Chap.,  Par., N.

 1   1,    0, 1  |       reflection and proposals of the communities during the past year, has
 2   2,    0, 5  |               in today’s society.~Our communities feel again, however, the
 3   2,    0, 8  |              communion. ~The province communities place in evidence the significance
 4   2,    1, 9  |            favors the construction of communities open to the challenges of
 5   2,    1, 13 |             of the charism guides the communities to live in optimism in the
 6   2,    2, 17 |             and live in the educating communities the Preventive System as
 7   2,    3, 18 |         expanded, on the need to have communities animated by the family spirit
 8   2,    3, 18 |             need to build ~humanizing communities express the cry for communion
 9   2,    3, 20 |             poverty, in fact, invites communities to undertake journeys of
10   2,    3, 22 |         invites us to build apostolic communities open to the challenges of
11   2,    3, 22 |             There is perceived in the communities the Salesian missionary
12   2,    3, 22 |        diverse cultural contexts.~The communities express the educational
13   2,    4, 24 |              economic solidarity, the communities propose the promotion of
14   2,    4, 27 |      Regarding the coordination, some communities desire that this be realized
15   2,    4, 28 |            that will help to free the communities from a rigid institutionalization
16   2,    4, 31 |     educational needs.~Many educating communities are allowing themselves
17   2,    5, 33 |    Co-responsibility in the educating communities has the goal of promoting
18   2,    6, 37 |              has pushed the educating communities to place themselves at the
19   2,    6, 40 |               a people, the educating communities have geared the programs
20   2,    6, 41 |               the social fabric. ~The communities assure access to educational
21   2,    6, 42 |               mobility. The educating communities are sensitive and-where
22   2,    6, 42 |              immigrants. The inserted communities are particularly attentive
23   2,    8, 44 |             of peace in the educating communities~ ~The provinces propose
24   2,    8, 47 |       oratory-youth centers, inserted communities and associations for the
25   3,    0, 65 |         educative mission? How do our communities allow themselves to be questioned
26   3,    0, 65 |           together with the educating communities and the Salesian Family.~ ~ ~ ~ ~
27   3,    3, 72 |         characterizes us as educating communities.~It is the tension toward
28   3,    5, 81 |         reaching the whole world. The communities were open, involving educational
29   3,    5, 82 |             their rich resources.~Our communities are immersed in this complex
30   3,    6, 83 |             of us and the educational communities to witness to a courageous,
31   3,    6, 84 |                        84. In the FMA communities there insistently emerges
32   3,    7, 87 |              still feel alone. Entire communities suffer marginalization and
33   3,    7, 93 |   spirituality of communion generates communities for the Kingdom projected
34   3,    7, 93 |           that we see at times in our communities could possibly have a correlation
35   3,    7, 94 |               actual situation of our communities asks us to live in an attitude
36   3,    8, 96 | impoverishment is also present in the communities that live it as a limitation
37   3,    8, 96 |            reawakens in the educating communities that «dream of charity» (
38   3,   11, 108|            Word already in act in the communities for years now in the communities,
39   3,   11, 108|      communities for years now in the communities, has grown in consistency
40   3,   11, 108|               Holy Father to make our communities authentic schools of prayer
41   3,   11, 109|       reflection in the provinces and communities. Many provinces, noting
42   3,   11, 109|      particular circumstances. In the communities where discernment is lived
43   3,   11, 109|          listening and sharing in our communities?~·       How can we involve
44   3,   11, 109|                within the educational communities with the scope of defining
45   3,   11, 110|            FMA and of the educational communities, and also in the application
46   3,   11, 110|             point for the educational communities.~The syntheses also indicate
47   3,   11, 110|              FMA and to the educative communities?~ ~Need for formation~ ~
48   3,   11, 111|             The rise of international communities, particularly in mission
49   3,   12, 112|          young Sisters who are in the communities may generate loneliness
50   3,   12, 112|              responsibility. ~In many communities, the choice of reciprocal
51   3,   12, 112|             carry on in the educative communities today a family spirit that
52   3,   12, 112|              should be changed in the communities in order to favor an atmosphere
53   3,   12, 112|                    In what way do our communities witness, in the Church and
54   3,   12, 112|               society, to their being communities of evangelical beatitudes,
55   3,   12, 113|         provinces there is a need for communities that are less institutionalized,
56   3,   12, 113|               the organization of our communities and of the educating communities
57   3,   12, 113|      communities and of the educating communities in order to secure unity
58   3,   12, 114|       necessity of reviewing both the communities and the works in order to
59   3,   13, 115|          sensitivity in the educating communities that leads to promoting
60   3,   13, 115|                Within the educational communities, what sensitivity and concrete
61   3,   13, 115|                How can we live in our communities a lifestyle according to
62   3,   13, 115|            type?~·       As educating communities, in what measure do we assume
63   3,   13, 117|              us actively as educating communities, with the aim of preparing
64   3,   13, 117|             At the level of educating communities, how do we utilize the social
65   3,   13, 117|                we want to make of our communities houses and schools of prayer
66   3,   13, 117|              to make of the educating communities workshops in which the different