VISION

EDUCATION WITH DON BOSCO AS GUIDE AND  COMPANION


The approach of upbringing that Don Bosco created with his  co-workers, has some specific  characteristics and accents.  They add a specific vibe to our way of wrking with children and youngsters today.


Pedagogy of  solidarity

We believe in the power of the  'family life'. This is way we  educate  in connection with the parents and the larger educational community. Parents are and remain the primary care-takers.  We have faith in  dynamics that comme from the "peer group". We focus on the environment of the children / youngsters.  Worldwide solidarity with an eye for the most  vulnerable people is visible in the choices we make.

 


Pedagogy of trust

Giving turs was a powerful pedagogical principle of Don Bosco. We want  to be present as support as much as possible.  This way of education, was the core of Don Bosco's preventive system.  We appreciate the children the way they are en we  search for their own strenghts. By letting them experience succes, we want to make them grow in  resistance and self-trust.

We have two important aspects in our assisting approach, just like Don Bosco had: open-heartedness and  reasonableness.  We approach the children and youngsters with warm-heartedness, we  are tuned in  to their living environment and we listen to  the way they view things.  This results in  a basis of faith in which we have  something to say and to do in the lives of the  kids. At the same time, we also  draw  lines. We are reasonable in what we expect from the youngsters.

 


Pedagogy of faith


Solidarity with other people grows from a connection with God, according to Don Bosco. He wanted to be someone that  guarded and guided  the children in their  personal growth. This dimension of faith is no longer self-evident , but  defiant. Education in a religious way is not delivering a package with  ready-made answers. It are the quesions that put them in mortion and make  growth possible.  Together with the youngers - and specifically our animators - we choose for moments of  narrowing. An 'Evening word' at the end of each playground day ensures the solidarity between each other and with God. It  enables an experience of a  close God, who goes with the people and stays with them in  good and bad times.


Pedagogy of growth

Grass does not grow by pulling it, but by watering its roots, give it warmth and protection ... A safe environment to grow in asks for structure and boundaries, but also leaves room for  challenges and  personal interpretations. We teachs our children and youngesters to cope with many  influences. We keep in mind their total  maturation and we offer them the chance to explore and develop themselves in a personal way. We are aware of the vulnerability, but also of the many possibilities of our youngers and  we anticipate on this. We offer the children chances to develop themselves, to enter into  an agreement and to  assume responsability.

 

 


Pedagogy of joy

Room for playing and a joyful approach  obviously take  in a priviliged place  on our playground. We have powerful growing and learning opportunities. Playing does noet only happen at home in specific playing moments,  but also on the playground. Our role as animator, head animator or  playground management is not only to observe  the children and make sure that they are safe. We want to be actively engaged with them and we take part in the activities as much as possible.  We try to include playful elements in our approachs and  to handle situations with humour. This  stimulates the  atmosphere and works  in a releasing way.  Playing expresses our joy of life. This was very imortant in Don Bosco's pedagogical cimate. Joy  is more than   liking something of having fun, it has a deeper ground: Don bBosco saw it as a gift of God and as a sign of Gods presence.


Pedagogy of hope


Our youngsters become adults, step by step and with  ups and downs. Sometimes the youngers can only take some small steps or we have to watch them wander off. Education  is remainng close and with patience with the youngers and walk the road of  graduality. We want to give them this perspective of hope to build up their own life. Youngsters have the right of  a healty basis of faith in their life and the feeling to be 'carried' over all boundaries.