The International Commission on the Apostolate of Jesuit Education, Go Forth and Teach: The Characteristics of Jesuit Education. Originally published in 1986.
This published collection of the essential characteristics of Jesuit education provides Jesuit secondary schools and colleges with a common vision and benchmark to which assess and evaluate their educational objectives. The first Ratio (characteristics of Jesuit education) was published in 1586.
Key question: What is the distinctive nature of Jesuit education? There are 28 characteristics of Jesuit education listed, divided into nine sections, each section preceded by a statement of the Ignatian vision that illuminates that group of characteristics. The tenth section explains Ignatian pedagogy.
Notes and Quotes
Characteristics (of the 28) that seem to illuminate writing pedagogy:
the development of effective communication skills and the cultivation of the affective and creative dimension of human life (5-6)
the role of the individual in a larger community (6)
growth in the responsible use of freedom is necessitated on personal relationships between student and teacher (7) – cura personalis
education is tailored to the individual student’s need (7)
students learn to be self-reflective, independent learners (7)
teachers are encouraged to engage in lifelong education, development, reflection, and growth (8)
students discern values by wrestling with differing points of view and the values that underlie them (8)
education for justice: issues about justice are included in the curriculum, “give counter-witness to the values of the consumer society”, awareness and involvment in the serious issues of today (11)
stress community values and the fact that talents should be cultivated for the good of others (11)
seek magis – seek human excellence, promote excellence
ongoing professional training and development (17)
“The curriculum should be so integrated that each individual course contributes to the overall goal of the school….The pedagogy is to include analysis, repetition, active reflection, and synthesis; it should combine theoretical ideas with their applications” (18)