October 2018

ARRUPE SEMINAR ON THE

FOUNDATIONS AND VISION OF JESUIT EDUCATION

SYLLABUS

Welcome to the Arrupe Seminar!

We hope you will find these sessions helpful as we explore together the foundations and visions of Jesuit education. 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, we invite participants to submit a paragraph describing how they intend to integrate their learning from the Seminar into their professional work at SU.

SESSION l

October 2018

1. Topic: IGNATIUS OF LOYOLA, HIS STORY• The early influences on Ignatius’ life and personality • The pilgrim years: discernment, decision and action

2. Format:• Welcome and Introductions of seminar participants:

Name, department, what drew you to the Seminar and what you hope to gain from it• Opening Reflection• Brief video of Ignatius' story• Open conversation with participants• Closing brief “Examen”

3. Readings:• Modras, Ron. Ignatian Humanism, Chapter 1, "Ignatian Spirituality," pp 1-50.• Autobiography of St. Ignatius of Loyola

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 are some similarities/ differences between Ignatius’ historical, socio-economic,

political religious context of Ignatius and our own?• 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"

October 2018

SESSION 21. Topic: PEDRO ARRUPE, S. J.

“Second Founder” of the Society of Jesus

2. Format:• Opening Reflection• DVD on the Life of Pedro Arrupe• Discussion of life, writings, and ideals of Arrupe• Closing Examen

3. Readings:• Modras, Ron, Ignatian Humanism, Chapter 7, "Pedro Arrupe" (pp. 243-284)

• IN ORANGE BOOK (pp. 1-19): Pedro Arrupe’s 1973 Address “Men and Women for Others”

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:• One Jesuit's Spiritual Journey: Autobiographical Conversations of Pedro Arrupe with

Jean-Claude Dietsch, S. J. St. Louis: Institute of Jesuit Sources, 1982/1986, '"Rooted and Grounded in Love," address by Arrupe, (pp. 105-160).

• Arrupe, Pedro, 'Jesuits’ Mission in Higher Education," in Other Apostolates, (pp. 80- 96)

October 2018

SESSION 3

1. Topic: IGNATIAN SPIRITUALITY AND THE SPIRITUAL EXERCISESFROM THE PERSONAL EXPERIENCE OF IGNATIUS TO THE SPIRITUAL EXERCISES

2. Format: • Opening Reflection• Presentation by Pat Kelly and discussion among seminar participants• Closing Examen

3. Readings:COURSEPACK:

Monica Hellwig: "Finding God in All Things: A Spirituality for Today” David Lonsdale: “Discernment of Spirits” from Eyes to See, Ears to Hear

Also, please review the Autobiography of St. Ignatius and the following: 1) What words are used in the text (translated into English, of course) to describe Ignatius’ own

feelings when he thinks he is experiencing the presence and leading of God in his life? (Provide three words and the page numbers.)

2) What words are used to describe Ignatius’ feelings when he thinks he is getting off track in terms of his relationship with God? (Provide two words and the page numbers.)

4. Questions:Content:

How does Ignatian Spirituality grow out of the life and experiences of St. Ignatius? Is Ignatius trying to describe a process of spiritual growth or transformation in the pages of the

Autobiography? If so, how would you characterize that spiritual growth or transformation?

Reflections and applications: 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: On Being podcast with James Martin, SJ (highly recommended):

https://onbeing.org/programs/james-martin-finding-god-in-all-things/

• 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

October 2018

SESSION 4

1. Topic: THE SPIRITUAL EXERCISES IN LIVED EXPERIENCE

2. Format: • Opening Reflection• An overview of the Spiritual Exercises and a panel of individuals who have made the Exercises

who will talk about their experiences. Time for questions and observations will follow. • Closing Examen

3. Readings:

Coursepack:• “The Movements of the Spiritual Exercises,” “The First Principle and Foundation,” and “The

Contemplation toward Love” • 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: 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.

October 2018

SESSION 5

1. Topic: PERSONAL AND COMMUNAL DISCERNMENT

• Ignatian Spirituality embodied in the origins of the Society: Deliberation of the First Jesuits • Defining Characteristics of the Society of Jesus: Formulas• Discernment as embodied today

2. Format:• Opening Reflection• Presentation and discussion: The discernment of the early Jesuits• Dialogue: Personal or communal discernment as a tool for decision-making• Closing Examen

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 • “On Discernment in Common” by Superior General Arturo Sosa, SJ

4. Questions:Content:

How did the Jesuits decide who they wanted to be and what they wanted to do?

Reflections and Applications:• What methods of discernment have you found helpful? • How might the early Jesuits’ practice of discernment inspire your own? How might you

develop a habit of discernment for yourself or your team?

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 Discernment (pp 307-308, #618-622)o Community of Fidelity and Gratitude. (pp 317-321, #814-827)

SESSION 6

1. Topic: HOW JESUIT SPIRITUALITY BECAME AN EDUCATIONAL VISION

2. Format: Opening Reflection Presentation and discussion of readings, reflection focused on the activities of and the

inspiration provided by the first Jesuits Closing Examen

3. Readings:Coursepack:

• John O’Malley, SJ: “How the First Jesuits Became involved in Education” by • Peter B. Ely, S.J. "Jesuit Education in the Age of Pope Francis”• John W. O'Malley, SJ, The First Jesuits, Chapter 6: "The Schools" (pages 225-227 only)

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"?

• What were the purposes of the early Jesuit schools and by what means were these aims achieved? What explains the enormous success of these schools?

• From what experiences did Saint Ignatius draw his educational ideas?

Reflections and applications:• What problems or opportunities did these men face that we also face now at Seattle

University?• Does anything in early Jesuit education seem to call you to a higher or different way of

approaching your work at SU?

For further reading and study:• Ron Modras, "The Renaissance Origins of Ignatian Humanism," Chapter Two of Ignatian

Humanism• John W. O'Malley, SJ, The First Jesuits (Cambridge and London, 1993),

o Chapter 2: “Taking Shape for Ministry”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 –Abiding Characteristics

2. Format: Opening Reflection 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.

Closing Examen

3. Readings:Coursepack:

• Vincent J. Duminuco, SJ: "A New Ratio for a New Millennium" • Sharon Korth: “Precis of Ignatian Pedagogy: A Practical Approach”• Joe Appleyard, SJ: “Pocket Guide to Jesuit Education” (begin reading at “Jesuit Education Is a

Process”)

4. QuestionsContent:

• How has our generation improved on the early aims of Jesuit education?• What do you think of Appleyard’s idea that Jesuit education should empower students toward

the “3 B’s” (be attentive, be reflective, be loving)?

Reflections and applications:• How might the 5 aspects of the Ignatian Pedagogical Paradigm be useful to you in your work at

the university?• How are you inspired by the “3B’s” in your personal or professional life?

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 reserveo 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 8

1. Topic: THE FAITH THAT DOES 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

2. Format: • Opening Reflection• Brief video clip of Arrupe DVD• Presentation of key ideas, discussion of readings, and reflection on implications• Closing Examen

4. Readings:Coursepack:

• Dean Brackley, SJ “Higher Standards” from Jesuit Education Reader• Laudato Si: Section 48 & 49: “Global Inequality”

“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)

RED BOOK— GC 32, (1974/75), in Jesuit Life & Mission Todayo Decree 4, "Our Mission Today: the Service of Faith and the Promotion of Justice," (pp. 298-

316, with a focus on pp. 298-299)

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?

• What does Dean Brackley, SJ call us to as a Jesuit university?

Reflections and applications:• How important is it for a Jesuit university to address unjust social structures and the injustice

of climate change on the most vulnerable?• What role, in your judgment, should solidarity with the poor play in Jesuit education? What

are the reasons for your position?

SESSION 9

1. Topic: COLLABORATION IN ADVANCING THE JESUIT MISSION (GC 34)

2. Format: Opening Reflection Panel by Pat Howell and panel of women Discussion Closing Examen

3. Readings:• RED BOOK-- GC 34, (1995) in Jesuit Life & Mission Today

o Decree 13, "Cooperation with Laity in Mission" (pp. 608-615)o Decree 14, "Jesuits and the Situation of Women in the Church and Civil Society (pp. 615-619)

Coursepack: A Feminist Appraisal of Catholic Social Thought

Kristin Heyer, Ph.D.Assistant Professor of Christian Ethics, Loyola Marymount UniversityLane Center for Catholic Studies and Catholic Social ThoughtFall Lecture Series, November 9, 2007

4. Questions:Content:

• Why is collaboration so important for the future of Jesuit institutions? How does the document on Lay Cooperation frame the issues?

• What were the authors of the GC 34 document on women suggesting for the Society of Jesus as a response to women’s experiences?

• What are some of the complexities raised by Kristin Heyer about women and Catholic Social Teaching?

Reflections and applications:• What moved or challenged or disturbed you in Decree 14 on women?• How are you a collaborator in advancing the mission in your work at SU?

For further reading and study:• RED BOOK-- GC 34, (1995) in Jesuit Life & Mission Today

o Decree, 3, "Our Mission and Justice," pp: 530-535o Decree 4, "Our Mission and Culture," pp: 536-546o Decree 5, "Our Mission and Interreligious Dialogue pp: 547-556

SESSION 10

1. Topic: A Lived Commitment: The Arrupe Jesuit Community

2. Format: Opening Reflection Presentation by Panel of Arrupe Community Jesuits Discussion Closing Examen

3. Readings:

Coursepack: James Martin, SJ: “Jesuit Formation and Lingo” from America Magazine Barry, William, SJ: Contemplatives in Action: The Jesuit Way

Introduction Chapter 10: “Conclusion: Finding God in All Things”

To be handed out: “Some Characteristics of Jesuit Higher Education” document

4. Questions:Content

• What is your sense of the elements that comprise the spirituality of the Jesuits? • What questions do you have about the life and ministry of the Jesuits of the Society of Jesus?

Reflections and applications:• How do you balance in your own life and work the tension between “contemplation” and

“action”?

SESSION 11

1. Topic: The SOCIETY OF JESUS IN DIALOGUE

2. Format:• Opening Reflection• Presentation by Pat Twohy and discussion of the development in the Congregations'

articulation of the concepts of social justice, culture, ecumenism, interreligious dialogue, and reconciliation.

• Closing Examen

3. Readings:

Coursepack: Adolfo Nicolas, SJ: “Interreligious Dialogue: The Experience of Some Pioneer Jesuits in Asia”

(pages 24-33)

• From Conversations Magazine Volume 51 (pages 43-46):“Too Catholic or Not Catholic Enough”“Making Interfaith Conversations Central to our Jesuit Mission”

RED BOOK-- GC 34, (1995) in Jesuit Life & Mission TodayDecree 5, "Our Mission and Interreligious Dialogue pp: 547-556

4. Questions:Content:

• What questions do these readings raise for you about faith and culture and dialogue and the relations between them?

Reflections and applications :• How does Pat Twohy’s way of walking with the Native Peoples embody the themes that

Nicolas develops in his section, “Reflections Based on Ignatian Spirituality”?

SESSION 12

1. Topic: JESUIT SPIRITUALITY IN ACTION

2. Format: Opening Prayer Presentation by Jennifer Kelly and Pat Kelly Discussion of readings, reflection on implications Closing Examen

3. Readings:• Coursepack: Chapter on “Compassion” from Greg Boyle’s Tattoos on the Heart

Jesuit Yearbook, online version:http://www.sjweb.info/resources/annuario/pdf/Annuario2017_en.pdf

4. Questions:Content:

• What surprised you or caught your attention in Greg Boyle’s chapter on “Compassion”?• What stories or passages most moved you?

Reflections and applications:• How do examples of non-educational current Jesuit works influence my idea of the Society of

Jesus?• How do they influence my own idea of what I am doing at Seattle University?

SESSION 13

1. Topic: CHALLENGES TO JESUIT HIGHER EDUCATION TODAY

2. Format: • Opening Reflection• Video of Bryan Massingale: https://youtu.be/Xq4Iz0SFMc0• Discussion• Closing Examen

3. Readings:

IN ORANGE BOOK (pp. 21-43):• Peter-Hans Kolvenbach, S.J.: "The Service of Faith and the Promotion of Justice in American

Jesuit Higher Education," Commitment Conference Address, Santa Clara, October 2000

Coursepack:• Brian Massingale: “The Ignatian Witness to Truth in a Climate of Injustice” (article in

Conversations on Jesuit Higher Education, Fall 2017, Number 50)

4. Questions:Content:

• How have American Jesuit universities tried to incorporate the values of "faith and justice" in teaching/learning, research, and our “way of proceeding”? How successfully?

• What challenges (to faculty, staff and administrators) do Kolvenbach and Massingale pose to all of us who work in Jesuit higher education?

Reflections and applications:• What is the role of a well-educated solidarity within the work of higher education?• How are you inspired in your own work and life by the ideals raised by Kolvenbach and

Massingale?

SESSION 14

1. Topic: JESUIT CATHOLIC CHARACTER OF SEATTLE UNIVERSITY: History and contemporary challenges

2. Format: • Opening Reflection• Presentation and discussion about the history of Seattle University• Discussion of its history and values in relation to its various colleges and Jesuit goals in relation

to some of the challenges of Jesuit education today• Closing Examen

3. Readings:

IN ORANGE BOOK (pp. 91-115): Superior General Adolfo Nicolás’ 2010 Address: “Depth, Universality and Learned Ministry:

Challenges to Jesuit Higher Education Today”

Coursepack: • Seattle University Mission Statements: 1980s, 2003 University Mission Statements

Come to the session with your recommendation for how our current mission statement could be expanded or changed to more fully reflect our university’s mission in 2019.

4. Questions:Content:

• What in the Seattle University history impressed you the most? What surprised you? What were the achievements of each of the long-term presidents, e.g. Small, Lemieux, Sullivan? What have been its historical strengths and weaknesses?

• Compare and contrast the various Seattle University Mission Statements. How do they reflect the growing sense of who we are as a university?

Reflections and applications:• How well has Seattle University adapted Liberal Education to the changes of the twentieth

century? How might this type of education improve?• Seattle University and Professional Education: how well has this worked? How have Jesuit and

humanistic values been incorporated in the professional schools?• Seattle University professes to work for the moral and spiritual development of its students.

How would you evaluate these efforts? What has worked and what has failed? How do we strive for this goal on a very diverse campus?

• How has Seattle University responded to Vatican II? To the Jesuit the call for "education for justice"? To the recent Jesuit emphasis on 'enculturation' and 'interfaith dialogue'? What might be done to strength these responses?

For further reading and study:

• Crowley, Walt Seattle University; A Century of Jesuit Education. 1891-1991

SESSION 15

1. Topic: FINAL REFLECTIONS on the part of participants

2. Format: • Opening Reflection• Discussion of Modras reading, individual time for reflection, and then sharing by seminar

participants• Closing Examen

Please come ready to share your reflections on your experience of the seminarand your idea about how you will integrate your learning from the seminar into your work at the university.

3. Reading:• Ron Modras, Ignatian Humanism: A Dynamic Spirituality for the 21st Century, Chapter 8, "A

Spirituality for the Twenty-First Century" (pp. 285-306)

3. Questions:• What for you have been the most important insights gained from this Arrupe Seminar?• What do you think the Jesuit vision of education has to offer in this particular moment of

history in which we are living?• Are there any ways in which the literature we have read has connected with your own

experience, either to confirm it or to lead you in new directions?