LOOKING AT THE YOUNG

- Valuing his inner resources and recognizing his needs

- the need to perceive the trust of the educator

(teacher/parent) for their person and resources
(e.g. capacity to use reason)

- the need to know the motivation for their actions

- the need to make choices and decisions based on
a hierarchy of values.

- Goal in the accompaniment/educational process:

- To help the young to act in accordance with deep personal convictions

REASON in the
Accompaniment/Educational Process

- Not simply using one’s intellect or reasoning but being

REASONABLE (being within the bounds of reason: not extreme)

 Knowing the level of thinking and reasoning of the young

Attention to their human reality, i.e
- Knowing the young in general
- Knowing the capacities and characteristics of their stage of development
- Knowing the particular young (his world, his fears, his dreams, his habits)
- the knowledge comes from sharing their life, listening to their story (positive facets,
the problematic or ambiguous aspects.

 This entails “diving down” to their level putting ourselves into their shoes getting
into their skin.

(DB- anti- “adultism mentality”)

In order to guide them from where they are; in the context they are in
today

REASON in the Accompaniment/ Educational Process

 Not asking what is above the strength of the young- but only those that are possible
within their capabilities.

 The young must know clearly from the start what is expected of them (duty, rules,
prescription, etc.) that are objectively reasonable.
REASON In the Accompaniment/Educational Process

Some HINTS:

The formulation of rules must be simple and clear.

It is best to allow the young to choose and formulate their

rules if they are capable of doing so. This says they take on
the responsibility of abiding by them

Communication the rules clearly- the

motivation, purpose and utility must
be clearly understood.

REASON In the Accompaniment/Educational Process

The young must be allowed plenty of liberty to ask explanations,

make inquiries. Hence, the companion- educator fosters dialogue,
Interaction, exchange, feedbacks. THE YOUNG MUST BE
HEARD!
 The young have to be helped to remember- hence, constant reminders
at periodic intervals ( in ways that are not “makulet”!

N.B. Remember rules are made for the good

of young, Not for the convenience of the
educators

REASON IS LOVE THAT IS DEMANDING BUT

REASONABLE. IT DOES NOT MISTAKE LOVE FOR
SENTIMENTALITY, INDULGENCE, OR
OVERPROTECTIVENESS

RELIGION