The role of Salesians in educative and pastoral communities

The GC24 has officially sanctioned the change in the way the Salesians work: from the exclusive responsibility of the religious community to that of an ecclesial community sharing responsibility, in which consecrated and secular persons, priests and laity, Catholics and members of other religions, conscious believers and others on the way, Christians and others take part. If previously such a model could be thought of as optional or alternative, today it is clear that it is our normal form of presence and action. We must learn to make it function in the terms which have been stated or perhaps dreamed.

The demands for qualifications arise therefore from the roles the Salesians are destined to play in this new model for work: those of pastoral guides, first in responsibility for the salesian identity of initiatives and works, animators of other educators ("the towing nucleus"), formators of adults who share responsibility in the work of education: in a word, Salesians who are able to carry on a mission together with competent lay people.

It seems that there will be an increase in responsibility on the part of all. And it is not difficult to foresee that the incidence of this work of animation will depend in large part on spiritual formation, on the cultural vision and professional preparation of the Salesians.

Not only will they need a better theoretical and practical knowledge of the problems of the young and of education, but they will also have to develop the ability to interact with adults, beyond simple friendship, on problems of life and faith, of communication and guidance, of the authoritative proposal of educational objectives and processes. This will also require a more convinced living of the salesian spirit, a reflex and organic knowledge of the preventive system and a greater awareness of their own identity.

To become and remain capable of animating a broad educative environment, of accompanying with other educators processes of maturing and growth, of guiding individuals, of interacting in the social context, imply that qualifications must be kept always up to date and that time be set aside for rethinking proposals and methods.

Application by confreres and communities to this form of authentic service of the Word is becoming more extensive, but has not yet been taken up by everyone. To some extent it implies the risk that we may get too entangled in organizing structures and arranging means, neglecting the communal rethinking and deeper consideration of the message, and of translating it into forms adequate to the understanding of those for whom we are working. In some cases an evident division arises between equipment and cultural projection, between instruments and evangelizing effects, between buildings and educational objectives; it seems that priority is not given to concern for the cultural and profession preparation of religious and lay personnel and the overall goal becomes lost under the weight of the means to achieve it. And it may be that lack of competence in the work of animation and guidance is the cause of the breakdown.