Thesis advisor: André Brouillette / Thesis advisor: Barton Geger / Thesis (STL) — Boston College, 2018. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

The purpose of this thesis is to investigate the influences of a military nature affecting the life of Ignatius of Loyola up to the time he wrote The Spiritual Exercises, and to assess whether such influences may have affected the theology and form of The Spiritual Exercises. The investigation opens with an apologetic on why the author considers it desirable to examine The Spiritual Exercises from this point of view. Thereafter a review of the life of Ignatius up to the time he wrote The Exercises is undertaken to identify which sources may have provided influences of a military nature or nuance, and to examine what possible effect these had upon Ignatius. The potential sources of influence examined include Ignatius's family background and the milieu in which he grew up, the attitude of his mentors in particular and society in general to the profession of arms, and Ignatius's own response to this attitude. From the age of twenty-five to thirty Ignatius was employed on duties of a principally military nature until he was severely wounded at the Battle of Pamplona in 1521. Therefore his military experience is examined together with an attempt to assess the degree, if any, of his spirituality at that point in his life. This is followed by an investigation of the literary sources available to Ignatius from the time of his wounding up to the time when he wrote The Spiritual Exercises at Manresa. Thereafter an examination of the changes which took place in his psyche and spirit, from the time he was wounded up to the time he wrote The Spiritual Exercises is undertaken, in order to ascertain whether his attitude to military concepts immediately prior to writing The Exercises had changed from his pre-Pamplona days. The Spiritual Exercises are then examined to consider which portions, if any, were affected in form or theology by military influences or nuances. The conclusion reached is that whereas The Spiritual Exercises are in no way a military treatise, the form is affected to a reasonable degree by Ignatius's experiences of, and attitude to, the military life, whereas the theology is affected only slightly.

No description available.

This study argues that religious orders in early modern Spain developed informal sets of procedures to handle the consequences of melancholia in their communities. It also argues that three influential members of these orders, San Ignacio de Loyola of the Jesuits, and San Teresa de Avila and San Juan de la Cruz of the Discalced Carmelites, tailored these protocols according to their own private concerns and experience with the disease. The changing discourse surrounding melancholia and similar diseases during the early modern period, alongside the unique environmental concerns of these newly founded orders, created a need for new methods of dealing with the disruptions caused by melancholic members of the clergy. These solutions formed out of the immediate needs within each order, but ultimately defined the relationship between melancholic brothers and sisters and their communities.

Readers have associated Don Quixote and St Ignatius of Loyola for centuries. Many have inferred an intentional parody of Loyola in Cervantes’ classic novel, El ingenioso hidalgo don Quijote de la Mancha. The first part of this thesis traces reader associations of Don Quixote and St Ignatius since the publication of Part I of Don Quixote in 1605. The second part analyzes two texts commonly cited as sources for reader associations of St Ignatius and Don Quixote, Loyola’s Autobiografía (1555) and Pedro de Ribadeneyra’s Vida de Ignacio de Loyola (1583), and proposes a hypothesis for how Cervantes may have intended to parody the founder of the Society of Jesus. The third part analyzes narrative, substantive and thematic parallelisms in Don Quixote, the Autobiografía and Vida and discusses the likelihood of Cervantes intentionally parodying Loyola in his most famous and enduring work. / Graduate / 0679 / 0401 / 0318 / pdavidso@uvic.ca

Examen: The Examination of Conscience (Consciousness) according to Saint Ignatius of Loyola This thesis deals with the Examen prayer, or the Examination of Conscience, in the context of Ignatian spirituality. It follows the development of the prayer from the Spiritual Exercises of saint Ignatius of Loyola to the Alphonso Rodriguez's commentary to contemporary authors. The Consciousness Examen article by George Aschenbrenner and its historical context is analyzed. Finally this thesis looks for an appropriate contemporary form of the Examen prayer, it deals with its many difficulties and challenges and puts forward some proposals to enrich regular practice of this prayer.

This interdisciplinary dissertation describes the pedagogy of Ignatius of Loyola (e.g., a Jesuit education is world-affirming, assists in the total formation of each individual within the human community) and examines its import for public schools. Chapter 1 establishes the research context within the historical landscape of Ignatian Pedagogy, with the dissertation question: Could the pedagogical philosophy of the Jesuit founder, Ignatius of Loyola, be used to apply and create a similar program/system of character formation in the New York City Department of Education (NYC DOE) schools. Character Formation is explained as the way youth are formed as whole persons to be in relationship with self and others, as active participants in a world where their flourishing is emphasized and their ability to be critical, reflective, and self-directed is enhanced by their psycho-social-environmental well-being. Chapter 2 presents a literature review to examine Ignatius of Loyola’s ideas about character formation. Chapter 3 continues the literature review, addressing concerns about the meeting of faith and education in public schools, this is done through the lens of feminist theology and pedagogy. Chapter 4 describes the strategy of program review of the Loyola Academy Encore Program of Character Formation that I employed to develop and form students’ character at the Jesuit-sponsored Loyola Nativity School in St. Louis, Missouri. Chapter 5 examines a pilot study completed at one of my schools, 30Q151, the Mary D. Carter school, which tracked five special education students’ placement from a Most Restrictive Environment to a Least Restrictive Environment, in order to build their self-esteem and form their character. Chapter 6 discusses findings and implications for the NYC DOE if it were to consider developing a universal program of character formation based on the programs in place at Jesuit-sponsored schools. Chapter 7 presents a theological-philosophical framework grounded in literature for creating the Beloved Community (e.g., King, Gandhi, Freire), my statement for and about how human beings flourish, e.g., ascending towards a rationalization for why public and private schools need programs of character formation in the 21st century.

Firstly, the present thesis, "The Impact of The Society of Jezus on education in The Czech lands", introduces a person of Ignatius of Loyola, who founded the Society of Jezus, and gives a short overview of events including the establishment of the Society and its expansion mainly in Europe. Concerning this the thesis answers a question of some typical features of The Company. The history of the Society in the Czech lands follows. This chapter also includes some notable Czech members of the Society of Jesus. A view of process of education in the Czech lands introduces a second part of the thesis. In the second part of the thesis there is reflected education though time. There is pointed out the influence of the Society not only on process of school education, but also on process of education in general. However, it is difficult to see all of these in complexity of contemporary education. Moreover, it is not the point of the thesis to cover this complexity of problems of education, so the emphasis is put on some main periods and forms of Jesuits' activities. Considering all of this, of course it is possible to find some disadvantages of their impact on society, but anyway, in this case positive aspects are more noteworthy.

No description available.

[pt] Em geral, a elaboração do currículo do Ensino Religioso enfatiza ou a tradição acadêmica que lhe dá fundamento epistemológico ou a tradição religiosa que pretende sobreviver no tempo e na história, conferindo sentido às novas gerações. Porém, com o advento da sociedade moderna secularizada e plural, é necessário tomar como ponto de partida a pessoa concreta e as suas demandas por sentido, como ficou evidenciado na pesquisa de campo. Assim, é preciso buscar naquelas tradições as mediações necessárias para a formação dos valores que devem caracterizar este componente curricular. Neste sentido, revisitamos o trabalho de um místico cristão - Inácio de Loyola - o qual viveu entre a Idade Média e a Renascença e que nos apresenta um itinerário mistagógico espiritual centrado, ao mesmo tempo, nas Pessoas Divinas e na pessoa do exercitante. Na contemplação dos mistérios da vida divina, verdadeiro fundamento da história, a pessoa, em todas as suas dimensões, vai sendo atingida e exigida nesse processo de descoberta e de encontro da vontade de Deus para sua vida. Esta pedagogia espiritual lança luzes sobre o currículo do ensino religioso posto que sugere itinerários personalizados de educação na fé e à fé, rompendo com uma apresentação meramente racional ou emocional da experiência cristã, além de tomar em devida conta o processo de desenvolvimento dos educandos. / [en] In general the development of a religious educational curriculum emphasizes either academic tradition due to epistemological support or religious tradition for its historic survival for the generations to come. However with the emergence of a modern-secular-pluralistic society, it is necessary to take people and their demands for meanings as the starting point, as it was observed in the research field. So we need to find necessary traditional mediations for the formation of values that should characterize the curricular component. Thus we revisited the writings of a christian mystic - Ignatius of Loyola - who lived between Middle Ages and Renaissance and provides a centered-spiritual- mystagogical itinerary, focusing on the Divine Persons and on the practitioner at the same time. In contemplation of the mysteries of divine life, the real basis of history, the person, in all dimensions, is being achieved and required in the process of discovery and encounter with God s will in his/her life. Such spiritual pedagogy enlights the curriculum of religious education since it suggests customized itineraries for education under faith and aiming faith, breaking with a merely rational or emotional presentation of christian experience, while taking the global development process of learners into account.