2.2. Positive aspects

Then in the field of priestly and religious formation this turn-around, more or less apparent, has still determined even sudden changes on the level of theoretical concept and operational practice of formation pedagogy. Even of nature and a positive sign.

See, for example, the recovery of the centrality of the subject in face of that somewhat massive-passive and homologated group concept, which allowed – according to the cases – trooping along or getting lost to avoid certain calls: or, look at the more balanced relationship between Grace and nature, between gifts of the Spirit and individual gifts, a relationship that goes beyond the simple and, by now, expected “Grace builds on nature”;  or again, the attention to important topics on the psychological plane, but with inevitable reflections on the spiritual one, like self-identity, self-respect or even self-fulfillment; or, finally, the valuing of one’s own humanity, of a certain sense of personal satisfaction, a joy of living… erroneously believed, by a certain concept of spiritual life, as extraneous or even contrary to a genuine life in the Spirit.

In this, undoubtedly, the entry of human sciences in the context of our formation areas has certainly helped.

But notable risks have also been run, risks of error of perspective, of excessive emphasis, of evaluative imbalances, of exasperating unilateralism.  Also with consequences of some weight. Let us look at a few of them, always remaining on the priestly and religious formation plan.