Module 3: The Salesian educative environment: the four pillars

This module explores the pedagogical model developed by Don Bosco through his first Oratory in Valdocco, which continues to guide Salesian educational practices worldwide. Learners will become familiar with a model designed to provide young people with a welcoming home, a school that prepares them for life, a church that evangelises, and a playground for friendship and recreation.

The module offers an in-depth examination of each pillar of the Salesian model, freedom, responsibility, solidarity, and meaning, and the values they represent. Learners will also understand how these pillars work together to create a balanced and supportive environment. Practical examples and guidance are provided to help participants apply this pedagogical approach in their own professional contexts.

MQF/EQF: 4
ECTS Value: 1
Duration:
Contact Hours: 6
Self-Study Hours: 16
Assessment Hours: 3

Learning Outcomes:

Competencies
At the end of the module/unit the learners will have acquired the responsibility and autonomy to:
– Be able to reap the benefits and overcome the challenges of creating an educative environment based upon the four pillars of the Salesian model.
– Create an environment where young people can exercise freedom (home), responsibility (school), solidarity (playground) and meaning (parish).
– Maintain a balance between the four pillars of the Salesian model.
– Ensure that the values of the four pillars are translated into practice through a holistic and learner-centred approach.
– Cooperate with other professionals to create and maintain a holistic educative environment.

Knowledge
At the end of the module/unit the learners will have been exposed to the following:
– Describe the general principles of the four ‘places’ of the Salesian model.
– Define the values represented in each of the ‘places’ of the Salesian model.
– Identify elements of learner-centred educational approaches.
– Identify elements of holistic leaning approaches.

Skills
At the end of the module/unit the learners will have acquired the following skills:
– Allow young people to build-up their own learning environment.
– Apply a learner-centred approach.
– Guide young people to become critically constructive towards society.
– Give young people the opportunity to exercise responsibility in concrete situations.
– Apply a holistic learning approach.
– Use play to encourage the formal and informal learning process.

Mode of Delivery

This module utilizes a formal and non-formal approach, by combining theoretical concepts with practical applications. The sessions within this module will consist of presentations, discussions, hands-on practice, and interactive activities. Learners will have the opportunity to explore different values related to each ‘place’ of the Oratory and how they can be translated to practice. Learners are engaged in group work and discussions to exchange ideas and experiences.

Throughout the course, learners will actively apply the concepts learned in their specific areas and will receive feedback and guidance from instructors and peers to enhance their understanding.

Assessment

Attendance is compulsory since this module requires the active participation of the learners (10% of the overall mark). The participants’ learning progress will be assessed through their active participation in discussions, group activities, and assignments. Oral feedback and support will be provided throughout the teaching and learning process.

Each learner will keep a reflection journal of the sessions being delivered during this module. The purpose of this journal is to reflect on their reactions, insights, and critical analyses. Participants will be requested to share in a group what they have attained during the sessions of this module. For this module, the learner is expected to present an in-depth reflection on the four pillars of the Salesian educative environment and the values they represent, and the knowledge and skills gained for their implementation to practice.

At the end of the module the participants are given an evaluation sheet to help them reflect on whether the learning outcomes have been achieved.