDRESSED ………………………………………. 29

The purpose of the Ratio …………………………………………………………………………………………………………………….. 29

The structure and content of the Ratio ………………………………………………………………………………………………….. 29

Those to whom the Ratio is directed …………………………………………………………………………………………………….. 30

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………………… 31

CHAPTER TWO THE STARTING-POINT AND GOAL OF OUR FORMATION: OUR IDENTITY AS SALESIANS ……….. 33

2.1

OUR IDENTITY AS SALESIANS………………………………………………………………………………………………………………. 33

2.1.1

A project of apostolic consecrated life ………………………………………………………………………………………………….. 33

2.1.1.1

ANIMATED BY PASTORAL LOVE TO BE AN EDUCATOR AND PASTOR OF THE YOUNG ………. 35

2.1.1.2

RESPONSIBLE MEMBER OF A COMMUNITY ……………………………………………………………………………. 36

2.1.1.3

WITNESS TO GOSPEL RADICALISM ………………………………………………………………………………………… 36

2.1.1.4

ANIMATOR OF COMMUNION IN THE SPIRIT AND MISSION OF DON BOSCO …………………………. 37

2.1.1.5

A PART OF THE CHURCH, OPEN TO THE FLOW OF EVENTS AND IN TOUCH WITH REALITY .. 38

2.1.2

The different forms of Salesian identity………………………………………………………………………………………………… 38

2.1.2.1

THE SALESIAN PRIEST ……………………………………………………………………………………………………………… 38

2.1.2.2

THE SALESIAN BROTHER …………………………………………………………………………………………………………. 39

2.2

FORMATION AT THE SERVICE OF SALESIAN IDENTITY ……………………………………………………………………… 39

Our formation is determined by our Salesian identity …………………………………………………………………………….. 40

Formation promotes our identity on a permanent basis …………………………………………………………………………… 40

2.2.3

Formation links our identity with the cultural context …………………………………………………………………………….. 40

Formation fosters growth in our identity according to our personal gifts …………………………………………………… 41

Formation helps us to live out our identity within a communion of vocations ……………………………………………. 41

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………………… 42

CHAPTER THREE THE ASPECTS OF FORMATION AND THE VALUES AND ATTITUDES TO BE ASSUMED …………. 45

4

3.1

HUMAN FORMATION …………………………………………………………………………………………………………………………….. 46

3.1.1

3.1.2

3.1.3

3.1.4

3.1.5

3.1.6

3.2.1

3.2.2

3.2.3

3.2.5

3.2.6

3.3.1

3.3.2

Good health and the capacity to work …………………………………………………………………………………………………… 47

Psychological balance ………………………………………………………………………………………………………………………… 47

Affective and sexual maturity ……………………………………………………………………………………………………………… 48

Relational ability ……………………………………………………………………………………………………………………………….. 50

Responsible freedom …………………………………………………………………………………………………………………………. 51

Openness to reality ……………………………………………………………………………………………………………………………. 52

PRACTICAL GUIDELINES AND NORMS …………………………………………………………………………………………………………. 52

3.2

SPIRITUAL FORMATION ………………………………………………………………………………………………………………………… 53

Giving the first place to God and his design of salvation…………………………………………………………………………. 54

Sense of the Church …………………………………………………………………………………………………………………………… 56

The presence of Mary Immaculate, Help of Christians ……………………………………………………………………………. 57

3.2.4

Young people, the meeting-place with God …………………………………………………………………………………………… 57

The experience of God in community life …………………………………………………………………………………………….. 59

Following Christ in his obedience, poverty and chastity …………………………………………………………………………. 60

3.2.6.1

FOLLOWING CHRIST IN HIS OBEDIENCE …………………………………………………………………………………. 60

3.2.6.2

FOLLOWING CHRIST IN HIS POVERTY …………………………………………………………………………………….. 61

3.2.6.3

FOLLOWING CHRIST IN HIS CHASTITY ……………………………………………………………………………………. 62

3.2.7

In dialogue with the Lord……………………………………………………………………………………………………………………. 63

PRACTICAL GUIDELINES AND NORMS …………………………………………………………………………………………………………. 66

3.3

INTELLECTUAL FORMATION ………………………………………………………………………………………………………………… 70

Reasons for its importance ………………………………………………………………………………………………………………….. 70

The nature of intellectual formation ……………………………………………………………………………………………………… 71

3.3.3

Basic choices that govern the Salesian’s intellectual formation………………………………………………………………… 72

3.3.3.1

SALESIAN COMPLEXION ………………………………………………………………………………………………………….. 72

3.3.3.2
HISTORICAL CONTEXT ……………………………………………………………………………………………………………………………… 72

INTERACTION BETWEEN THEORY AND PRACTICE AND HARMONY WITH THE PREVAILING

3.3.3.3

UNITY AND COMPREHENSIVENESS…………………………………………………………………………………………. 73

3.3.3.4

CONTINUITY ……………………………………………………………………………………………………………………………… 73

3.3.3.5

INCULTURATON ……………………………………………………………………………………………………………………….. 73

3.3.4

Subject areas …………………………………………………………………………………………………………………………………….. 74

3.3.4.1

A SOLID BASIC CULTURE …………………………………………………………………………………………………………. 74

3.3.4.2

STUDYING THE FAITH MORE DEEPLY WITH THE HELP OF THEOLOGY ………………………………… 75

3.3.4.3
A COHERENT UNDERSTANDING OF MAN, THE WORLD AND GOD WITH THE HELP OF
PHILOSOPHY ………………………………………………………………………………………………………………………………………………. 75

3.3.4.4

THE HUMAN SCIENCES AND THE SCIENCES OF EDUCATION ………………………………………………… 76

3.3.4.5

“SALESIANITY” …………………………………………………………………………………………………………………………. 76

Specialization and professionalism ………………………………………………………………………………………………………. 76

Study centres for formation ………………………………………………………………………………………………………………… 77

Some suggestions to promote intellectual formation ………………………………………………………………………………. 78

PRACTICAL GUIDELINES AND NORMS …………………………………………………………………………………………………………. 79

3.4

FORMATION FOR YOUTH PASTORAL MINISTRY …………………………………………………………………………………. 86

Formation for the practice of the Preventive System, the incarnation of the Salesian mission ………………………. 87

Formation for Salesian Youth Pastoral Ministry, the realization of the Preventive System…………………………… 87

5

3.3.5

3.3.6

3.3.7

3.4.1

3.4.2

3.4.3

The values and attitudes proper to youth pastoral formation ……………………………………………………………………. 88

3.4.3.1

A LOVE FOR, AND PRESENCE AMONG, THE YOUNG, ESPECIALLY THE POOREST ……………….. 88

3.4.3.2

AN INTEGRATION OF EDUCATION WITH EVANGELIZATION …………………………………………………. 89

3.4.3.3

THE COMMUNITARIAN NATURE OF SALESIAN MINISTRY …………………………………………………….. 89

3.4.3.4

AN ANIMATING STYLE …………………………………………………………………………………………………………….. 89

3.4.3.5

AN OUTLOOK FOCUSED ON A STRUCTURED MINISTRY AND OVERALL PLANNING ……………. 90

3.4.4

Some lines of action for formation to youth pastoral ministry ………………………………………………………………….. 90

3.4.4.1

FORMATION FOR YOUTH PASTORAL MINISTRY …………………………………………………………………….. 90

3.4.4.1.1

Responding to the Lord’s call in the needs of young people ………………………………………………………… 90

3.4.4.1.2

Concern for the world of education …………………………………………………………………………………………… 90

3.4.4.1.3

Theological and pastoral reflection and the guidelines of the Church ……………………………………………. 91

3.4.4.1.4

The acceptance of Salesian pastoral guidelines ………………………………………………………………………….. 91

3.4.4.1 5

Formation in the day-to-day experience of the mission ……………………………………………………………….. 91

3.4.4.2

PASTORAL ACTIVITIES DURING THE PERIOD OF INITIAL FORMATION ………………………………… 91

PRACTICAL GUIDELINES AND NORMS …………………………………………………………………………………………………………. 93

CHAPTER FOUR METHODOLOGY OF FORMATION: AN OUTLINE ……………………………………………………………………….. 95

4.1

4.2

4.3

4.3.1

4.3.2

INVOLVE THE PERSON IN THE DEPTHS OF HIS BEING ………………………………………………………………………… 95

ANIMATE A COMPLETE FORMATION EXPERIENCE FOLLOWING A STRUCTURED PLAN ………………….. 96

ENSURE A FORMATION ENVIRONMENT AND THE INVOLVEMENT OF EVERYONE RESPONSIBLE …… 98

The person of the Salesian ………………………………………………………………………………………………………………….. 98

The community, a formation setting …………………………………………………………………………………………………….. 99

4.3.2.1

THE LOCAL COMMUNITY……………………………………………………………………………………………………….. 100

4.3.2.2

THE FORMATION COMMUNITY ……………………………………………………………………………………………… 100

4.3.2.3

THE STUDY CENTRE ……………………………………………………………………………………………………………….. 102

4.3.2.4

THE PROVINCIAL COMMUNITY ……………………………………………………………………………………………… 102

4.3.2.5

THE WORLD COMMUNITY ……………………………………………………………………………………………………… 103

4.3.3

Those who are jointly responsible for formation ………………………………………………………………………………….. 103

4.3.3.1

THOSE JOINTLY RESPONSIBLE AT LOCAL LEVEL ………………………………………………………………… 104

4.3.3.1.1

The Rector …………………………………………………………………………………………………………………………… 104

4.3.3.1.2

The formation team ……………………………………………………………………………………………………………… 105

4.3.3.1.3

The teachers and experts ………………………………………………………………………………………………………. 107

4.3.3.1.4

The contribution of lay people ……………………………………………………………………………………………….. 108

4.3.3.2

THOSE JOINTLY RESPONSIBLE AT PROVINCIAL LEVEL ………………………………………………………. 109

4.3.3.2.1

The Provincial with his Council …………………………………………………………………………………………….. 109

4.3.3.2.2

The Delegate and the Provincial Commission for formation ………………………………………………………. 110

4.3.3.3

CONTACTS AND COLLABORATION AT INTERPROVINCIAL LEVEL ……………………………………… 111

4.3.3.4

THOSE JOINTLY RESPONSIBLE AT WORLD LEVEL ……………………………………………………………….. 112

4.4

MAKE DAILY LIFE AND WORK MORE EFFICACIOUS FOR FORMATION ……………………………………………. 113

4.4.1

4.4.2

4.4.3

4.4.4

4.4.5

The presence among the young ………………………………………………………………………………………………………….. 113

Working with others ………………………………………………………………………………………………………………………… 114

Communication ………………………………………………………………………………………………………………………………. 114

Interpersonal relationships ………………………………………………………………………………………………………………… 114

The socio-cultural context ………………………………………………………………………………………………………………… 115

6

4.5

STRIVE FOR EFFECTIVE GUIDANCE ……………………………………………………………………………………………………. 115

Community guidance ……………………………………………………………………………………………………………………….. 116

Personal guidance ……………………………………………………………………………………………………………………………. 117

4.6

PAY HEED TO DISCERNMENT ……………………………………………………………………………………………………………… 120

Discernment, a permanent aspect of Salesian life …………………………………………………………………………………. 120

Discernment during the period of initial formation ………………………………………………………………………………. 120

Discernment in some particular circumstances …………………………………………………………………………………….. 122

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………………. 123

Second Part SALESIAN FORMATION ………………………………………………………………………………………………………………………….. 129

IN GENERAL ………………………………………………………………………………………………………………………………………………………………. 129

CHAPTER FIVE THE SALESIAN FORMATION PROCESS ………………………………………………………………………………………. 130

“A FORMATION PROCESS WHICH WILL LAST ALL HIS LIFE” ……………………………………………………………. 130

THE CHARACTERISTICS OF THE FORMATION PROCESS ……………………………………………………………………. 131

A personalized process …………………………………………………………………………………………………………………….. 132

A communitarian process …………………………………………………………………………………………………………………. 132

A comprehensive and diversified process ……………………………………………………………………………………………. 132

A continuous and gradual process ……………………………………………………………………………………………………… 133

An inculturated process ……………………………………………………………………………………………………………………. 133

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………………. 133

CHAPTER SIX THE PRENOVITIATE ……………………………………………………………………………………………………………………… 138

NATURE AND PURPOSE ……………………………………………………………………………………………………………………….. 138

THE FORMATION PROGRAMME ………………………………………………………………………………………………………….. 139

6.2.1

Human formation …………………………………………………………………………………………………………………………….. 139

6.2.1.1

Physical condition and health ……………………………………………………………………………………………………….. 140

6.2.1.2

Knowing oneself and making oneself known ………………………………………………………………………………….. 140

6.2.1.3

A serene affectivity ……………………………………………………………………………………………………………………… 140

6.2.1.4

The capacity for relationships ………………………………………………………………………………………………………. 140

6.2.1.5

A sense of responsibility ………………………………………………………………………………………………………………. 141

6.2.1.6

An upright conscience and openness to situations …………………………………………………………………………… 141

Spiritual formation …………………………………………………………………………………………………………………………… 141

Intellectual formation ……………………………………………………………………………………………………………………….. 142

Formation to youth pastoral ministry ………………………………………………………………………………………………….. 143

6.3

SOME REQUIREMENTS FOR FORMATION …………………………………………………………………………………………… 143

A formation community and an experience of community living ……………………………………………………………. 143

The formation team as well as formation guidance and spiritual accompaniment ……………………………………… 144

6.4

DISCERNMENT AND ADMISSION TO THE NOVITIATE ……………………………………………………………………….. 145

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………………. 146

CHAPTER SEVEN THE NOVITIATE ………………………………………………………………………………………………………………………. 149

NATURE AND PURPOSE ……………………………………………………………………………………………………………………….. 149

THE FORMATION EXPERIENCE …………………………………………………………………………………………………………… 149

Human formation …………………………………………………………………………………………………………………………….. 149

Spiritual formation …………………………………………………………………………………………………………………………… 150

7.2.2.1

CONFIGURATION TO CHRIST IN THE CONTEXT OF THE DA MIHI ANIMAS …………………………. 150

4.5.1

4.5.2

4.6.1

4.6.2

4.6.3

5.1

5.2

5.2.1

5.2.2

5.2.3

5.2.4

5.2.5

6.1

6.2

6.2.2

6.2.3

6.2.4

6.3.1

6.3.2

7.1

7.2

7.2.1

7.2.2

7

7.2.3

7.2.4

7.3.1.

7.3.2

7.4.1

7.4.2

8.1

8.2

8.2.1

8.2.2

8.2.3

7.2.2.2

ASSIMILATION OF THE SALESIAN CHARISM AND IDENTITICATION WITH THE FOUNDER .. 150

7.2.2.3

EXPERIENCE OF FRATERNAL LIFE ………………………………………………………………………………………… 151

7.2.2.4

INITIATION TO PRAYER ENCOMPASSING HIS WHOLE LIFE …………………………………………………. 151

Intellectual formation ……………………………………………………………………………………………………………………….. 152

Formation to educative pastoral ministry …………………………………………………………………………………………….. 152

7.3

SOME REQUIREMENTS FOR FORMATION …………………………………………………………………………………………… 153

The community and the setting ………………………………………………………………………………………………………….. 153

The director of novices and those responsible for formation ………………………………………………………………….. 153

7.4

DISCERNMENT AND ADMISSION TO FIRST PROFESSION ………………………………………………………………….. 154

Time of discernment ………………………………………………………………………………………………………………………… 154

Temporary profession ………………………………………………………………………………………………………………………. 155

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………….. 155

CHAPTER EIGHT THE POSTNOVITIATE ………………………………………………………………………………………………………………. 161

NATURE AND PURPOSE ……………………………………………………………………………………………………………………….. 161

THE FORMATION EXPERIENCE …………………………………………………………………………………………………………… 161

Human formation …………………………………………………………………………………………………………………………….. 162

Spiritual formation …………………………………………………………………………………………………………………………… 162

Intellectual formation ……………………………………………………………………………………………………………………….. 163

8.2.3.1

THE STUDIES …………………………………………………………………………………………………………………………… 163

8.2.3.1.1 The philosophical sciences …………………………………………………………………………………………………………… 163

8.2.3.1.2 The human sciences and the sciences of education…………………………………………………………………………… 164

8.2.3.1.3 The Christian mystery and faith-education ……………………………………………………………………………………… 164

8.2.3.1.4 Salesian studies …………………………………………………………………………………………………………………………… 164

8.2.3.2 OTHER STUDIES …………………………………………………………………………………………………………………………….. 164

8.2.3.3 THE CURRICULUM FOR SALESIAN BROTHERS ……………………………………………………………………………. 165

8.2.4

Formation to youth pastoral ministry ………………………………………………………………………………………………….. 165

8.3

SOME REQUIREMENTS FOR FORMATION …………………………………………………………………………………………… 166

8.3.1

The setting ……………………………………………………………………………………………………………………………………… 166

8.3.1.1 THE FORMATION COMMUNITY …………………………………………………………………………………………………….. 166

8.3.1.2 OTHER COMMUNITIES…………………………………………………………………………………………………………………… 167

Those responsible for formation ………………………………………………………………………………………………………… 167

Inter-provincial collaboration ……………………………………………………………………………………………………………. 168

PRACTICAL GUIDELINES AND NORMS ……………………………………………………………………………………………………………. 168

CHAPTER NINE PRACTICAL TRAINING ………………………………………………………………………………………………………………. 171

NATURE AND PURPOSE ……………………………………………………………………………………………………………………….. 171

THE FORMATION EXPERIENCE …………………………………………………………………………………………………………… 171

Human formation …………………………………………………………………………………………………………………………….. 171

Spiritual formation …………………………………………………………………………………………………………………………… 172

Intellectual formation ……………………………………………………………………………………………………………………….. 172

Formation to youth pastoral ministry ……………………………………………………………………………….