Editorial Introduction to Jesuit Higher Education: A Journal (original) (raw)
Related papers
Jesuit Universities: Tradition, Renewal and New Goals
Lumen. A Journal of Catholic Studies, 2018
This paper builds on a study of Western education by John O'Malley, which identifies two rival yet complementary traditions: the Aristotelian tradition of a pure search for knowledge, exemplified by the university, and the Isocratic tradition of forming persons with the rhetorical skills required to change society. The paper shows how these two traditions were combined in educational goals propagated by the Society of Jesus and how they continue to influence education today. In particular the Isocratic tradition is a challenge to the dominant model of the university today.
Progress in Jesuit Collegiate Education
Academia.edu, 2023
General and specific advice of the sort given here can lead to a more effective college education in the Christian / Jesuit / liberal arts tradition. Many other types of liberal arts educational programs can profit from the principles identified here. The ongoing societal crises demand concentrated attention at this time.
Jesuit Pedagogy's 'Missing Link' Jesuit Pedagogy's 'Missing Link'
Jesuit Higher Education: A Journal, 2024
Jesuit pedagogy has undergone a major renewal in the last fifty years. In this process, various inspirational formulations of its educational vision have been chosen. Despite maintaining a common language and spirituality, we have identified the risk that it is only lived out by a minority of people in Jesuit educational institutions. This paper proposes a re-reading of the Ratio Studiorum (RS) that offers a more precise and complete understanding of Jesuit pedagogy. This leads us to conclude that, in addition to other wellknown features, it must involve the institutional governance model, a focus on an educative community that learns together, and a will to engage with various stakeholders at the setting in which the education institution is located. These three components are not peripheral to Jesuit pedagogy but rather are an intrinsic part of it. Recovering this rich vision holds great promise for successfully grappling with the changes in Jesuit higher education.
Jesuit education system: creators of credible leaders
Vilakshan - XIMB Journal of Management, 2022
Purpose This paper aims to propose that a Jesuit education can create leaders who can respond responsibly to modern challenges. It is observed that there remains a lacuna in education due to various reasons that fail to penetrate the hearts and minds of students who come only to earn their degrees. Today’s education fails to give students experiences whereby they can understand the poor and the oppressed. Here, the Jesuit education system offers a road map of how a bridge can be built, which can tie up the two ends of rigorous academic and social concern. Design/methodology/approach The emic observation was employed to corroborate the claim. The researcher is a Jesuit himself who has personal experience of the culture of Jesuit education and does research in the seminal field. The co-author is a Jesuit-run business school professor who knows Jesuit ethos, tradition and their apostolic thrust. Findings Frequently students join the educational institute, with their minds fixed on whic...
Dialogue, discernment, and creative tensions in Jesuit higher education
International Studies in Catholic Education, 2021
Like most higher education institutions, Catholic universities experience changes and pressures due to university rankings, education marketisation, and diverse student bodies. As part of the Catholic Church, these institutions must also be faithful to their unique religious identity and mission. In this paper focusing on Jesuit institutions, the concept of creative tension is explored as it operates in the student, faculty, and institutional levels. For students, Jesuit universities make efforts to balance both professional and holistic education; for faculty, the focus is on the balance of professional and institutional involvement; for institutions, the balance of teaching and research, and service for justice and faith. The paper discusses how these tensions are present in Jesuit schools, and how its creativity is the product of dialogue and discernment.
St Ignatius came to the university late in life at the age of thirty-six. His resolve to further his education was the result not of an academic but of a spiritual conversion that took place at Manresa near the shrine of Montserrat in Spain. He wanted an education not to teach or to found schools but to prepare for the priesthood. It was in order to complement piety with learning that Ignatius enrolled in the University of Paris. Initially, Jesuits were itinerant missionaries with no fixed residence, travelling to various parts of Europe preaching missions and teaching catechism. The question now is, how did they get into school work?