September, 2016
ARRUPE SEMINAR
ON THE
FOUNDATIONS AND VISION OF JESUIT EDUCATION
SYLLABUS
Welcome to Arrupe Seminar!
We hope you will find these sessions helpful as we explore together the foundations and visions of Jesuit education. Below you will find the outline for each week of the seminar.
There are readings assigned for each week (though please come to the seminar even if you haven’t finished all the reading) and there are resources at the bottom of each page “for further reading and study” which are available on request for those who want to delve further into the materials.
At the end of these 9 months together, each seminar participant will share their reflections with one another about what they’ve gained from the experience, along with an idea for how to integrate their learning from the Seminar into their professional work at SU.
SESSION l
1. Topic: IGNATIUS OF LOYOLA, HIS STORY
• The early influences on Ignatius’ life and personality
• The experience of conversion, purification, transformation.
• The pilgrim years: discernment, decision and action.
• Rome, not Jerusalem. Gift beyond expectations.
• From a personal to a communal spirituality—the Jesuits
2. Format:
• Introductions of seminar participants: name, department, what drew you to the Seminar and what you hope to gain from it
• Dramatization of Ignatius' Story
• Open conversation with participants
3. Readings:
• Modras, Ron. Ignatian Humanism, Chapter 1, "Ignatian Spirituality,"pp 1-50.
• Autobiography of St. Ignatius of Loyola from Ignatius of Loyola: Spiritual Exercises and Other Works (pp. 67-111)
4. Questions:
Content:
• What is the historical, socio-economic, political, religious context in the story of Ignatius? What moments in his life journey seemed most formative for him?
Reflections and application:
• Where do you find experiences in your own personal, spiritual journey comparable to those of lgnatius? What do you find difficult to relate to?
• What in the story of Ignatius sheds light on the mission, vision, and values of Seattle University?
For further reading and study:
• The First Jesuits, John W. O'Malley, Chapter 1, "Foundations Before the Founding," (pp 23-36)
• David Lonsdale, Eyes to See, Ears to Hear. (Loyola, 1990) Chapter 1, "Images of Ignatius," Chapter 2, "Ignatius and Jesus"
• Ignatius: The Pilgrim Saint (Loyola Press, 1994) on reserve
SESSION 2
1. Topic: PEDRO ARRUPE, S. J.
2. Format:
• DVD on the Life of Pedro Arrupe
• Discussion of life, writings, and ideals of Arrupe
3. Readings:
• Modras, Ron. Ignatian Humanism, Chapter 7, "Pedro Arrupe" pp. 243-284.
• One Jesuit's Spiritual Journey: Autobiographical Conversations of Pedro Arrupe with Jean-Claude Dietsch, S. J. St. Louis: Institute of Jesuit Sources, 1982/1986. pp. 3-103 (or as much as you have time for).
4. Questions:
Content:
• What were the ideals and innovations that made Pedro Arrupe such a charismatic leader for the Jesuits in the 1970s and 1980s?
• How did his responses to witnessing the atomic bomb exploded, Japan's recovery after the War, Vatican II, and changes in society affect his leadership of the Jesuits?
Reflection and application:
• What in the life of Arrupe moved you?
• How would you evaluate the life and effectiveness of Arrupe from the perspective of the present? What were his strengths and weaknesses?
For further reading and study:
• '"Rooted and Grounded in Love," address by Arrupe, (pp. 105-160) from One Jesuit's Spiritual Journey: Autobiographical Conversations of Pedro Arrupe with Jean-Claude Dietsch, S. J. St. Louis: Institute of Jesuit Sources, 1982/1986.
• Arrupe, Pedro, 'Jesuits’ Mission in Higher Education," in Other Apostolates, (pp. 80- 96)
September, 2016
SESSION 3
1. Topic: IGNATIAN SPIRITUALITY AND THE SPIRITUAL EXERCISES
From the Personal Experience of Ignatius to the Spiritual Exercises
2. Format: Presentation by Pat O’Leary and discussion among seminar participants
3. Readings:
· Coursepack: Monica Hellwig, "Finding God in All Things: A Spirituality for Today”
· “The First Principle and Foundation” and “The Contemplation to Obtain Love”
4. Questions:
Content:
· How does Ignatian Spirituality grow out of the life and experiences of St. Ignatius?
· What questions or observations come to your mind as you reflect on the opening and closing meditations of the Exercises—handouts, bullet number 3?
Reflections and applications:
· Does Steve Sundborg’s definition of “spirituality” as “one’s lived relationship to mystery” awaken something in your own experience? How?
· In light of the readings on the Exercises and your own experience, how do you understand the notion of spirituality?
· What about Ignatian Spirtituality and the Spiritual Exercises feels relevant today?
For further reading and study:
· The Text of the Exercises is in George Ganss, S.J.’s text Ignatius of Loyola, Spiritual Exercises and Select Works, pp. 113-214. This is a source rather than assigned reading. Note: The Spiritual Exercises are not an easy read—they are actually handbook for a director and the director’s role is critical for adapting the text to the experience of each retreatant. Reflection on the text itself becomes much more satisfying and fruitful when a person has had his/her own experience of the Exercises first. Hopefully, our discussion in class about the various movements and the inner dynamic of the Exercises will provide helpful insights that elucidate the source material here.
SESSION 4
1. Topic: SPIRITUAL EXERCISES: PERSONAL PERSPECTIVES
2. Format: A panel of individuals who have made the Exercises will talk about their experiences. Time for questions and observations will follow.
3. Readings:
Coursepack:
• Patrick M. Kelly, S.J., “Loved into Freedom and Service,” Studies in the Spirituality of Jesuits, Vol. 39/2, Summer of 2007
4. Questions:
Content:
• Clearly, the Spiritual Exercises unfold within a Christian faith perspective. In what ways do the dynamics of the Exercises resonate with other faith traditions or the dynamics of human experience in general?
• In what ways has the reading and this presentation helped you to better understand the dynamics of the Spiritual Exercises and Ignatian Spirituality? What aspects invite further clarification?
Reflections and applications:
• After from reading and hearing several individuals’ experiences of the Spiritual Exercises, was there something that resonated with your own experience or understanding of spirituality?
For further reading and study:
• William Berry, S.J. and Kerry A. Maloney, Editors, A Hunger for God, Ten Approaches to Prayer, Sheed and Ward, Kansas City.
o Chapter 1, Sabastian Moore, O.S.B., "What Does it Mean to Pray?
o Chapter 2. Harvey Egan, S.J. "A Jesuit Looks at Jesuit Prayer,"
o Chapter 3. Mary Garvin, S.N.J.M, Ignatian Prayer from a Woman's Perspective,"
o Chapter 4. William Barry, S.J., "Ignatian Contemplation: Use of the Imagination
September, 2016
SESSION 5
1. Topic: PERSONAL AND COMMUNAL DISCERNMENT IN THE SOCIETY OF JESUS: Companions in Shared Mission
• Ignatian Spirituality embodied: The Society of Jesus
• Origin of the Society: Deliberation of the First Jesuits
• Defining Characteristics of the Society: Formulas
• Expectations for those Seeking Entrance-General Examen
• The Spirit of the Constitutions
2. Format:
• Presentation: The discernment of the early Jesuits
• Dialogue: From the individual experience to the communal
3. Readings:
Coursepack:
• The First Deliberation: Jules J. Toner, S.J. Studies in the Spirituality of Jesuits, "The Deliberations that Started the Jesuits," Vol. 6, no. 4.
• summary of the First Deliberation
• The Formulas of the Institute of the Society of Jesus of Popes Paul III and Julius III
4. Questions:
Content:
· How did the Jesuits decide who they wanted to be and what they wanted to do?
Reflections and Applications:
• What did the first Jesuits mean by discernment? How might aspects of their experience work in our lives?
• In what significant ways does discernment contribute to the Jesuit identity and mission in higher education?
For further reading and study:
• From the Constitutions: the following selections are from, Ignatius of Loyola: Spiritual Exercises and Other Works, Selections from the Constitutions of The Society of Jesus, pp. 283-321.
o The General Examen and its Declarations: The First and General Examen Which Should Be Asked for Admission into the Society of Jesus (pp.283-287, # 1-102).
o Community of Love-Preamble (p 288, #134-35)
o Community of Obedience (pp 303-304, #547)
o Community of Poverty (p 305, #553-555)
o Community of Apostolic Availability (pp 306-307, #603)
o Community of Apostolic Discernment (pp 307-308, #618-622)
o Community of Trust and Reliance on God (p 317, #812-13)
o Community of Fidelity and Gratitude. (pp 317-321, #814-827)
SESSION 6
1. Topic: HOW JESUIT SPIRITUALITY BECAME AN EDUCATIONAL VISION
2. Format: Presentation, discussion of readings, reflection focused on the activities of and the inspiration provided by the first Jesuits
3. Readings:
• Coursepack: “How the First Jesuits Became involved in Education” by John O’Malley
• Coursepack: Outline of O’Malley, Ch. 2
• John W. O'Malley, SJ, The First Jesuits (Cambridge and London, 1993)
o Chapter 2: "Taking Shape for Ministry"
4. Questions:
Content:
• Who were the key figures among the early Jesuits and how did their roles combine to create a distinctive "way of proceeding"?
• How did the early Society of Jesus seek to “help souls”?
• How did they organize to preserve unity and continue Ignatian leadership?
Reflections and applications:
• How are you affected personally by "meeting" these men and their work?
• What methods of discernment have you found helpful? How might the early Jesuits’ practice of discernment inspire your own?
• What problems did these men face that we also face now at Seattle University?
For further reading and study:
• John W. O'Malley, SJ, The First Jesuits (Cambridge and London, 1993),
o Chapter 3: "Ministries of the Word of God"
o Chapter 5: "Works of Mercy"
o Chapter 9: "Prescriptions for the Future"
SESSION 7
1. Topic: JESUIT EDUCATION – ROOTS: Spiritual grounding and abiding characteristics
2. Format: Presentation, discussion of readings, reflection focused on the roots of Jesuit education, the needs of students, and the needs of society, and the principles and objectives of Jesuit pedagogy.
3. Readings:
• John W. O'Malley, SJ, The First Jesuits, Chapter 6: "The Schools" (especially page 226)
• Ron Modras, "The Renaissance Origins of Ignatian Humanism," Chapter Two of Ignatian Humanism
4. Questions
Content:
• From what experiences did Saint Ignatius draw his educational ideas?
• What were the purposes of the early Jesuit schools and by what means were these aims achieved?
• How do you react to the very strong emphasis on order and method in the pedagogy of the early Jesuit schools?
• What explains the enormous success of these schools?
Reflections and applications:
• What if any consistencies do you see between early Jesuit education and the Jesuit education that you see around you at Seattle University?
• Does anything in early Jesuit education seem to call you to a higher or different performance in your vocation?
SESSION 8
1. Topic: JESUIT EDUCATION – A CONTINUING TRADITION: Transformation and creative adaptation
2. Format: Discussion and reflection centered on Jesuit education as a tradition that continues to adapt and change.
3. Readings:
Coursepack:
• Peter B. Ely, S.J. "The Memory of Justice: Idea of a Jesuit University"
• Vincent J. Duminuco, SJ, "A New Ratio for a New Millennium" in The Jesuit "Ratio Studiorum": 40th Anniversary Perspectives, edited by Vincent J. Diminuco, SJ, (New York, 2000)
4. Questions:
Content:
• Which principles of Jesuit education are faithful to the roots of early Jesuit education? Which are an evolving response to contemporary culture?
Reflections and applications:
• What principles are best and most faithfully be carried forward today?
• Is the education that I deliver Jesuit? How so and how not?
• Would my students benefit from my knowing more, or more consciously, about the aims and means of Jesuit education as articulated by Jesuit leaders past and present?
• Would it help my students to be more conscious themselves of these ideas?
• Has our generation improved on classic Jesuit education? How?
For further reading and study:
• The General Curia of the Society of Jesus, Go Forth and Teach: The Characteristics of Jesuit Education, (Rome, 1986)
• John W. Donohue, SJ, Jesuit Education: An Essay on the Foundations of Its Idea (New York, 1963) on reserve
o Chapter 5: "The Education of Intelligence"
o Chapter 6: "The Education of Character"
o Chapter 7: "The Social Dimension: Education In and For Society"
SESSION 9
1. Topic: DISCERNING IDENTITY AND MISSION (General Congregations 31-32): Commitment to Faith and Justice after Vatican II
2. Format: Video clip of Arrupe DVD, presentation of key ideas, discussion of readings, reflection on implications:
• Definition of "faith" and 'justice"
• A refocusing of the Society of Jesus' mission around "the faith that does justice."
• The traditional notion of distributive justice and the more contemporary emphasis on transforming unjust social structures
• Solidarity with the poor as an essential component of the faith that does justice
4. Readings:
• “RED BOOK” -- Jesuit Life & Mission Today; The Decrees of the 31st_35th General Congregations of the Society of Jesus
o "The Mission of the Society of Jesus Today" (pp. 47-50)
• Coursepack: Bishops' Synod, 1971, "Justice in the World," Catholic Social Thought: The Documentary Heritage, edited by David O'Brien and Thomas Shannon, Orbis 1998, pp. 288-300.
• RED BOOK— GC 32, (1974/75), in Jesuit Life & Mission Today
o Decree 2, "Jesuits Today," (pp. 291-296)
o Decree 4, "Our Mission Today: the Service of Faith and the Promotion of Justice," (pp. 298-316)
• Scripture: Isaiah 58, 61, Luke 4:16-30, Matthew 25:31-46
5. Questions:
Content:
• Where do you notice the influence of Pedro Arrupe’s experiences and commitments in the two General Congregation documents of 31 and 32?
Reflections and applications:
• It is clearly important for Christians to be just in their personal interactions. How important is it for them to address unjust social structures?