Revisiting the Promise and Foundations of a Jesuit Education

Offering a Jesuit education requires much from the faculty and staff at a Jesuit university. While there is wide agreement with Jesuit Superior General Peter-Hans Kolvenbach’s observation that our particular education should be measured by who our students become, faculty and staff need a fundamental understanding of the roots and intentions of Jesuit education to truly begin to fulfill that promise of a Jesuit education.1 This article shares the reflective practice of five colleagues working in different roles at a Jesuit university, seeking to better re-examine their understanding of the foundations of Jesuit education, including special attention to the history, contextual meaning, and analysis of the six Catholic, Jesuit values that we uphold at Regis University: contemplatives in action, finding God in all things, men and women for and with others, the magis, cura personalis, and unity of heart and mind

Are We Fulfilling the Promise of a Jesuit Education? A Group of Educators’ Reflective Examen

Higher education is often faced with external pressures that can guide the practice and offerings of colleges and universities. Graduate professional education in the health professions is especially prone to accreditation standards and its associated professional movements. At a Jesuit university, these external pressures, along with public pressure for job-ready graduates, must be intertwined with the history and the promise of a Jesuit education — that of transformation. As educators at a Jesuit university, our roles involve more than offering this kind of education. Our responsibility is to revisit what this promise means as a way of examining our practice. This article shares the reflective practice of five colleagues working in different roles at a Jesuit university seeking answers to questions of whether they are delivering on the promise of Jesuit education. The article includes a guiding set of questions, a short reflection on each author’s experience, and a review of the external and internal influences on their programs, providing a guide for a type of practice Examen that can be used by any faculty or staff member

Revisiting the Promise and Foundations of a Jesuit Education

Offering a Jesuit education requires much from the faculty and staff at a Jesuit university. While there is wide agreement with Jesuit Superior General Peter-Hans Kolvenbach’s observation that our particular education should be measured by who our students become, faculty and staff need a fundamental understanding of the roots and intentions of Jesuit education to truly begin to fulfill that promise of a Jesuit education.1 This article shares the reflective practice of five colleagues working in different roles at a Jesuit university, seeking to better re-examine their understanding of the foundations of Jesuit education, including special attention to the history, contextual meaning, and analysis of the six Catholic, Jesuit values that we uphold at Regis University: contemplatives in action, finding God in all things, men and women for and with others, the magis, cura personalis, and unity of heart and mind

Are We Fulfilling the Promise of a Jesuit Education? A Group of Educators\u27 Reflective Examen

Higher education is often faced with external pressures that can guide the practice and offerings of colleges and universities. Graduate professional education in the health professions is especially prone to accreditation standards and its associated professional movements. At a Jesuit university, these external pressures, along with public pressure for job-ready graduates, must be intertwined with the history and the promise of a Jesuit education — that of transformation. As educators at a Jesuit university, our roles involve more than offering this kind of education. Our responsibility is to revisit what this promise means as a way of examining our practice. This article shares the reflective practice of five colleagues working in different roles at a Jesuit university seeking answers to questions of whether they are delivering on the promise of Jesuit education. The article includes a guiding set of questions, a short reflection on each author’s experience, and a review of the external and internal influences on their programs, providing a guide for a type of practice Examen that can be used by any faculty or staff member

Advancing Integrative Social Contracts Theory: A Habermasian Perspective

integrative social contracts theory, discourse ethics, deliberative democracy, social contracting,