Holistic Formation-2
Transformative formation takes in to account:
• What is happening in the individual
student (intra-personal)
• The dynamics of the group and its
formative impact (interpersonal)
• The effect of the culture of the
province/delegation and the
society on students (socio-cultural)
Holistic Formation begins with a holistic
vision of the human person
The four perspectives broaden our understanding of the person
Interior
Exterior
Individual
Collective
Individual
I
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• Interior individual
• Intentional
• (thoughts, beliefs, values,
feelings)
• “I”
• (Behaviours , habits and
skills one has leant and
exhibits:)
• “It”
• Interior-collective
• Culture
• (including family,
community and
relationships,
interpersonal factors)
• “we”
• Exterior individual
• Behaviour
• Exterior- Collective
• Social systems
• Canon Law,
Constitutions,
General/Provincial
Governments (rewards,
punishments)
• “Its”
Collective
E
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Skills to be trained for holistic Formation
Individual
• Interior individual
Listening
(to God, self, others, world)
Observation, awareness
Discrimination/critical thinking
Healthy Self-criticism
Individual Discernment
• Interior-collective
Relational skills
Fraternal correction
Charism
Community dynamics
Non violent communication
Community Discernment
• Exterior individual
• Discipline, Talents,
virtues, skills , study
• Exterior- Collective
Social analysis
JPIC concerns
Contact with the poor
Pastoral resources
Collective
Why holistic formation?
• One may be intellectually advanced, but
emotionally infantile. Presence of adult children
in communities
• Or morally and spiritually advanced, but lacking
in critical thinking
• A psychogram helps to give attention to areas
that are less developed.
1. Attention to various dimensions and
stages of growth: A Psychogram
Growing in Maturity in all dimensions
spiritual
Charismatic
psychosexual
moral
pastoral
emotional
intellectual
Self-trascendence
Christocentric
1
Open Ethno
to God and
allcentric
others
Open Ego
to some
Centric
“I & Me”
Practical applications of holistic learning
1. Learning something by the whole person using all
one’s faculties to facilitate internalization.
2. Learning to be a whole person.
Attending to the development of all
dimensions of the person.
3. Learning How to learn.
Taking care of the process of learning
Internalization of values for a
transformative formation
• Formation is a radical transformation in all
dimensions of human experience
• Since the spiritual dimension is central to
all the other dimensions, transformation is
essentially spiritual transformation.
2
Formative Accompaniment
The formators
• The principal mediators on the part of the
congregation in the journey of the young
missionaries. A mediation through their
lives, teaching and formative interventions.
Formative accompaniment
Formator’s Role
• Traditional Approach
• Facilitative approach
•
•
•
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•
•
•
•
•
•
•
•
Disciplinarian
Warden
Directive
Teaching
Advising
Reward/punishment
Accompaniment
Self discipline
self-creating
Empowerment
Mentoring
Multiple ways to
address different
needs
Formator’s role & Accomapaniment
• We especially stress the importance of
personal accompaniment of the
formandi... (MFL 63.1)
• We will improve the preparation of
formators making use of the “School of
the Heart of Mary” and developing other
initiatives.... (MFL 63.3)
Formation as facilitation
Formators’s multiple interventions
1. Prescriptive (direction,
guidance, advice)
It Seeks to guide the behaviour of
the formandus to suit the chosen
style of life
2. Informative
(teaching, giving input)
It Imparts knowledge,
information and
meaning to the other
3. Confronting
Seeks to raise consciousness
about some limiting attitude
or behaviour of which the
student is relatively unaware
4. Cathartic
Seeks to enable person to
discharge, to pour out
blocked emotions,
primarily grief, fear and
anger
5. Catalytic
Seeks to elicit self discovery,
self-directed living, learning
and problem solving.
To help people become more
responsible for who and what
they are to gain greater
6. Supportive
control of their lives
Seeks to affirm the
worth and value of the
formandus, his
qualities, attitudes and
actions
Supportive
Confronting
informative
Formative
interventions
catalytic
cathartic
prescriptive
Knowing how, when and to what measure these interventions
are to be used formatively is important for appropriate
accompaniment.
For reflection
• What kind of preparation do our formators need to
accompany the young formandi today? How do you
prepare your formators in your province?
Accompaniment of the formandi
• Presence of the formators in the formative journey of the
formandi in the name of the congregation
• Knowing the formandi enough in the various
dimensions of his life in order to discern and
enhance his vocational growth
• Engaging with the formandi by way of the
different formative interventions.
Special moments of
accompaniment
• Critical events in the life of the
student
• Significant moments of
discernment (professions,
ordinations…)
• Pastoral year
• Quinquennium
For Reflection and sharing
• How much do you allow your formators to know about you?
• How present do you think they are to what is going on in your
•
life?
How can you help your formator to know you closely?
3
Formative resources
Formative resources (MFL 63.4)
“If you do not know where you want to go,
it does not matter which way you take”
- Alice in Wonderland
A principle to choose effective strategies:
20/80 Principle of Wilfred Pareto :
20% of activities produce 80% of results in any enterprise. If
you attend to those 20% activities, you are influencing 80% of
your results
WHAT ARE THOSE ACTIVITIES THAT FALL INTO THE 20%
THAT AFFECT 80% OF RESULTS IN EACH OF THE DIMENSIONS
OF FORMATION?
Choosing the resources
• Availability of rich resources today
more than any time
• Each dimension has its appropriate
tools
• Choosing the resources to facilitate
formation towards its objectives
Choosing the resources
For example, take conceptual learning.
Conventional learning process used in the study of philosophy
and theology can be greatly enhanced if we make use of
holistic learning methods (whole person learning) and
learning how to learn.
It includes:
- comprehension methods
- Reading skills
- study methods
- memory
- Writing skills etc
For example,
How does
the study
Christology
or Trinity
affect the life
of a student?
Formation is Life based
What can we do?
• Opt a holistic vision of formation
• Improve and update the libraries in the formation
houses.
• Make use of audio visual and IT formatively to
enhance learning
• Supplement conceptual learning with life based
growth programs
Two concrete formative projects
• Biblical formation
Goal: By the end of initial formation, a
Claretian aquires deeper knowledge and love
of the Word of God and apply it in his life
• JPIC
To integrate and implement the JPIC project of
USG with local and congregational adaptations
4
Intercultural formation
Intercultural Formation
• Most of our formation houses are intercultural.
• Need to affirm the mutual enrichment of cultural diversity of
the missionaries
• Interculturality lived within the unity of our charism
and mission. “We are claretians because we share the same charism,
not because we come from other cultures”
• Inculturation should go with interculturality
Points to consider
• We have ample experience to draw important
lessons for the future.
• Careful selection and adequate preparation of
people sent for universal mission.
• Good level of language learning
• Proper accompaniment during and after
formation.
Study of languages
• Need for closer communication among CMF
in the global context
• Spanish and English as the two
congregational languages
• Need to promote active and/or passive
knowledge of both
• Practical and creative ways to learn
language during initial formation
A reminder
We should become
the change that we
want to see in
others
Formation too is a shared mission
We follow Jesus with our whole selves in the
style of Claret together with our brothers
Gazing at Jesus Christ
And His Mother,
We learn to be
Human
Christian
And Claretian
and become
Men on fire with God’s love
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