Historical Notes on Rhetoric in Jesuit Education

2020 ◽  
pp. 39-59
Keyword(s):  
Jesuit Education

Rise, Character, and Development of Jesuit Education

2018 ◽  
pp. 152-176
Author(s):  
Cristiano Casalini
Keyword(s):  
Twentieth Century ◽  
Jesuit Education ◽  
Early Modernity ◽  
Contemporary World ◽  
History Of ◽  
The Many

One key to the success of Jesuit education has been the tension between the recognizable mark of uniformity that long distinguished the methods, contents, and practices of Jesuit schools and their ability to adapt to different contexts and times. Both of the aspects could be said to have found explicit support in that unique foundational document, the Ratio Studiorum, which retained some sway up until the middle of the twentieth century despite the many variations and complexities that had arisen since early modernity. Soon after the Ratio fell into oblivion, Jesuit schools began to think about what made them distinctively Jesuit. There was a need to clarify the profile of their mission in the contemporary world. This chapter will sketch a history of Jesuit education, focusing on both the permanent and changing traits of its distinctive pedagogy.

Immigration, Jesuit Higher Education, and the Undocumented

2017 ◽  
Author(s):  
Kurt Schlichting
Keyword(s):  
The United States ◽  
Religious Institutions ◽  
Jesuit Education ◽  
Jesuit Higher Education ◽  
Promised Land ◽  
New Immigrants ◽  
History Of ◽  
Eighteenth And Nineteenth Centuries ◽  
History Of Migration

This chapter traces the history of migration to the United States starting in the 1500s, and discusses the role of religious institutions, including Jesuit colleges starting in the early 1800s, in providing for the needs of recent immigrants. Throughout American history, immigrants have arrived in “waves,” leaving their homelands and undertaking the arduous journey to the promised land. In the eighteenth and nineteenth centuries the journey involved a long voyage across the oceans in frail wooden ships, navigated by the sun and stars. Today the voyage may be by foot through the Americas or on a crowded jet airplane, but the challenge remains: to venture and then adjust to a new life in a new world. At Jesuit campuses, the undocumented immigrants follow in the footsteps of generations of immigrants and their children from various European countries. These new immigrants believe that a Jesuit education is the key to achieving their American dream and the dreams of their parents.

Jesuit Education for Justice: The Colegio in El Salvador, 1968-1984

1985 ◽  
Vol 55 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Charles Beirne
Keyword(s):  
Social Change ◽  
El Salvador ◽  
Catholic Church ◽  
Third World ◽  
Economic Conditions ◽  
Second Vatican Council ◽  
Jesuit Education ◽  
Vatican Council ◽  
The Social ◽  
Internal Struggle

In the years since the Second Vatican Council, the Catholic church has become an agent of social change in many Third World nations. Charles Beirne, S.J., describes the transformation of a Jesuit colegio in El Salvador from a school for sons of wealthy landowners into a school open to all people. Despite threats of violence from political opponents and an internal struggle within the order, the Jesuits made the social and economic conditions of El Salvador a central part of the school's curriculum.

Struggling Toward Success: Jesuit Education in Italy, 1540–1600

2002 ◽  
Vol 42 (2) ◽  
pp. 215-246 ◽  
Author(s):  
Christopher Carlsmith
Keyword(s):  
The Other ◽  
Jesuit Education ◽  
Recent Argument ◽  
The Past ◽  
The University

In a letter to his Jesuit superior in the spring of 1558, John Paul Nicolas, S.J., described a recent argument with the bishop of Perugia:The other day, Tuesday, I breakfasted with his Reverence the Bishop of Perugia; and he said to me that it was important to him and to everyone in Perugia that our school read the Latin grammar book of Christopher Sasso [a professor of rhetoric at the University of Perugia], because when they had seen that we read this and other grammars, they would be very friendly to us and in this way much rancor would be avoided. I responded to him: “Monsignor, being that there are so many grammar books as good as that of Sasso, it does not seem necessary to me to change, especially if Sasso's is no different than the others.” He said: “So much the better that they are not different, it will not be troublesome to you.” I repeated to him that such changes did not seem to me to be a good idea. He said: “Look, it will not be disliked,” adding that he had had experience with it in the past.

Jesuit Education and Social Change in El Salvador

1997 ◽  
Vol 37 (3) ◽  
pp. 321
Author(s):  
Robert Arnove ◽  
Charles J. Beirne
Keyword(s):  
Social Change ◽  
El Salvador ◽  
Jesuit Education ◽  
Education And Social Change

scholarly journals Integrating the Ignatian Pedagogical Paradigm with Buddhist-Inspired Compassion Meditation

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Gloria Chien
Keyword(s):  
Affective Learning ◽  
Well Being ◽  
Jesuit Education ◽  
Ethical Concerns ◽  
Compassionate Love ◽  
Compassion Meditation ◽  
Ignatian Pedagogy ◽  
Whole Person ◽  
Five Elements

While Ignatian pedagogy is distinctive in Jesuit education, scholarly attention on its applications is scanty. This article demonstrates the relevance of the Ignatian Pedagogical Paradigm (IPP) to compassion cultivation through showing how it integrates into a Buddhist-inspired contemplation program, Cognitively-Based Compassion Training® (CBCT®). Using a case study of a CBCT® course at a Jesuit University that developed students’ “whole person” and ethical discernment, this research analyzes how CBCT® works with the IPP’s five elements: context, experience, reflection, action, and evaluation. This study evaluates participants’ changes in their emotional well-being and ethical concerns by employing psychological measurements such as the Compassionate Love for Humanity Scale. The discussion concludes by elucidating how I have adapted this integrative pedagogical method to teach an undergraduate credited course, “Buddhist Meditation and Practice.”  Broadly, this study contributes to a larger conversation about how educators can create an environment that supports both cognitive and affective learning.

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