Parmach, Robert J.

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epublications@Marquette

Conversations on Jesuit Higher EducationVolume 41 Faculty Life Issues Article 129-1-2011Doing What's Right: The Value of the Other Half:Qualifying Cura PersonalisRobert J. ParmachFollow this and additional works at: http://epublications.marquette.edu/conversationsRecommended CitationParmach, Robert J. (2012) "Doing What's Right: The Value of the Other Half: Qualifying Cura Personalis," Conversations on JesuitHigher Education: Vol. 41, Article 12.Available at: http://epublications.marquette.edu/conversations/vol41/iss1/1220 ConversationsThe term cura personalis is as well-knownin Jesuit schools as the term super-sized atMcDonald’s, 401(k) in human resources, oranytime minutes for loquacious cell phoneusers. The problem arises when cura per-sonalis is used for merely half its worth –when its only connections to life are the self-evident,nice and neat congratulatory ones. We’re all guilty ofthis periodic offense. I say this not to berate thelaudable and transforming work accomplished byhundreds of thousands of students, administrators,faculty, staff, and alumni of Jesuit schools. I say itbecause we can benefit from a gentle reminder toapply the other half of cura personalis – criticalscrutiny coupled with respect – in order to bringforth transformation. This is the half we need to con-front in academic integrity violation meetings, one-on-one freshman advising sessions, and spiritualcounseling. For purposes of academic clarity, it’seasy to acknowledge the antiseptic value of “care ofthe whole person” where theory need not clash withconcrete particulars. The Platonist cheers, butAristotle and Ignatius of Loyola offer a resounding“boo”…and rightfully so. The lingering questionremains: what about the value of the other half?That’s where the rubber meets the road. That’swhere transformation happens.What “whole person” meansTo do the term justice, care of the whole personmeans just that. Consider an example. In Euthyphro,Plato’s dialogue concerning the search for anunequivocal definition of holiness, Socrates makes acareful distinction: we do not disagree that thewrongdoer should be punished; we disagree who isclassified as the wrongdoer. We now see the need todevelop and apply sound criteria held under criticalscrutiny in order to alleviate speculation and moralrelativism, not merely that we simply congratulatethe “ethical” man in theory alone. We knew thatalready. When a student routinely sees her professorduring office hours, studies hard, and earns an “A”on the paper, we applaud them both for seizingcura personalis to its fullest. True, but the value ofcura personalis is obvious in this case. What aboutthe student who intentionally deceives her professoror residence hall director and makes rash, emotion-ally charged decisions based on speculation andprejudice? What about the faculty member whoassertively barks that cura personalis translates intothe reason why his (unmerited) request should behonored if “our Jesuit, Catholic institution and itsmission of (insert favorite Latin phrase) really caredabout its professors”? What about the helicopter par-ent whose offensive verbal assault is rooted in con-jecture, misplaced anger, and simply void of facts? It is unlikely that these individuals will learn abetter and more Ignatian way of proceeding if we donot employ the other half of cura personalis – criti-cal scrutiny coupled with respect. That is, we respectthe individual so much that we really care for theperson’s whole development beyond the visible sur-face. Appreciating a girlfriend when she makes youhappy is nice. Appreciating her when she works toDOING WHAT’S RIGHTThe Value of the Other Half: Qualifying Cura PersonalisBy Robert J. ParmachRobert J. Parmach, is freshman dean of FordhamCollege at Rose Hill and teaches philosophy andtheology in the College’s Manresa scholars program. 1Parmach: Doing What's Right: The Value of the Other Half: Qualifying CuraPublished by e-Publications@Marquette, 2012Conversations 21make you a better person is even better. That’s thetransforming half. Given today’s growing expecta-tion that colleges should succumb to a service indus-try model of giving the customer (student and pay-ing parents) what they request, the value of tactfullyapplying the other half of cura personalis is thatmuch more important. Without a doubt, it is alsomore challenging and difficult to uphold, but ourcommitment to its value requires our diligence. In practical terms, it means that we spend theextra time crafting a pointed, accurate, andprudent email response, instead of surrender-ing to what our impulsive fingers really want totype. It means using the humble arsenal of per-sonal mistakes we’ve made ourselves, in orderto showcase and challenge a different perspective forour students to reflect upon. Cura personalis does notmean to simply render what someone wants orexpects to hear, but rather what he needs to hear –what is right and good and just, even if it’s an uncom-fortable conversation. This is the transformationIgnatius teaches, and it requires the key ingredients ofrespect, patience, and tact for all parties involved. A former student, Mike C., phoned me yesterdayto share his gratitude that Fordham didn’t relent onteaching him that character formation matters.Though it took him five years post graduation tointernalize this lesson, Mike commented that he“really understands it now” and that Fordham caredenough about him to risk offending his ego whiletactfully calling him to task on his tendencies toevade accountability. Mike comments that he’s amore professional, ethical, and faith-filled alumnustoday because of that lesson – resurfacing the oftenforgotten half of cura personalis. I think that quality,spunky Jesuit education respectfully, intellectually,and ethically annoys us in small dosages for the rightreasons – not to berate, dismiss, or judge, but ratherto build up and transform. Thanks Mike C. Yourphone call and reminder made this teacher’s day.Truth be told, I made a similar call to my former pro-fessor eight years ago. By the way, Mike C., I’m curi-ous…did you finally cut that long hair or what? Sendme a current picture for my office wall of photos. ■Hands on the statue of Saint Ignatius Loyola, Regis University.2Conversations on Jesuit Higher Education, Vol. 41, Iss. 1 [2012], Art. 12http://epublications.marquette.edu/conversations/vol41/iss1/12

Doing What\u27s Right: The Value of the Other Half: Qualifying Cura Personalis

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Doing What\u27s Right: The Value of the Other Half: Qualifying Cura Personalis

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