Chapter, §
1 Pre | confreres~and the quality of our educative work.~ ~Rome, 15 September
2 1 | contexts of an advanced social, educative and pastoral nature, intent
3 1 | as an essential part of educative ability and of the spirituality
4 1 | personnel and on the quality of educative and pastoral projects.~I
5 1 | cultural preparation and educative competence cannot be separated
6 2 | space given to study in his educative program, in the synthetic
7 2 | the whole picture from the educative and pastoral standpoint
8 2 | elaborating an "original educative system" from pre-existing
9 2 | from life, reflecting on educative experience, an openness
10 2 | goal prefigured for our educative and pastoral service.~"Study
11 3 | and joy, of fulfilling the educative mission with professional
12 3 | which we are delineating the educative and pastoral mission, and
13 3 | tasks we receive in the educative communities.~Let us comment
14 3, 1| consecrated identity and its educative value, as a renewed capacity
15 3, 3| The effectiveness of the educative mission~We feel the pressing
16 3, 3| diversification and complexity of educative interventions, which call
17 3, 3| an impoverishment of the educative project; it diminishes the
18 3, 3| could seem simpler from an educative standpoint, there is an
19 3, 3| commitment by the local educative communities, provincial
20 3, 3| generalized form of pastoral and educative work which risks disqualifying
21 3, 4| The role of Salesians in educative and pastoral communities~
22 3, 4| capable of animating a broad educative environment, of accompanying
23 4 | quality in fulfilling the educative mission.~In the years 1905-
24 5 | others more simple; there are educative contexts very much institutionalized
25 5 | religious consecration in the educative mission and make us bearers
26 5 | enable ourselves to offer an educative proposal reflecting the
27 7, 2| in the relationship with educative work and the tasks in it
28 7, 2| of persons (ecclesial and educative environments and those of
29 7, 3| personnel, and the pastoral and educative situation of the Congregation
30 7, 4| and the capacity for an educative and pastoral insertion in
31 7, 4| ability to translate the educative mission into meaningful
32 8, 1| Roman Universities for its educative and pastoral orientation
33 8, 2| institution and also the educative, pastoral and popular objectives
34 8, 2| presence at a scientific, educative and pastoral level. In a
35 8, 2| Catholic character and their educative philosophy in harmony with
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