bold = Main text
   Chap.,  Par., N.                                  grey = Comment text

 1   1,    0, 2  |        consecrated to God for the educational mission. The evangelical
 2   2,    0, 6  |         disadvantaged categories.~Educational mission~ ~
 3   2,    0, 7  |        For that which regards the educational mission, there is indicated
 4   2,    0, 7  |      change stimulate the various educational agencies to place themselves
 5   2,    0, 7  |         the meaningfulness of the educational presence stimulates us to
 6   2,    0, 7  |         confusion that weaken the educational passion even while at the
 7   2,    1, 10 |        community level and in the educational mission. The Word of God,
 8   2,    1, 10 |          community, increases the educational passion, becomes criteria
 9   2,    1, 12 |          young people through the educational mission, in particular,
10   2,    1, 13 |           live in optimism in the educational passion and in the sharing
11   2,    2, 14 |    fraternal relationship and the educational passion.~ ~
12   2,    2, 15 |          the new frontiers of the educational mission.~ ~Discernment in
13   2,    2, 15 |           columns of the Salesian educational system;~ ~·       celebrate
14   2,    2, 17 |          features of the Salesian educational presenceand living it deeply
15   2,    3, 21 |     responsible assumption of the educational project. We give more and
16   2,    3, 22 |      expressed in an inculturated educational action, especially among
17   2,    3, 22 |      evangelical citizenship. The educational passion becomes legible
18   2,    3, 22 |           communities express the educational passion, living with and
19   2,    3, 22 |          a co-responsible way the educational project, through a process
20   2,    4, 29 |      criteria as a foundation for educational action and to work together
21   2,    4, 29 |        view of a more efficacious educational mission. They hold the carrying
22   2,    4, 31 |           and respond to concrete educational needs.~Many educating communities
23   2,    4, 31 |         responses that regard the educational co-responsibility of the
24   2,    5     |                                   Educational co-responsibility for the
25   2,    5, 32 |          toward the developing of educational projects, for the development
26   2,    5, 32 |           co-responsibility: weak educational collaboration between FMA
27   2,    5, 32 |           assuring an efficacious educational presence among the young
28   2,    6, 40 |         empowered  the quality of educational work with women and increased
29   2,    6, 41 |      communities assure access to educational services, the continuity
30   2,    6, 41 |           informal education.~The educational action reaches orphans,
31   2,    7     |   Regarding co-responsibility and educational quality, the empowerment
32   2,    8, 44 |    propose to give first place to educational accompaniment in order to
33   2,    8, 45 |           be a bridge between the educational environments and the world
34   2,    8, 46 |        the laity who, sharing our educational mission, take on roles or
35   2,    8, 46 |   competencies. ~ ~ ~ ~Qualifying educational presences~ ~
36   2,    8, 47 |        and to assure coherence of educational experiences to improve the
37   2,    8, 47 |    proposed that we re-launch the educational environments as places of
38   2,    9     |                             About educational quality~ ~ ~
39   2,    9, 48 |          which the quality of the educational relationship becomes fundamental
40   2,    9, 48 |           One of the fields where educational urgency is most strongly
41   2,    9, 48 |     brings out the need to create educational environments where they
42   2,    9, 48 |         professional formation.~ ~Educational attention brought out by
43   2,    9, 49 |          to evangelize through an educational project that helps to make
44   2,    9, 49 |         importance throughout the educational process, with a specific
45   2,   11, 55 |      innovative experience on the educational level. It is important,
46   2,   13, 63 |  collaborate efficaciously in the educational mission. It is a way of
47   2,   13, 63 |          co-responsibility in the educational administration and, when
48   2,   13, 63 |        the effort to humanize the educational environments and to appreciate
49   2,   13, 64 |           of the Institute in its educational mission. ~ ~ ~
50   3,    0, 65 |    demands of the Covenant in the educational mission today.~ ~We allowed
51   3,    0, 65 |          point of view is from an educational vision. This implies the
52   3,    0, 65 |    responsibility in history, the educational mission together with the
53   3,    4, 79 |        The field of action of our educational mission is becoming ever
54   3,    5, 81 |  communities were open, involving educational environments, impregnated
55   3,    6, 83 | challenges each one of us and the educational communities to witness to
56   3,    6, 86 |          five continents with the educational daring of the Preventive
57   3,    7, 94 |          that ask us to place our educational charism at their disposal. ~ ~
58   3,    8, 96 |          appeal to respond to the educational needs of the young people,
59   3,    8, 100|     development and assumption of educational models which, in the sweeping
60   3,    8, 101|         culture and in education. Educational institutions, in particular
61   3,    9, 106|         in line with the Salesian educational project. It is actualized
62   3,   10, 107|         review the quality of our educational service, even though the
63   3,   11, 108|    community level in view of the educational mission.~We perceive that
64   3,   11, 108|           it to the commitment of educational solidarity, of active citizenship?~·      
65   3,   11, 109|         can we involve the entire educational community in the discernment
66   3,   11, 109|           citizenship, within the educational communities with the scope
67   3,   11, 110|        life of the FMA and of the educational communities, and also in
68   3,   11, 110|           reference point for the educational communities.~The syntheses
69   3,   12, 112|    spirituality of communion into educational journeys?~·       What should
70   3,   12, 112|   essential, projected toward the educational mission, attentive to the
71   3,   12, 113|           the planning and in the educational work done with the laity
72   3,   12, 114|       charism, new answers to new educational needs.~ ~·       How are
73   3,   13     |           question of education~ ~Educational attention~ ~
74   3,   13, 115|       professional levels. In the educational sector, the cry of the poor
75   3,   13, 115|        often our teachers.~In the educational sector, the syntheses of
76   3,   13, 115|      family.~ ~·       Within the educational communities, what sensitivity
77   3,   13, 115|       people live?~·       In the educational environment, how can we
78   3,   13, 115|         laity and the poor in the educational mission~ ~
79   3,   13, 116|         all who share with us the educational mission and networking with
80   3,   13, 117| collaborate in the development of educational and cultural projects that
81   3,   13, 117|         of living poverty and our educational projects?~·       At the
82   3,   13, 117|           for those who share the educational program of Don Bosco and