Part,  Chapter, Paragraph

 1 Intro, 0,3   |    concrete situations and from specific pedagogical needs. At the
 2 Intro, 0,3   |        help to make the most of specific charisms, developing communion
 3 I, 1,6       |         its charisms and in its specific role in the communion and
 4 I, 1,8       |         of each charism, of its specific ecclesial role, and also
 5 I, 1,9       | evangelized, and harmful to the specific identity of each institute.
 6 I, 2,11      |     aspect; still others set up specific structures to prepare religious
 7 I, 2,11      |        given to sound doctrine, specific competence, pedagogical
 8 II, 2,14     |        spirit and praxis of the specific vocation of the institute
 9 II, 2,14     |        themselves, in their own specific identity, as members of
10 II, 2,16     |   Formators, according to their specific responsibilities,(59) are
11 II, 2,16     | formation directors to consider specific pedagogical subjects which
12 II, 3,17     |    duties of Christians and the specific responsibility of consecrated
13 III, 0,19    |        for priesthood, all have specific requirements which must
14 III, 1,20    |      out more effectively their specific apostolate in the Church:
15 III, 2,22(83)|        237.2. Given the lack of specific law in this area, canonical
16 III, 2,22    |        common to all. Thus, the specific requirements of the other
17 IV, 2,24     |         the human sciences, and specific training for the tasks to
18 IV, 3,25     |     exchange, and reflection on specific educational topics. Many
19 IV, 4,26     |         the following:~a) Their specific organization should have
20 IV, 4,26     |    formation process and of the specific goals of each stage of formation.~