Thesis advisor: Margaret Guider / In July of 2009, Adolfo Nicolas, SJ, the Superior General of the Society of Jesus, spoke about the role of Jesuit education in a rapidly changing world. In an address to Jesuit university deans and presidents, Nicolas noted two emerging frontiers in education: the frontier of depth and the frontier of universality. Students gain depth when the education they receive helps them “decide from inside” or be people of discernment. A Jesuit education on the frontier of universality provides students with an “Ignatian sense of breadth of belonging and wideness of concern and responsibility.” His remarks, based in part on the writings of the Jesuit’s 35th General Congregation (GC 35), offer a direction and framework for my research. This paper seeks to articulate just what is meant by Nicolas words, examining how the Society has carried out this mission and how this mission might best be appropriated in Jesuit colleges and universities given the contemporary globalized culture. / Thesis (STL) — Boston College, 2010. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Thesis advisor: John Baldovin / Thesis advisor: Thomas M. Groome / This thesis proposes a connection between the theology of the assembly and the education offered by the Society of Jesus in its schools. For young people, the school should be a place where they learn that life in community is the fullest form of life. Sacramentality is a constitutive dimension of the Church and the Christian faith, and inspires us to live our faith in all situations and circumstances. As a result, liturgy has a significant impact on the formation and transformation of the Christian community. It is essential that the liturgy is adequate to allow members to express their faith in God and experience God's life through the love they receive for the world. Although not all students in Jesuit schools are Catholic, the Jesuit school is an assembly where all members must develop a sacramental look at reality. Liturgy can be a link between all these elements, for when it is "sacramenally adequate," it is a source of nourishment and continual conversation for the faith life of a Christian community. In summary, this thesis argues that assembly theology and Jesuit education must go together to form a sacramentally adequate Christian community where the liturgy is a source of ongoing transformation and conversion. / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Thesis advisor: Thomas H. Groome / The research question of the dissertation is: How to form partners in education to share in the common mission of Jesuit educational institutions? I craft the answer to this question by studying the Spiritual Exercises of Saint Ignatius of Loyola. I claim an analogy between the central dynamic of the thirty-day retreat, whose guidelines are in the book of the Spiritual Exercises, and four operative principles that ought to constitute the structure of formation programs for Jesuit schools' faculty and staff in the educational tradition, identity and mission of the Society of Jesus. The four operative principles are discernment, desire, diakonia and decision. Formation that aims at training partners in education to share in the common mission of Jesuit schools happens best when these four operative principles inform the curriculum design and when they interplay during the actual process of forming the educators who work in Jesuit schools. Discernment is the under-girding principle because the Society of Jesus is engaged in education to form women and men who can discern, that is to say, who can decide from their in-depth values, convictions and aspirations. Desire is the operative principle of the first movement of the Spiritual Exercises, which corresponds to the first week of the retreat. Diakonia--the Greek word for service--draws upon the second movement of the Exercises, which expands beyond the second week of the retreat into the third and fourth ones. This second movement is unified by the idea of being inspired by Jesus Christ or from "outside" of the retreatants. Lastly, decision is the third movement of the Spiritual Exercises. Ignatius invites the exercitants to make a personal choice of a state of life at the core of the second week of the retreat. But decision as operative principle accompanies the retreatants until the end of their thirty-day experience. The doctoral program of the Boston College Institute of Religious Education and Pastoral Ministry is in theology and education. The dissertation is an academic exercise in the field of pastoral or practical theology at the intersection of education, theology and the means of church education inspired by the Spiritual Exercises. Therefore, besides the analogical reading of Ignatius's work, my method consists of putting the aforementioned operative principles in conversation with a select review of literature in the fields of transformative and reflective adult education, developmental psychology, responsible and collaborative leadership, pastoral ministry and educational change. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

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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.

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Title from first page of PDF document. Includes bibliographical references (p. 69-73).

Orientador: Sergio Eduardo Montes Castanho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T02:00:53Z (GMT). No. of bitstreams: 1 Nolasco_PatriciaCarmello_M.pdf: 733291 bytes, checksum: 9b0acff635172e33d939ce5f71fe7aac (MD5) Previous issue date: 2008 / Resumo: O presente estudo analisa a ação catequética jesuítica na colônia portuguesa do século XVI por meio de algumas obras do Padre José de Anchieta, e salienta o fato de que a educação no Brasil teve inicio com a catequese. Neste período a catequese, a educação e a colonização aconteciam juntas no sentido de atender aos interesses metropolitanos. A colonização, enquanto posse e exploração da terra. A educação, através da aculturação dos povos dominados pela catequese. A ação jesuítica fez parte da empresa colonial e esta, por sua vez atuou como instrumento de acumulação primitiva de capital.Trata-se do movimento de transição do feudalismo para o capitalismo na Europa e que na colônia teve que criar condições de sustentação, levando em conta suas especificidades. A obra de José de Anchieta atuou no sentido de tornar possível a aculturação dos povos primitivos habitantes das terras recém-descobertas favorecendo a vitória do modelo econômico europeu na América. Para tal, era impossível que houvesse tolerância com os costumes indígenas. Anchieta agiu por meio de sua obra contra os elementos culturais dos índios. Costumes que eram incompatíveis com o modo de vida dos europeus. Era preciso, em nome de deus e do rei, destruir toda a base da cultura indígena de forma radical, pois ela não compactuava com a lógica de circulação de riquezas e de acumulação de bens, essência do empreendimento colonizador. A pedagogia de Anchieta através de sua obra (o teatro, a poesia e o catecismo), consistia em desenvolver algumas estratégias que agissem além das escolas para ensinar os fundamentos da fé aos seus alunos. Desta forma conseguiu realizar a sujeição e a dominação dos povos nativos. O Primeiro século de colonização do Brasil foi a ¿preparação de terreno¿ para o que viria a se configurar como educação durante todo o período colonial, e o período quinhentista foi o palco de atuação da missão evangelizadora jesuítica na colônia, e trazia no seu bojo um caráter educacional e evangelizador. Neste trabalho, a catequese foi compreendida como ¿uma educação das almas¿, utilizada a serviço do projeto colonizador europeu e foi essencial na formação da sociedade colonial brasileira. Os mecanismos utilizados nessa empreitada foram os recursos da força do discurso presentes no teatro, na ¿Doutrina Cristã¿ e na poesia anchietana, que eram apresentadas como representação de mundo aos gentios / Abstract: The present study analyses the Jesuitic catechetical action in the XVI century Portuguese colony through some works of the Priest José de Anchieta considering that Education in Brazil began by catechesis. In this period, catechesis, education, and colonization were happening together to meet metropolitan interests: the colonization while land possession and exploitation; the education through the people acculturation dominated by catechesis. The Jesuitical action was part of the colonial enterprise and the colonial enterprise acted as part and instrument of primitive capital accumulation. It is related to the transition movement from Feudalism to Capitalism in Europe, which was responsible for the creation of supporting conditions, taking into account its features. The work of José de Anchieta acted in the sense of making possible the acculturation of the primitive inhabitants from the newly discovered lands favoring the victory of the European economic model in America. To that end, it was impossible to have tolerance with the native customs. Anchieta acted in his work against the cultural elements of the Indians which were incompatible with the European way of life. In the name of god and of the king, it was necessary to destroy the whole basis of the indigenous culture in a radical way, since it did not match with the logic of wealth circulation and goods accumulation, the essence of the colonizing undertaking. The pedagogy of Anchieta through his work (the theater, the poetry, and the catechism) consisted in developing countless strategies that were beyond the schools to teach the fundamentalism to his pupils. By this way, he managed to achieve the subjection and the domination of these people. The first century of Brazil¿s colonization prepared the ground for what was to be set like education during the whole colonial period and it was also the scene of the evangelizing Jesuitical mission in the colony, which brought along an educational and evangelizing character. In this work, catechesis was understood as ¿an education of souls¿, used as a tool for the European colonizing project and it was essential in the formation of the Brazilian colonial society. The mechanisms used in this commission were the resources from the power of the speech present in the theater, in the ¿Christian Doctrine¿, and in the Anchieta¿s poetry, shown as a world representation to the heathens / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

The purpose of this study was to assess how graduating students at St. Paul’s High School are fulfilling the characteristics of the Jesuit Secondary Education Association’s Profile of the Graduate at Graduation. These characteristics include being open to growth, intellectually competent, religious, loving, and committed to doing justice. While these five characteristics are identified as desired traits for graduates of St. Paul’s, there has not yet been an evaluation process undertaken in order to gauge student attainment of these characteristics. The methodology involved a document analysis, a collection of data from the sixty-two JSEA schools’ websites, and four interviews with St. Paul’s graduates from 2014. The three-fold approach allowed for a deep understanding of the context and experience of the Profile. This allowed for a reflection that showed there is a successful outline for creating a culture where the Graduate at Graduation is central to the mission of JSEA schools, which in turn makes the characteristics attainable.

Giovanni Boteros (1544-1617) treatise <i>The Reason of State</i> (1589) seemed somewhat uncharacteristic of sixteenth-century political thought, considering the pride of place given to economics in his text. The Age of Reformation constituted not only a period of new ideas on faith but also one of new political thinking, and as the research into the influences on Boteros economic thought progressed, I began to consider the period as one where economic thinking was becoming more common among theologians of the reforming churches and bureaucrats of the developing states. Having been trained in the schools of the Jesuits, Botero was exposed to one of the most potent and intellectually uniform of all the reforming movements of the period, and I argue it was here that he first considered economics as an aspect of moral philosophy. While it cannot be proven positively that Botero studied or even considered economics during his association with the Jesuits (roughly from 1559-1580), the fact that a number of those who shaped the Jesuit Order in its first few generations discussed economics in their own treatises leads one to a strong circumstantial conclusion that this is where the economic impulse first rose up in his thinking. Indeed, it was this background that readied Botero to consider economics as an important part of statecraft with his reading of Jean Bodins (1530-1596) <i>The Six Books of the Republic</i> (1576), in which economics is featured quite prominently. Bodins own economic theory was informed primarily by his experience as a bureaucrat in the Parlement of Paris, where questions on the value of the currency and on the kings ability to tax his subjects were in constant debate among the advocates. I argue further that, upon his reading of Bodins <i>Republic</i>, Botero saw how economics could be fused with politics, and he then set out to compose his own treatise on political economy (although he certainly would not have called it such). In <i>The Reason of State</i>, Botero brought his Jesuit conception of economic morality together with Bodins writings on political economy to create a work, neither wholly Jesuit nor wholly Bodinian, which in the end outlined an overall political and economic structure of society quite distinct from the sum of its parts.