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Characteristics of jesuit education june


CJE and 7Cs. talk given to new teachers 2013.

CJE and 7Cs. talk given to new teachers 2013.

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  • *present Format (and essential questions)>discussion of each characteristic & followed by reflection question (notes, bullets on personal reflections)*later part, connect to IPP and teaching method, as well as recurring Ignatian principles on teaching
  • Find the Connectionpresent Format (and essential questions)>discussion of each characteristic & followed by reflection question (notes, bullets on personal reflections)*later part, connect to IPP and teaching method, as well as recurring Ignatian principles on teaching
  • -early formula of the Society of Jesus presented to Pope Paul III – “strive esp. for the defense and propagation of the faith, progress of souls in Christian life and doctrine by means of public preaching, lectures, ministration of the word of God, by the Spex, the education of children and unlettered persons…” the later formula paved the way for establishment of schools
  • -1548, first “school” in Messina, Sicily, Italy (nothing to do with Mafia) (prior: 1542, Francis Xavier was enthusiastic of instruction offered in Goa, India; 1546 the college for preparing Jesuits in Gandia, Spain began to accept “other boys in the city”*how many years now since the time of the first school? (465 years)*Ignatius (1491-1556) approved 40 schools before his death (1556)*by 1596 (40 years after death of St. Ignatius) total of 245 schools existing*1599 necessity for basic curriculum, basic pedagogy (“taking into account circumstances of place and persons” as Ignatius instructed in the Constitutions)
  • -prior to Ratio, it was Part IV of the Constitutions that consisted of directives for the education of Jesuits where St. Ignatius stresses the use of careful methods (“repitition”, stress on humanities, active involvement of students, so on)*the spirit of the Ratio was the vision of Ignatius (relationship b/n teacher and student is to be modeled on the relationship b/n Director of the Exercises and the Retreatant)-1982 – first meeting of the ICAJE (Int’l Comm on the Apostolate of Jesuit Ed) which eventually led to the CJE document-Today, 2,000 Jesuit educ. institutions in 56 countries*many distinct needs of different cultures and religious faiths*now, common spirit joined to a common goal
  • -this common spirit of vision of St. Ignatius and common goal is embodied in the CJE, this is what is meant to be Atenista-uniquely incorporating the heritage of SHS founding fathers as arising from the China mission, the identity of the Atenista in Cebu takes on a Chinese-Filipino flavor (“takes into account circumstances of place & persons…”)
  • *Each characteristic is anchored on the Spiritual Vision of St. Ignatius
  • (Guide Questions) How do find God in this structure?In what way is God present in our students?Did you find God in your spouse? In what way?How do you find God in a non-Christian country like China? Japan?Where is God in suffering? How does God reveal himself in situations like these? Is God present in-God is present in all of creation and is at work in human culture and human history. (“radical goodness of the world”)*God is not distant*God is not static, or found in one place/location (church)*We find God in everything*a Jesuit school tries to create a sense of wonder and mystery in learning about God’s creation, joy in learning and thirst for greater and deeper knowledge (God is the author of all reality, all truth and all knowledge)*the complete knowledge about creation can lead us to greater knowledge of God and greater willingness to be God’s co-creator-God is revealed in the mystery of the human person – “created in the image and likeness of God”, God is discovered in the lived experience of each individual person*concerned with the total formation of each student as an individual person loved by God*”spiritu”, “corde”, “practice” (holistic education and formation) – soul, heart & will*not just accumulation of knowledge, but full growth (fullest possible development of all of the God given talents of each person) – intellectual, imaginative, affective, creative and physical development of each student along with the sense of wonder to help students discover God active in history and in creation-integral education – since every program in school can be a means to discover God, a religious dimension permeates the entire education, every aspect of the educ process can lead, ultimately, to the worship of God present and at work in creation-God reveals Himself in various distinct cultural ways (because God is active in all creation and in all human history)*dialogue between faith and culture (including faith and science)*encourages contact and appreciation of other cultures
  • Inject “dwelling place” video
  • (Guide Questions) How do you know someone genuinely loves you?-Each person is personally known and loved by God, which invites a response that is in total freedom (“detachment”), this is the context of each person’s eternal destiny-Importance of care and concern for the individual person in a Jesuit School to help him grow towards freedom – the freedom to respond to God’s love.Curriculum is centered on the person rather than on material to be covered.-also means concern for the entire person (his unique gifts, challenges, needs and possibilities)-To be involved in the lives of our studentsTake personal interests in their intellectual, affective, moral and spiritual devListen to their cares and concerns about the meaning of lifeShare their joys and sorrows,Help them with personal growth and interpersonal relationshipsLead them to be concerned for the needs of others*beyond ”loco in parentis” When we love the person, with the love of curapersonalis, does it mean forgiving without measure?*Will a student who commits a grave offense against school rules and is sincerely remorseful therefore get a second chance?*Will a teacher who breaches professional ethics, shows sincere remorse and repentance therefore deserve another chance?-”Loving the person but also holding the person accountable for that love.”*forgiveness and restitution, freedom and responsibilities, assuming responsibility for ones education (independent learner – capacity to continue their own learning and formation)-a community that cares for one another, “culture of caring”, freedom includes responsibilities within the community
  • (Guide Questions) Is the world harmonious? Why? Why is there wrong-doing or evil in the world?-formation of the will (knowledge is joined to virtue) – the capacity to recognize the different influences that affect freedom*training of character and will to overcome the effects of sinfulness (selfishness, lack of concern for others, unfreedoms that disrespect others and show irresponsibility)*educated conscience and committed to choosing the path that is right and not merely popular or fashionable – making sound moral choices as a habit (we are defined by the our values) *overcoming prejudice and limited vision (obstacles to growth to freedom)-includes understanding of the world we live in – conflicting values in society, the unjust structures produced by sin which diminish human lives (which we can be complicit)
  • (Guide Questions) Is it possible to understand God’s plan for man? In human history, in our individual lives, is there a right direction to God?-Christ is the model (to all whatever their beliefs or cultures), everyone can imitate, draw inspiration from him*Jesus is the human face of God and model of all human life – “the WAY” (his way of compassionate love)**witness to love and forgiveness of God**living in solidarity with those who suffer**pours out his life in the service of others-strive for personal friendship with Jesus Christ*Christ is present today and active in our history*friend and guide and students/teachers come to know him through Scripture, sacraments, personal and communal prayer, in play and work, in other persons, or SpeX*to be Christian is to follow Christ and be like him – a Man for Others vs. (Gandhi: I like your Christ but I don’t like the Christians)-prayer and worship (like Christ relating to his Father) constant communication to God (personal or communal relationship with GOd)-Jesuited promotes a faith that leads to imitate Christ as a Man for others – a relationship with God necessarily involves relationship with others.
  • (Guide Questions) Why is God with the poor?-Faith that does not express itself in love for others and the passionate quest for Justice lacks authenticity*Love is shown more in deeds than in words”*it is a life of active social commitment (“to comfort the afflicted, afflict the comfortable”), the kingdom of God is a Kingdom of Justice, Love and Peace-the realization among students that talents are gifts to be developed not for self-satisfaction or self-gain but for the good of the human community – men & women for others (agents for change, agents for the kingdom of God – tri-citizen – nation, world and the kingdom)-as teachers, we manifest concern for others, especially for the least of our neighbors, in our daily lives in order to influence our students-reflecting Christ’s special love and concern for the poor (a response of preferential option for the poor) (those without economic means, the handicapped, the marginalized – cannot live a life of full human dignity*school climate should promote concern for those w/o means (not just outside of school but esp. those students constantly meet, helpers, drivers, janitors); students should be provided opportunities of contact and service to the poor – >to learn to love the poor>gain reflective understanding of the causes of poverty
  • (Guide Questions) Why is the Church important to the plan of God?-Church mission to spread the Gospel of Jesus Christ – build the Kingdom of God by serving and humanizing the world and giving glory to God (Christ’s work of redemption carried out in and through the church)-Ignatian attitude of loyalty to and service to the church is part of Jesuit ed, promote faithfulness to the teachings of the church - *Ignatius exemplified loyalty to the Church (structures and institution for communal living, however imperfect)>attitude of respect and service>early Jesuits (first 10 members) submitted themselves to the service of the Holy Father (Paul III who approved the Constitution is wrought with issues)-Living the Gospel is no merely an individual pursuit but sustained, inspired and guided by a community
  • (Guide Questions) What is excellence? Why is it an evidence of Jesuit Education?-fullest possible development of every dimension of the person (Ignatius insisted on the highest standards in the formation of Jesuits) ; not just focusing on intellectual rigor (affective, imaginative, creative, physical capacities) -commitment to excellence is at the heart of Jesuit Educational Philosophy-flowing from the Jesuit motto: AMDG – jesuiteduc should promote excellence and best practice, uphold the highest standards (importance of mastery – “repitition” as relevant learning principle to attain mastery) and authentic values; criteria of excellence is applied to all areas of school life-Magis – three fold question “what have I done for Christ, what am I doing for Christ, what more can I do for Christ?” – faith commitment-”alangsalabawngkahimayaansaDyos” and non-multasedmultum (depth)-strenthening the IPP – the Instructional core of student-content-teacher (director-truth-retreatant / experience-reflection-action)*three levels of Teaching – Incompetent-Mediocre-Excellent>confronts mediocre teaching (“surviving” acc. to Harry Wong)-in the words of Fr. Johny Go, SJ = critical reflection + creative action & eloquent communication
  • (Guide Questions) How is God revealed in the/a Community? (Trinity)-Jesuit schools are communities of life, work and worship (spirit of collaboration b/n Jesuits & lay partners)-respect and care for one another as friends and companions in the spirit of the Gospel*Jesuits are called “friends in the Lord” – Compania de Jesus-the strength of a community working in the service of the Kingdom is greater than that of any individual or group of individuals*Ignatius and the first companions*the Jesuits as a religious community – province to community (group of Jesuits in an area with a superior and member priests and brother)*in school – we consider our school priests not just as educational partners but pastors, fathers of our school, guides in our spiritual growth*Jesuits recognize our roles as lay partners – in fact, articulate this partnership often, in the words of CJE, Jesuits are enjoined to be “willing to learn how to serve from those we seek to serve”>collaboration that pervades from top to bottom:>>>trustees – lay and religious>>>parents – close cooperation, provided with opportunities for growth and support in their roles as parents; they should understand, value and accept the Ignatian world view; consistency of values in home & school>>>students – community of understanding and support among themselves (“school spirit”)>>>includes benefactors and former students*challenge for us: school structure reflects the new society that the school, through its education, is trying to construct>>>no man is an island also applies to spirituality
  • (Guide Questions) What is discernment? Is it the same as self-talk? Schizophrenia? How is God and his plan revealed in discernment? -discernment is a vital/ essential capacity learned by St. Ignatius in the course of his conversion (vs. cannonball)---discernment as the capacity to prayerfully reflect at the most profound level and learn from itPrayerful reflection – results of activities, review of decisions and making adaptations in a constant search for the greater service to God (“Magis”)>allows for change when change is necessary>”taking into account “circumstances of place and persons”>always to discern the more concrete response to God’s call*as in everything else in our life experience, we reflect and discern>the EXAMEN>Reflection ON-action; IN-action & FOR-action (in the classroom – we reflect and eval our classes, it’s strength & weakness; while having class, we also reflect in-action when we assess for learning and adapt accordingly or when we differentiate instruction; when we observe colleagues in their classes we also reflect for-action (learning from one-another)
  • Find the Connectionpresent Format (and essential questions)>discussion of each characteristic & followed by reflection question (notes, bullets on personal reflections)*later part, connect to IPP and teaching method, as well as recurring Ignatian principles on teaching


  • 1. Ateneo Hearter akotungod sa CJE!Find the connectionBetweenCJE and the 7Cs.
  • 2. St. Ignatius and the JesuitEducation ApostolateThe Society of Jesus was not founded as ateaching order, but the mission eventuallybrought the Jesuits to the frontiers ofeducation.St. Ignatius, whose lack of education broughthim to the attention of the Church andInquisition, saw the value of education to“help souls.”
  • 3. St. Ignatius and the JesuitEducation ApostolateThe goal of their work (Jesuits) is to provide aplace of encounter between the person andGod. (Formula of Institute)Ignatius saw the opportunity of helping peoplethrough schools.
  • 4. St. Ignatius and the JesuitEducation ApostolateRatio Studiorum (1599) (Plan of Studies) is ahandbook designed to help teachers andadministrators in Jesuits Schools. Collectionof effective educ. methodsThe Characteristics of Jesuit Education(1987) is the charter for Jesuit schools.
  • 5. Characteristics of Jesuit Educationby Bruce Bradley, SJ
  • 6. Jesuit Education…1. finds God in all things2. focuses on Cura Personalis3. forms Moral Values4. is Christ–Centered5. serves the Faith that does Justice6. is part of Church’s Mission7. strives for Excellence in learning andformation8. is working as a Community9. is adaptable and open to Growth
  • 7. 1. finds God in all things(the World is God’s Creation)“The world is charged withthe grandeur of God”(G.M. Hopkins, SJ)Jesuit education isconducted in a spirit ofreverence and from aradically religiousperspective: facilitatingthe discovery of andencounter with God isits core-value.
  • 8. 1. finds God in all things(the World is God’s Creation)The Ignatian World-ViewFor St. Ignatius, God is Creator and Lord, SupremeGoodness, the one Reality that is absolute; all otherreality comes from God and has value only insofar asit leads us to God. This God is present in our lives,“laboring for us” in all things; He can be discovered,through faith, in all natural and human events, inhistory, as a whole, and most especially with thelived experience of each individual person.
  • 9. 2. What corresponding CoreValue/s does this characteristicreflect or translate to?1. How do (did) I find God in myfield of discipline or area of work?
  • 10. Jesuit education seesthe human person asthe central focus andinsists on individualcare and concern foreach one (“care forthe entire person”).2. focuses on Cura Personalis
  • 11. 2. focuses on Cura PersonalisThe Ignatian World-ViewEach man or woman is personally known and loved byGod. This love invites a response which, to beauthentically human, must be an expression of aradical freedom. Therefore, in order to respond tothe love of God, each person is called to be:-free to give of oneself, while accepting responsibilityfor and the consequences of one’s action: free to befaithful.-free to work in faith toward that true happiness whichis the purpose of life: free to labor with others in theservice of the Kingdom of God for the healing ofcreation.
  • 12. 1. How do I manifest cura personalisto my students or colleagues?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 13. Jesuit education isessentially value-oriented.Jesuit students are tobe men ofconscience.3. forms Moral Values
  • 14. 3. forms Moral ValuesThe Ignatian World-ViewBecause of sin, and the effects of sin, the freedom torespond to God’s love is not automatic. Aided andstrengthened by the redeeming love of God, we areengaged in an ongoing struggle to recognize andwork against the obstacles that block freedom –including the effects of sinfulness – while developingthe capacities that are necessary for the exercise oftrue freedom.
  • 15. 1. How do (can) I creatively integratemoral values in all my lessons and inall my sessions/meetings?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 16. Jesus is the model of allhuman life.Jesuit educationfacilitates the intimateand personalrelationship ofstudents with Jesus.4. is Christ-centered
  • 17. 4. is Christ-centeredThe Ignatian World-ViewThe world view of Ignatius is centered on the historicalperson of Jesus Christ. He is the model for humanlife because of his total response to the Father’s lovein the service of others. He shares our humancondition and invites us to follow him under thestandard of the cross, in loving response to theFather. He is alive in our midst and remains the Manfor others in the service of God.
  • 18. 1. How do (can) I inspire students toimitate Jesus Christ, the Man forothers?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 19. The goal of IgnatianEducation is to formstudents who will seethemselves as “Men andWomen for Others”–men and women wholive their lives in theservice of others,especially those most inneed.5. serves the Faith thatdoes Justice
  • 20. 5. serves the Faith that doesJusticeThe Ignatian World-ViewA loving and free response to God’s love cannot bemerely speculative or theoretical. No matter whatthe cost, speculative principles must lead to decisionaction: “love is shown in deeds”.Ignatius asks for the total and active commitment ofmen and women who, to imitate and be more likeChrist, will put their ideals into practice in the realworld of the family, business, social movements,political and legal structures and religious activities.
  • 21. 1. How do (can) I manifest concern forthe poor and esteem for human dignityin my daily contact with students?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 22. Ignatius founded theSociety of Jesus – andthe Jesuit schools – aspart of universalChurch’s mission.6. is part of the Church’sMission
  • 23. 6. is part of the Church’sMissionThe Ignatian World-ViewFor Ignatius, the response to the call of Christ is madein and through the Roman Catholic Church, theinstrument through which Christ is sacramentallypresent in the world. Mary, the Mother of Jesus, isthe model of this response. Ignatius and his firstcompanions all were ordained as priests and theyput the Society of Jesus at the service of the Vicar ofChrist, “to go to any place whatsoever where hejudges it expedient to send them for the greater gloryof God and the good of souls’.
  • 24. 1. How do (can) I foster involvementand service to the local church?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 25. Magis(to do more & be more! )forAMDG!7. pursues Excellence inlearning and formation“What have I done forChrist?What am I doing forChrist?What more can I do forChrist?”
  • 26. 7. pursues Excellence inlearning and formationThe Ignatian World-ViewRepeatedly, Ignatius insisted on the “magis” – themore. His constant concern was for the greaterservice of God through a closer following of Christand that concern flowed into all the apostolic workof the first companions. The concrete response toGod must be “of greater value”.
  • 27. 1. As an educator-formator, how do(can) I serve as “witness to excellence”?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 28. Jesuits, staff, and laycollaborate in service ofshared values.8. is working as a Community
  • 29. 8. is working as a CommunityThe Ignatian World-ViewAs Ignatius came to know the love of God revealedthrough Christ and began to respond by givinghimself to the service of the Kingdom of God heshared his experience and attracted companions whobecame “friends in the Lord”, for the service ofothers. The strength of a community working inservice of the Kingdom is greater than that of anyindvidual or group of individuals.
  • 30. 1. How do (can) I help build a schoolcommunity that reflects the Kingdom ofGod?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 31. The habit of reflectionand discernment is partof Jesuit approach toeducation, as toeverything else.9. is adaptable and open togrowth
  • 32. 9. is adaptable and open togrowthThe Ignatian World-ViewFor Ignatius and for his companions, decisions weremade on the basis of an ongoing process ofindividual and communal “discernment” donealways in context of prayer. Through prayerfulreflection on the results of their activities, thecompanions reviewed past decisions and madeadaptations in their methods in a constant searchfor greater service to God (“magis”).
  • 33. 1. How do (can) I nourish a habit ofreflection and discernment?2. What corresponding Core Value/sdoes this characteristic reflect ortranslate to?
  • 34. Jesuit Education…1. finds God in all things2. focuses on Cura Personalis3. forms Moral Values4. is Christ –Centered5. serves the Faith that does Justice6. is part of Church’s Mission7. strives for Excellence in learning andformation8. is working as a Community9. is adaptable and open to Growth
  • 35. Ateneo Hearter akotungod sa CJE!CJE and 7Cs.
  • 36. With gratitude to Bro. Ro Atilano, SJ & Mr. Dinky Urgino for the materialsThe 7Cs is the language of the CJEin the contextof SHS-AdC.