The document discusses the characteristics of Jesuit education according to St. Ignatius and the Society of Jesus. It outlines 9 key characteristics: finding God in all things, focusing on care for the individual, forming moral values, being Christ-centered, serving faith that does justice, being part of the Church's mission, pursuing excellence in learning, working as a community, and being adaptable and open to growth. Each characteristic is explained through the lens of the Ignatian worldview and perspectives on how to apply each characteristic are provided. The document connects the 7 Core Values taught in the Ateneo de Cagayan Senior High School to the 9 characteristics of Jesuit education.
The Characteristics of Jesuit Education was published in 1987 as the charter for Jesuit schools. Composed by an international commission, which met over four years and consulted worldwide, it is based on the life and writings of the Jesuit founder St Ignatius Loyola (1491-1556), on the history of Jesuit education since the first school was founded at Messina, in Sicily, in 1548, and on best contemporary practice. What follows, including the headings, is the summary of The Characteristics of Jesuit Education by Bruce Bradley S.J. from the website www.colaisteiognaid.gaillimh.edu.ie.
Ignatian Pedagogical Paradigm: an scaffold to the learner´s journey a.j.ben...Arturo J. Bencosme, PhD
The Ignatian Pedagogical Paradigm (IPP) is a method for adult education utilized by the Jesuits for some 500 years to develop critical thinking. They also intend to form influential individuals. Here the IPP is connected to the learner's journey using Campbell's Hero's Journey archetype to attain both objectives: To prepare Critically thinking, influential individuals.
The Characteristics of Jesuit Education was published in 1987 as the charter for Jesuit schools. Composed by an international commission, which met over four years and consulted worldwide, it is based on the life and writings of the Jesuit founder St Ignatius Loyola (1491-1556), on the history of Jesuit education since the first school was founded at Messina, in Sicily, in 1548, and on best contemporary practice. What follows, including the headings, is the summary of The Characteristics of Jesuit Education by Bruce Bradley S.J. from the website www.colaisteiognaid.gaillimh.edu.ie.
Ignatian Pedagogical Paradigm: an scaffold to the learner´s journey a.j.ben...Arturo J. Bencosme, PhD
The Ignatian Pedagogical Paradigm (IPP) is a method for adult education utilized by the Jesuits for some 500 years to develop critical thinking. They also intend to form influential individuals. Here the IPP is connected to the learner's journey using Campbell's Hero's Journey archetype to attain both objectives: To prepare Critically thinking, influential individuals.
Slides from an all-day retreat for the Benedictine Oblates of St. Scholastica Monastery in Duluth, Minnesota. Using the tools of Ignatian discernment, but adapting them to Benedictine spirituality. http://duluthoblates.org
6 Tasks of Catechesis and the New Religion Curriculum: Catechesis Comprises Six Fundamental Tasks: Knowledge of the Faith, Liturgical Education, Moral Formation,Teaching to Pray, Education for Community Life,
Missionary Initiation
This is the my full report about Doctrine of Roman Catholic in our school.
Hope you'll understand everything especially if you're one of us, Catholics.
This presentation was given on August 10, 2013 to the parish catechetical leaders in Savannah, GA. The first half is the importance of continually forming yourself and the second half is about forming your catechists . Ongoing formation is important for all of us.
Slides from an all-day retreat for the Benedictine Oblates of St. Scholastica Monastery in Duluth, Minnesota. Using the tools of Ignatian discernment, but adapting them to Benedictine spirituality. http://duluthoblates.org
6 Tasks of Catechesis and the New Religion Curriculum: Catechesis Comprises Six Fundamental Tasks: Knowledge of the Faith, Liturgical Education, Moral Formation,Teaching to Pray, Education for Community Life,
Missionary Initiation
This is the my full report about Doctrine of Roman Catholic in our school.
Hope you'll understand everything especially if you're one of us, Catholics.
This presentation was given on August 10, 2013 to the parish catechetical leaders in Savannah, GA. The first half is the importance of continually forming yourself and the second half is about forming your catechists . Ongoing formation is important for all of us.
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Presented by EMMANUEL M. RENTOY
President & Executive Director
Center for the 4th & 5th Rs Asia
This is part of the Series on SEMINARS FOR TEACHERS OF CATHOLIC SCHOOLS
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
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This slideshow introduces the cultural need and Church teaching on evangelization. It is the Evangelical Catholic\'s introductory presentation when training Catholic leaders.
Doing Pastoral theology as a course in the academic world has opened our understanding of the true mission of Jesus Christ to the world, a mission which has its focal point as the redemption of the human race. One very important part of this human race is the group of persons who are suffering around the world and begging for alms to make their daily living. This mission which was handed over to the Church as a continuation of the mission, and beckoning on all people of good will to get involved in this mission to ensure the common good of all. Benedict Azebeokhai Oshiokhamele "Almsgiving: A Case for Pastoral Theology" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38363.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/other/38363/almsgiving-a-case-for-pastoral-theology/benedict-azebeokhai-oshiokhamele
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In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
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The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Good News, newsletter for June 2024 is hereNoHo FUMC
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Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
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What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
5. St. Ignatius and the Jesuit
Education Apostolate
The Society of Jesus was not founded as a
teaching order, but the mission eventually
brought the Jesuits to the frontiers of
education.
St. Ignatius, whose lack of education brought
him to the attention of the Church and
Inquisition, saw the value of education to
“help souls.”
6. St. Ignatius and the Jesuit
Education Apostolate
The goal of their work (Jesuits) is to provide a
place of encounter between the person and
God. (Formula of Institute)
Ignatius saw the opportunity of helping people
through schools.
7. St. Ignatius and the Jesuit
Education Apostolate
Ratio Studiorum (1599) (Plan of Studies) is a
handbook designed to help teachers and
administrators in Jesuits Schools. Collection
of effective educ. methods
The Characteristics of Jesuit Education
(1987) is the charter for Jesuit schools.
9. Jesuit Education…
1. finds God in all things
2. focuses on Cura Personalis
3. forms Moral Values
4. is Christ–Centered
5. serves the Faith that does Justice
6. is part of Church’s Mission
7. strives for Excellence in learning and
formation
8. is working as a Community
9. is adaptable and open to Growth
10. 1. finds God in all things
(the World is God’s Creation)
“The world is charged with
the grandeur of God”
(G.M. Hopkins, SJ)
Jesuit education is
conducted in a spirit of
reverence and from a
radically religious
perspective: facilitating
the discovery of and
encounter with God is
its core-value.
11. 1. finds God in all things
(the World is God’s Creation)
The Ignatian World-View
For St. Ignatius, God is Creator and Lord, Supreme
Goodness, the one Reality that is absolute; all other
reality comes from God and has value only insofar as
it 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, in
history, as a whole, and most especially with the
lived experience of each individual person.
12. 2. What corresponding Core
Value/s does this characteristic
reflect or translate to?
1. How do (did) I find God in my
field of discipline or area of work?
13. Jesuit education sees
the human person as
the central focus and
insists on individual
care and concern for
each one (“care for
the entire person”).
2. focuses on Cura Personalis
14. 2. focuses on Cura Personalis
The Ignatian World-View
Each man or woman is personally known and loved by
God. This love invites a response which, to be
authentically human, must be an expression of a
radical freedom. Therefore, in order to respond to
the love of God, each person is called to be:
-free to give of oneself, while accepting responsibility
for and the consequences of one’s action: free to be
faithful.
-free to work in faith toward that true happiness which
is the purpose of life: free to labor with others in the
service of the Kingdom of God for the healing of
creation.
15. 1. How do I manifest cura personalis
to my students or colleagues?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
17. 3. forms Moral Values
The Ignatian World-View
Because of sin, and the effects of sin, the freedom to
respond to God’s love is not automatic. Aided and
strengthened by the redeeming love of God, we are
engaged in an ongoing struggle to recognize and
work against the obstacles that block freedom –
including the effects of sinfulness – while developing
the capacities that are necessary for the exercise of
true freedom.
18. 1. How do (can) I creatively integrate
moral values in all my lessons and in
all my sessions/meetings?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
19. Jesus is the model of all
human life.
Jesuit education
facilitates the intimate
and personal
relationship of
students with Jesus.
4. is Christ-centered
20. 4. is Christ-centered
The Ignatian World-View
The world view of Ignatius is centered on the historical
person of Jesus Christ. He is the model for human
life because of his total response to the Father’s love
in the service of others. He shares our human
condition and invites us to follow him under the
standard of the cross, in loving response to the
Father. He is alive in our midst and remains the Man
for others in the service of God.
21. 1. How do (can) I inspire students to
imitate Jesus Christ, the Man for
others?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
22. The goal of Ignatian
Education is to form
students who will see
themselves as “Men and
Women for Others”–
men and women who
live their lives in the
service of others,
especially those most in
need.
5. serves the Faith that
does Justice
23. 5. serves the Faith that does
Justice
The Ignatian World-View
A loving and free response to God’s love cannot be
merely speculative or theoretical. No matter what
the cost, speculative principles must lead to decision
action: “love is shown in deeds”.
Ignatius asks for the total and active commitment of
men and women who, to imitate and be more like
Christ, will put their ideals into practice in the real
world of the family, business, social movements,
political and legal structures and religious activities.
24. 1. How do (can) I manifest concern for
the poor and esteem for human dignity
in my daily contact with students?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
25. Ignatius founded the
Society of Jesus – and
the Jesuit schools – as
part of universal
Church’s mission.
6. is part of the Church’s
Mission
26. 6. is part of the Church’s
Mission
The Ignatian World-View
For Ignatius, the response to the call of Christ is made
in and through the Roman Catholic Church, the
instrument through which Christ is sacramentally
present in the world. Mary, the Mother of Jesus, is
the model of this response. Ignatius and his first
companions all were ordained as priests and they
put the Society of Jesus at the service of the Vicar of
Christ, “to go to any place whatsoever where he
judges it expedient to send them for the greater glory
of God and the good of souls’.
27. 1. How do (can) I foster involvement
and service to the local church?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
28. Magis
(to do more & be more! )
for
AMDG!
7. pursues Excellence in
learning and formation
“What have I done for
Christ?
What am I doing for
Christ?
What more can I do for
Christ?”
29. 7. pursues Excellence in
learning and formation
The Ignatian World-View
Repeatedly, Ignatius insisted on the “magis” – the
more. His constant concern was for the greater
service of God through a closer following of Christ
and that concern flowed into all the apostolic work
of the first companions. The concrete response to
God must be “of greater value”.
30. 1. As an educator-formator, how do
(can) I serve as “witness to excellence”?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
31. Jesuits, staff, and lay
collaborate in service of
shared values.
8. is working as a Community
32. 8. is working as a Community
The Ignatian World-View
As Ignatius came to know the love of God revealed
through Christ and began to respond by giving
himself to the service of the Kingdom of God he
shared his experience and attracted companions who
became “friends in the Lord”, for the service of
others. The strength of a community working in
service of the Kingdom is greater than that of any
indvidual or group of individuals.
33. 1. How do (can) I help build a school
community that reflects the Kingdom of
God?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
34. The habit of reflection
and discernment is part
of Jesuit approach to
education, as to
everything else.
9. is adaptable and open to
growth
35. 9. is adaptable and open to
growth
The Ignatian World-View
For Ignatius and for his companions, decisions were
made on the basis of an ongoing process of
individual and communal “discernment” done
always in context of prayer. Through prayerful
reflection on the results of their activities, the
companions reviewed past decisions and made
adaptations in their methods in a constant search
for greater service to God (“magis”).
36. 1. How do (can) I nourish a habit of
reflection and discernment?
2. What corresponding Core Value/s
does this characteristic reflect or
translate to?
37. Jesuit Education…
1. finds God in all things
2. focuses on Cura Personalis
3. forms Moral Values
4. is Christ –Centered
5. serves the Faith that does Justice
6. is part of Church’s Mission
7. strives for Excellence in learning and
formation
8. is working as a Community
9. is adaptable and open to Growth
40. With gratitude to Bro. Ro Atilano, SJ & Mr. Dinky Urgino for the materials
The 7Cs is the language of the CJE
in the context
of SHS-AdC.
Editor's Notes
*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