different, autonomous access to knowledge, culture, way of thinking, and at the same time an experience of freedom and conflict and also strong emotional bonds. Institutional education also leads to a deep transformation of the personality of the young person and disposes him to achieve the most remote goal namely self-management of a social, political, democratic, and dynamic kind.1371 There is also the more general denunciation of the danger of repression constituted by the invasion of

the pedagogical into all the for ms of social life.

1372

The very notion of 'education' is debatable when it

is understood as a way of promoting the growth of the one to be educated, urged to achieve

predetermined goals: religious, ideological and political; or when it is understood as neces sarily authoritarian and intrinsically repressive. Everything that deals with the pedagogical world is radically

questioned and especially so when it turns out to be a question of functional method.

1373

Seen this way, preventions would become repression.

2. Restoration, reinvention, rebuilding

Among the various formulas coined to respond to age-old and pressing needs and proposals, the 'new preventive system', with the catch-cry “With Don Bosco and with the times”, has made inroads. This new formula is the outcome and almost a necessary development of two more universal formulas: 'new evangelisation' and 'new education'.

In the Apostolic exhortation of Pope John Paul II, Christifideles Laici, 30 December, 1988, among the novelties included within evangelisation we also find new players like the laity and, among the laity, the young: they are beneficiaries but also "leading characters in evangelization and participants in the renewal of society”1374

The new historical, civil and ecclesiastical climate would no less urgently lead to, following in the footsteps of Don Bosco, a new education, a creative and a faithful one aiming at generating the 'new man'.1375 Even this new form of education explicitly expects the active involvement of the young who

are the beneficiarie s of the fatherly and motherly care provided by the educators, acting as natural

fathers/mothers or their substitute. They both work together: “The young person is an active individual in educational praxis and must feel truly involved as a leading player in the work of art to be created”.1376 What follows, almost necessarily, is the idea of a 'new preventive system' equivalent, according to the person who coined the formula, “to launching Don Bosco's charism towards the third millennium”.1377

Actually, the roots' of the 'new preventive system' are solid, and it is from them that we can see the birth of a really 'new preventive system' with updated forms of great value for the future. It contains principles endowed with endless potential. It also contains particular suggestions pregnant with possibilities for development; there are buds ready to blossom and expand.

1371 Cf. R. Barbier, Une expérience de pédagogie institutionelle ò l'Institut Universitaire de Technologie de Saint-

Denis, in «Orientations», t. 14, no. 50, avril 1974, 218-219; M. Lobrot,La pédagogie institutionelle, p. 5 and 203; cf.

M. Lobrot, L'animation non-directive des groupes....,: various proposals offered by A. Vasquez-F. Oury, L'educazione

nel gruppo-classe. La pedagogia istituzionale. Bologna. Edizioni Dehoniane 1975, 351 p.

1372 Cf. J. Beillerot, La societé pédagogique. Action pédagogique et contrôle social. Paris, PUF 1982, 223 p. 1373 A. Hocquad, Édequer à quoi? Ce qu'en disent philophes, anthropologues et pédagogues. Paris PUF 1996, 263 p.:

on personalistic and humanistic positions responses prevail which are inspired by Sartre's existentialism, in the form of

scepticism, problematicism, nihilism, and a vague eudemonism or economically or profesionally useful functions. 1374 Apostolic Exhortation Christifideles laici, 30 Dec. 1988, no. 46; E. Viganò, La Nuova Evangelizzazione, Atti del

Consiglio generale della Società salesiana, no. 331, Oct-Dec 1989, pp. 3-32, in particular4 pp. 21-22.

1375 E. Viganò, Nuova educazione, ACG n. 337, a. 72, July-Sept 1991, pp. 3-43.

1376 E. Viganò, Nuova educazione, pp. 13-14, 18-19, 30.

1377 E. Viganò, Nuova educazione, comment on the Strenna 1995, Called to freedom (Gal 5:13), let us rediscover the

Preventive System by educating young people to values. Rome, FMA 1995, pp. 9-12; Idem, Un nuovo sistema

preventivo, BS 119 (1995) no.4, April, p. 2 (a simple summary of the commentary)