Part,  Chapter, Paragraph

 1 Intro, 0,3|       addition, there were a lack of formators and a small number of qualified
 2 Intro, 0,3|         always be carried out by the formators and professors of one institute
 3 I, 0,4    |               is the presence of the formators in these initiatives, and
 4 I, 2,10   |         assigning the mission to the formators and teachers, and for taking
 5 I, 2,10   |              living contact with the formators and with the brothers and
 6 I, 2,11   |         organizing meetings with the formators for the exchange of ideas
 7 II, 1,13  |              existing gaps. Further, formators themselves need to be able
 8 II, 1,13  |             particularly helpful for formators who work in cultures different
 9 II, 2,14  |              joyous testimony of the formators and of the community, nourished
10 II, 2,16  |       mentality of communion.(58)~e) Formators, according to their specific
11 II, 3,17  |              in this phase also, the formators should be involved in the
12 III, 2,22 |              the best professors and formators. This is an ecclesial responsibility
13 IV        |   COLLABORATION FOR THE FORMATION OF FORMATORS~
14 IV, 1,23  |              the art of arts”. (104) Formators must come to know the world
15 IV, 1,23  |                This task requires of formators a serious and solid preparation,
16 IV, 2     |             and solid preparation of formators~
17 IV, 2,24  | responsibility, should choose future formators carefully so that a religious
18 IV, 2,24  |           Superiors should offer the formators programs and opportunities
19 IV, 2,24  |            the journey of formation. Formators should be expert particularly
20 IV, 3,25  |         models in the preparation of formators. There are centers at the
21 IV, 3,25  |             a semester, designed for formators at the beginning of their
22 IV, 3,25  |       updating, regular meetings for formators engaged in the same phase
23 IV, 3,25  |            urgent need for qualified formators, this Dicastery invites
24 IV, 4,26  |         Further they should make the formators aware of the organic unity
25 IV, 4,26  |            should above all help the formators in transmitting the art
26 IV, 4,26  |         courses~– should develop the formators' ability to relate, listen,
27 IV, 4,26  |        rejected. (115)~– should help formators know and respond to the
28 IV, 4,26  |             of daily life”. (116)~c) Formators should learn how to prepare
29 IV, 4,26  |             be a helpful support for formators.~d) Courses for formators
30 IV, 4,26  |            formators.~d) Courses for formators should provide an experience
31 IV, 4,26  |              Thus the preparation of formators may not be merely intellectual,
32 IV, 4,26  |             light it is helpful that formators be able to meet among themselves