The purpose of my research was to explore the interplay between religion and art in James Joyce’s novel, A PORTRAIT OF THE ARTIST AS A YOUNG MAN. My aim was to trace the development of the protagonist, Stephen Dedalus by analyzing how Catholicsim is an institution that forms him, yet must reject to realize his artistic potential. I researched Joyce’s background to gain an understanding of the exilic experience on the literature. Through the exilic lens, I realized that Catholicism was the predominant influence on Stephen’s need to embark on a self-imposed exile at the end of the novel. Complicating his decision is the fact that he does not stop believing in religious constructs such as heaven and hell. In conclusion I found by following his artistic longing, and turning away from the church he is committing a sin and, as a result, damning his soul.

Thesis advisor: Laura . Rumbley / Thesis advisor: Hans . de Wit / Internationalization of higher education continues to transform the field of post-secondary education around the world. Student mobility, and specifically study abroad, operates as tool of internationalization that receives a lot of attention from institutions, nations, and students alike. Support for studying abroad is rooted in the many benefits, including but not limited: exposure to new cultures and perspectives, improvement of foreign language skills, development of independence and personal confidence, and expansion of problem solving skills. However, the transition back home after an experience abroad can often be a difficult experience for students who lack intentional and specific support through their institution. This re-entry period is often overlooked by institutions, however, it is a part of a student’s study abroad experience and should be supported as such through resources and programming for returned students. American Jesuit institutions in particular promote participation in study abroad as it aligns with the Jesuit mission and values rooted in serving God through serving others. As institutions that place a high value on engaging with the world and a holistic view of the educational experience, American Jesuit institutions have an obligation to support students through re-entry. This study looks at how these institutions support students as they return from abroad, the major challenges they face, how they integrate Jesuit values into their support, and what can be done in the future. / Thesis (MA) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Die Arbeit beschäftigt sich mit den Anfängen der historischen katholischen Jubiläumskultur im Kloster- und Ordensbereich während des 17. und 18. Jahrhunderts. Ein Schwerpunkt liegt dabei auf dem hundertjährigen Ordensjubiläum der Jesuiten im Jahr 1639/40, welches die Initialzündung für die katholische Jubiläumskultur schlechthin bildete. Im zweiten Teil wird die Verbreitung des historischen Jubiläums exemplarisch für die Klöster des süddeutschen Raumes untersucht.:I. Einleitung II. Traditionsstränge und Entwicklungslinien III. Das hundertjährige Gründungsjubiläum des Jesuitenordens 1639/40 IV. Klosterjubiläen im süddeutschen Raum im späteren 17. und 18. Jahrhundert V. Resümee VI. Anhang

In 2020, over a million international students enrolled at universities in the United States. A significant percent come from Muslim-majority countries whose governments sponsor their education abroad. As overall international enrollments decrease, recruiting this population remains attractive to U.S. institutions. International students face the challenge of entering higher education in a foreign country and culture, navigating their education during a time of political battles over immigration and issues of diversity. Muslim students face prejudice and exclusion due to Islamophobia in the U.S. Universities have a responsibility to understand and fully support students from whom they benefit financially. This study examined the experiences of 11 Muslim international students and alumni at one American Jesuit university, exploring how being at a religiously affiliated institution influenced their university experience. A qualitive approach was utilized to understand their experiences through semi-structured, in-depth interviews. Findings confirmed that Muslim international students experience multiple challenges and demonstrated the importance of community and impact of institutional interfaith identity on supporting and shaping their experiences. The framework of Community Cultural Wealth and spiritual capital highlight the tools and strengths students engage to successfully navigate their time at the institution. Findings supported the opportunities universities have to push back against Islamophobia by providing opportunities for all to engage with and learn from one another, and showed Jesuit universities’ institutional interfaith identities and educational pedagogy as critical in helping students fully develop themselves and influence the good of society.

[pt] À leitura do epistolário jesuíta, principalmente as Cartas (1549-1558) redigidas pelo padre Manuel da Nóbrega, evidenciam-se assuntos concernentes ao trato com o indígena que através da língua, liturgia e catequese possibilitam um aprofundamento fecundo quando as comparam com os temas do opúsculo Diálogo sobre a Conversão do Gentio. O Discurso versa com suportes bíblico, filosófico, teológico e literário, argumentos importantes ainda não resolvidos no convívio do colono e mesmo dos jesuítas com os silvícolas do Brasil. Nóbrega compôs a peça para dar voz ao homem americano, demonstrando sua humanidade pela alma que possuía; a cultura que vivenciava e pela aptidão natural e moral de receber a mensagem do evangelho e se converter como tantos outros povos tornaram-se cristãos. O texto é primoroso no debate dos dois oponentes Matheus Nogueira e Gonçalo Álvares, um e outro pretendendo demonstrar a possibilidade ou não da conversão do aborígine - que as tímidas Cartas não explicitavam a opinião de muitos como contrária, e o Diálogo revelou de forma tão contundente e grave o parecer melancólico e pessimista entre colonos e jesuítas da impossibilidade de conversão do gentio brasil. Entretanto, as entrelinhas querem provar o contrário: a crença do autor (Nóbrega) na aceitação do evangelho pelo índio e sua conversão. / [en] The Jesuit letters, particularly those written by the priest Manuel da Nóbrega and collected in Cartas (1549-1558), offer a glimpse of how Brazilian Indians were dealt with through language, liturgy and catechism. This material allows for deep understanding of such topics, specially when compared with those tackled in Diálogo sobre a Conversão do Gentio, which draws on philosophy, theology, literature and the Bible to address major unresolved arguments in the relationship of the settlers and the Jesuits with the Brazilian Indians. Nóbrega wrote it with the purpose of giving voice to the American man, arguing that the natives were human, since they possessed a soul which endowed them with the moral and natural ability to be open to the message of the Gospel and to convert to Christianity as many other peoples before them. In the text, the debate between the two opponents, Matheus Nogueira and Gonçalo Alvares, is superbly rendered, both trying to establish whether it was possible or impossible for the natives to convert. Whereas the Cartas fails to proclaim the opinion of many as opposing, the Diálogo reveals unequivocally the melancholic and pessimistic view of settlers and Jesuits, who believed that it was impossible to convert the Brazilian Indians. However, if we read between the lines we perceive the opposite: namely, that Nóbrega did believe that the natives would eventually accept the Gospel and become Christians.

This project consists of a transcription and translation of the Annuae 1626-1645, written by an unidentified Jesuit missionary in Tonkin (Vietnam). The document appears to have been used as a source text for António Cardim's book Batalhas da Companhia de Jesus, and, as a result, there are many similarities between the two works. Despite these similarities, the Annuae contains new and insightful information on the state of the Tonkin mission as well as an interesting outsider's perspective on Vietnamese politics in the early 17th century.

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This study looked at the impact of Ignatian spirituality and Ignatian pedagogy on staff in student-facing units at Jesuit colleges and universities. It also explored how leaders of student-facing departments and divisions operationalize components of Ignatian spirituality and pedagogy to create an Ignatian organizational culture. Qualitative data were collected through multiple semistructured interviews with nine leaders of student-facing units at Jesuit colleges and universities in the United States. Key findings were organized into four thematic sections. The findings map onto different components that derive from, or are connected to, Ignatian spirituality and pedagogy. The thematic sections are: (a) leadership’s commitment to human excellence; (b) subsidiarity; (c) showing the way to God through the spiritual exercises and discernment; (d) cura personalis and a commitment to well-educated solidarity off and on campus. These findings create a framework for leaders and student-facing staff to consult for engaging more meaningfully with Ignatian values in their attempts to build strong and positive organizational cultures for their units. Recommendations for addressing obstacles and opportunities are provided for staff leaders of student-facing units throughout the Jesuit network in the United States.

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Thesis advisor: Andrea Vicini / Thesis advisor: James Keenan / This thesis studies the impact of AI on education and how to respond to the challenges within the context of Catholic education. The approach is through the lens of Catholic social thought. The thesis is divided into three chapters. Chapter One discusses the relationship between education and technology, and current trends in AI as applied to education. It also presents Jesuit education as one example of Catholic education and focuses on a specific context, Spanish Jesuit schools. Chapter Two introduces a range of resources from theological ethics. This includes fundamental concepts from Catholic social teaching, and different perspectives of theological ethics applied to technology. This chapter also presents how education is envisioned from a Catholic point of view. Finally, in Chapter Three, by applying the concept of human dignity and other concepts from Catholic social teaching, we propose some reflections on how to discern the use of AI in education. / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.