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The Jesuits and Globalization THE JESUITS AND GLOBALIZATION Historical Legacies and Contemporary Challenges THOMAS BA CHOFF AND JOSE CASANOVA, Editors Georgetown University Press Washington, DC b f 20lb Gt:'O~"C'I()\\ U UPI\ ('''11'1 f)f AU ngbl rC'K'f~d ~o PJrI of Ihl1. ~l: m,lY be rc:p,OfJuu·J Of uUlltC'd In .In) form or by ,n)'IlK'.uu. declroPic or me h.ltu II. IndudlO~ pholU< If''Int: .and I't' cwdll1g. Of b)' an)" In(orm'Cl(m I n~e'~nd R'cnC',1I, 'I('nt, wuhout J"C'fmlcon In \Hllmg from the pub!"hcr. JOles: O~nchofT.ThonuJ F. 19(too$cdllor l ~n(J\.;I.}<Kc.ah(l;)r T1UC'ThCJC'iUlb .1Odg1ob.tJlZ'Jflon hl\umuJ lep In.and CiPmC'mf'Ur.lI")' challenges I [edued by) Tholtw I3mchofT ;and J<hi C;l.\.1J}O\o~ Dcscripoon:W.3 hll1lt't n,l Ce()'lteIO" n UfU'",",If)' Pft-U.201f. I Includes blbllog~phlC;tI referen ., and mdex. ldenufiers: L N 20150242231 I 0 978162bJ62t177 (lunk",,«.ill paper) 1 I ON 9781626162860 (pbk. ,Ik p.lJ'<') II 0 9781626162ll1U (ebook) ubjects: l H:JesulI:S. I)c:5uJb-Edu ucn. I .Jo~huuon. I GlobabZJtlon-Rellgiow.:lspe ($- thchc burch. Iassificarion: L 8X3702.3 .J47 2016 I DO 271 .53-<14:23 LC record available at htrp:/lkcn.loc.govI201 5024223 e This book is printed on acid-free paper meenng the requirement of the American National tandard for Permanence 111 Paper for Pnneed Library Materials. 16 15 98765432 First printing Printed in the United States of America Cover design by Pam Pease The cover image is a combination of rwo public domain images: a quasi-traditional version of the IHS emblem of the Jesuits by Moransk! and the inset map Grbis Terramm NO'I{l et Accuratissima Tabllia by Pierer Goos (17th century). 12 JESUIT HIGHER DU 10 AND THE GLOBAL COMMa GOOD THOMAS BA H FF The dual global and civic character of']e uir higher education ha histori- caUyset it apart. Wirhin flfry years f it founding in 1540, the ociery of Jesus managed an international nerw rk of colleges and univer itie dedi- cated co humanistic education for the common g ad. The network disap- peared with the suppression of the ociety in 1773 and was reforged during [he cenrury after its reestablishment in 1814. Over the last fifty years, with [he opening of the econd Vatican ouncil (1962-65) and the acceleration of globalizarion, the global and civic dimensions of Jesuit higher educa- tion have grown more tighrly interconnected. Today most f the more than 150Jesuit institutions of higher learning around the world aspire not JUSt to academic excellence, clIm personalis (care for the whole person), and service of faith but also to the promotion of justice on the international as well as the local and national levels. The Jesuit higher education network is increasinglv oriented to the global C0l111110n good. Jesuit institutions are not alone in the contemporary higher education landscape in seeking to combine the global and the civic. Educating global citizens and leaders has become a mantra for many colleges and universities worldwide, whatever their founding mission and ethos. If Jesuit institu- tions are to remain at the fromier of global education, they will have to find creative new ways to build on a unique 475-year legacy of global and CiVIC engagement. This chapter tracks the evolution of the global and civic dimensions of Jesuit higher education through the three successive phases of globaliza- tion: the early modern, modern, and contemporary. It shows how both 240 Thomas Ballch~ dimensions, present at the outset, have grown more imerrwined as succes- sive waves of globalization have made the world-and its economic, social and political problems-more interdependent. It concludes that deeper collaboration across the Jesuit network to promote the global common good. through teaching, research, and outreach, will succeed best when 1t is grounded in a distinctive educational philosophy and advances specific institutional interests. The Emergence of the Jesuit Higher Education Network The worldwide growth of Jesuit colleges and universities in the decades following the founding of the Society of Jesus in 1540 was rapid and un- foreseen.' Ignatius and his first companions had met at the Universiry of Paris, and they placed a high value on broad humanistic studies. But as John O'Malley notes in chapter 7 of this volume, education did not fig- ure in the initial concept of the order; rather, the original impetus was a missionary one. Jesuit colleges began mainly as training instirucions (or unexpectedly large numbers of young recruits and as residences at existing universities. But soon the Society was accepting invitations co run schools to meet a wider social demand for education. First at Messina in Italy in lS48 and then gradually across Europe and in overseas colonial empires in Asia and Latin America, an international educational network took shape. By the time of Ignatius's death in 1556, the number of'jesuir colleges had reached more than thirty. By the mid-eighteenth century, it would reach more than seven hundred. The word "college" in the early modern era was not at aJI synonymous with our contemporary concept of a college or university. Before the sup- pression of the Society a rypicaljesuit schooJ was organized around a rigor- ous seven-year program cenrered on the liberal arts and accepted students as young as ten years of age." Smaller numbers of students might go on to study law, medicine, or theology at one of the Society's universities. defined as an institution with the authority to confer master's and doctoral degrees. Some Jesuit institutions, such as the Roman College. founded in 1551, began as colleges and soon offered advanced degrees, gaining university status. Mixed models emerged when the Society accepted in- vitations from the patrons of existing universities to set up facuJties of theology or philosophy, or to assume overall academic administration, as was the case of the University of Vienna in 1623. Outside of Europe. universities such as St. Paul's in Macau, founded in 1594, and St. Francis Xavier in modern-day Bolivia, founded in 1624, depended on the patron- age of the Portuguese and Spanish colonial empires. Efforts to distinguish Jesuitcolleges and umversine •• nd r track their numbers rhr ugh time. are complicated by th, msnruu nal hererogeneuy and range f drffercnr ownership and management models.' The global pread ofJe uu in nrun n wa no' Imply a rcspon e 10 cialdemand and imperial expan I n. It wa al 0 anunarcd b)' the gl bal casr oflgnatius's vinon of the order. I el in pired by the 1111 I nary horiz n that opened during the Age f I every, HI l,m,".1 Exmises. rrglllally composed III the 1520 • P lied the ge graphic and cultural cxpan c f'the world a the arena f r God' plan of alvatl n. In a remarkable pa age. he challenged the believer to imagine od gazmg WIth compa I non pe pie across"the face of the earth. III uch gr at diversity in dre and manner of acting.Some are white. orne are bla k: orne at peace. orne at war.'?' In this vein the original 1540 "Formula of the In nturc" po ired the world a a frame of reference. Je uus are to r. II w the pope. "whether he hall send us to the Turk or .n)' other infidels. even those who live in the regi n calledthe Indies, or among an heretics whatever, or chismarics, or any of the fairhful." Thi gl bal onenrauon, more pronounced than that f either the Franciscan or the Dominicans, shaped the je uits' internari nal higher education enterprise from the tan, While global e rpansion wa enabled by social and geopolirical changes and promoted by a global orientation. it wa su rained in practice by str ng organization. The growth and maintenance of the network grew out of a creative combination of standardization and flexibility. tandardization arrivedearly with the course of study, Or Rario sr"diorwu, that was final- ized and approved by rhe eneral ongregation of the ociery in 1599. The Ratio provided detailed and binding instruction for administrators and teachers acros multiple years and subjects. In practice it was enforced through a detailed system ofrepoering and accountabiliry within particu- larJesuit provinces and all the way to Rome. entralizadon did not breed uniformity, however, as the Ratio provided for ome flexibility in the selec- tion and presentation of course materiaL Education, like other Jesuit min- iseries, was often marked by pragmatic adaptation to local circumstances around the world. Ln the powerful indigenous empires of hina, India, andJapan,Jesuit missionaries learned the local languages and customs and, where they were permitted to set up schools, sometimes educated Chris- tians and nOD-Christians side by side. In the Americas, where the Society's schools and universities operated under the authority of colonial empires, less accommodation rook place. But here too the Ignatian emphasis on the unity of all humankind and on Renaissance humanism often fostered an appreciation of native culture and traditions in ways that other educational institutions did not . ... 242 Thomas Bal/choff This combination of global reach and sensitivity to local circumstances in the Jesuit educational enterprise should not be confused with liberal cosmopolitanism. Ignatius and his followers saw the breadth and diversity of the world, made imaginable in an age of exploration, not as an op- portunity to encounter other civilizations as equals but as an invitation to expand the scope of Jesuit missionary and educational activity.
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