Ignatian Values

1

• Ignatian Values
• for Life
• and Leadership

2

• Ignatius decided to go to the finest university
  in Europe Paris.
• He took up residence at the College de Ste-Barbe
  a non-traditional student

3

• At Paris, they studied in modo Pariensis This
  included
• Required courses
• Course sequencing
• Intellectual rigor
• Renaissance humanism (the classics of Latin and
  Greek literature) in addition to medieval
  Scholasticism
• Classical rhetoric the ideal of eloquentia
  perfecta (although Ignatius himself was never a
  great Latinist!)
• Progress at individual pace

4
Ronald Modras, Ignatian Humanism (Loyola Press,
2004)

• Defining characteristics of Renaissance Humanism
• -classicism
• -educating the whole person
• -active life of civic virtue
• -individualism within community
• -human dignity and freedom
• -unity universality of truth
• -grace builds on nature

5
Jesuit Schools Creating the Worlds Largest
Educational System

• An unmet need to train their own recruits in
  ways/areas not available elsewhere
• Duke of Gandia and city fathers of Messina,
  Sicily a collegio for their sons (another way
  to help souls )?
• 1548 A college at Messina, Sicily for
  non-Jesuits with a few Jesuit trainees folded in

6
Collegio Romano (1551) A school of grammar,
humanities, and Christian doctrine.
Gratis.Education of the whole
personcharacter and morals, not just cognitive
faculties

• Cura personalis get to know students as
  individuals and have concern for their total
  development as human beings
• Morality through classics and the arts as much as
  through teaching of doctrine

7
Loyola Colleges Core Values

• A distinctive way of looking at life (see Acad
  Affairs webpage)
• Openness and enthusiasm toward creation and human
  person
• Hopefulness and pragmatism in seeking creative,
  graced solutions to challenges
• Critical attention to motivations and choices
  we are free and our choices matter
• Growing integrity and service to God and others
  after Gospel model of Jesus Christ

8
Academic Excellence

• Love for learning and discovery intellectual
  curiosity
• Ideal of integration how does it all fit
  together and what difference does that make?
• Balance of creativity and critical thought
• Open to and inclusive of faith and values
  (dialogue of faith and reason)
• Habit of life-long learning

9
Focus on the Whole Person

• The person is spiritual at deepest level
• JC models the potential of human nature
  transformed by grace
• Reverence, celebration, and caring for the whole
  person
• Everyone is at once unique and also part of
  his/her race and communities
• Facilities, programs, attitudes to address body,
  mind, spirit

10
Integrity and Honesty

• In imitation of God and JC (and in response to
  revealed Word of God)
• Necessary for realization of individual potential
• Essential for trust and harmony between persons
• Civil discourse and
• respectful listening
• Honor code and pledge
• Code of ethics and
• conduct
• Core requirements in ethics

11
Diversity

• Finding God in all things creation is good,
  and in fact, revelatory
• Global vision and scope from the inception of the
  Society of Jesus
• Broad vision as context for specialization
• Celebration of difference,
• recognition of commonality
• Reflected in curricular
• requirements, College policies,
• efforts at global awareness in
• and out of the classroom

12
Community

• Model of Jesus and apostles early Jesuits as
  friends in the Lord shared faith, values,
  mission
• We are created for relationship (love)
• Other-centered thrust we seek to serve others,
  help souls
• Clear and broadly owned
• mission, vision, values
• Trust, hopefulness, collegiality,
• dialogue, collaboration, hospitality,
• generosity of spirit (the plus
• sign on interpretation)

13
Justice

• Proper ordering of and harmony in relationships
  (back to Eden)
• Gods will first everything else according to
  how it helps
• Ways of learning and being formed for adult
  solidarity
• Ways of researching and teaching in a community
  of dialogue
• University way of practicing faith-justice in
  society
• Safety, support, fairness
• Awareness and understanding of the other
• Analysis of sinful structures
• Solidarity with materially poor

14
Service

• On the move, contemplation in
• action
• Read and respond creatively to signs of the
  times (needs and opportunities)
• Women and men for others on our shared journey
  home
• Multiple opportunities and avenues for solidarity
  and service locally and beyond
• Service learning and research

15
Leadership

• Every individual can and should (and does) make a
  difference to, have an effect on others
• Excellent academic learning is a resource meant
  for practical application, a means to a greater
  end (in addition to being a value in itself)
• Leadership is a universal vocation, a call to
  complementarity in service
• We teach by example role models
• Sense of values and the common good
• Knowing when and where to follow

16
Discernment

• Based in attending to and
• reflecting on experience (to
• seek Gods will)
• God wants to guide us for our
• goodness and growth
• Humans are free
• Some choices are better than others
• Often a choice between lesser and greater goods
• One can learn to make freer, more authentic
  choices through attending to motivations,
  affections, and patterns
• Structured responsibility and accountability
• Habits of critical reading and thinking
• Jesuit practice of consciousness examen

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Jesuit ProductsAre Persons of Quality

• Chapter 4 in Jesuit Saturdays by Fr. William J.
  Byron, S.J.
• 7 habits of highly effective Jesuit college
  graduates
• Habits acquired by acting in particular ways
  only by practice (exercise?!) does a way of
  acting/living become easy, habitual

18

• Reasoning
• Reading
• Writing
• Reflecting
• Praying
• Helping
• Giving Thanks

19
Jesuit education aspires to be

• PRACTICAL to be equipped with well-honed
  professional and technical skills in order to
  compete in the market and secure one of the
  relatively scarce fulfilling and lucrative jobs
  available
• -Kolvenbach, Santa Clara U, 2000
• ORIENTED TO THE COMMON GOOD good citizens and
  leaders who serve faith and promote justice in
  their various communities

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• HUMANISTIC celebrates the full range of human
  achievements, sees reason as a gift which
  complements faith
• SPIRITUAL operates within the context of an
  understanding that humans are creatures of God
  whose ultimate destiny is beyond the merely
  earthly and human

21

• What our students want - and deserve - includes
  but transcends worldly success based on
  marketable skills. The real measure of our Jesuit
  universities lies in who our students become
• -Kolvenbach, Santa Clara, 2000