Fordham IT Faculty Technology Centerwww.fordham.edu/ftc

Kristen TregliaSenior Instructional Technologist

Patrizia MagniEd.D.

The Goal of

Jesuit Education

The pursuit of each student's intellectual development to the full measure of God-given talents rightly remains a prominent goal of Jesuit education. Its aim, however, has never been simply to amass a store of information or preparation for a profession, though these are important in themselves and useful to emerging Christian leaders. The ultimate aim of Jesuit education is, rather, that full growth of the person which leads to action - action, especially, that is suffused with the spirit and presence of Jesus Christ, the Son of God, the Man-for-Others. This goal of action, based on sound understanding and enlivened by contemplation, urges students to self-discipline and initiative, to integrity and accuracy. At the same time, it judges slip-shod or superficial ways of thinking unworthy of the individual and, more important, dangerous to the world he or she is called to serve.

TRANSFORMATION

Instills a joy in learning.Fosters creativity, imagination and metaphorical thinking.Includes cognitive and affective learning outcomes in lesson plansHelps students gain the skills to become life-long learners.Fosters effective communication skills in students.Instills a passion for the magis.Creates the conditions and provides the opportunities for the continual interplay of experience, reflection and action.Implements effective questioning skills and imaginative repetition.Uses a variety of assessments to evaluate students’ holistic growth.Returns students’ work corrected and critiqued within a reasonable time frame.Enables students to understand and critically evaluate the influence of technology and mass media.Relates what is being studied to students’ own experiences.Guides inquiry into subject matter for deeper understanding of significant issues and complex values.Treats religious and social justice issues appropriately in his/her academic discipline(s).Encourages flexibility and risk-taking in the acquisition of knowledge.Elicits students’ knowledge, feelings and attitudes in setting the context for each lesson.Conducts the prelection (the preview) with the active participation of the class.Congratulates and encourages students for progress made and stimulates further reflection in light of blind spots in students’ points of view.Formulates questions that will broaden students’ awareness and impel them to consider viewpoints of others, especially of the poor.Models for the students a keen sense of sportsmanship and recreation, rejoicing in the efforts and talents of all competitors and accepting graciously both victory and defeat.Appreciates the healthful benefits of maintaining physical fitness over a lifetime.Understands the dangers to physical and emotional well-being caused by substance abuse.Exemplifies a healthy balance between work and leisure.Emphasizes skills and methods of teaming.Helps others understand that coping with failures and dealing with limitations are key components in the pursuit of excellence.Matches instructional strategies with students’ learning styles.Incorporates into the teaching-learning process the expanding knowledge of how the brain functions.Maximizes technology’s potential for enhancing the teaching-learning process.Implements learning activities with interdisciplinary connections.

Modeling Ignatian Pedagogy,

Ignatian Educator

Kessler, Gretchen (2010) "Profile of an IgnatianEducator", Tips for New Teachers at RJHS.