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Cura Personalis: Some Ignatian Inspirations
Cura Personalis: Some Ignatian Inspirations Barton T. Geger, SJ Regis University I. INTRODUCTION In the sphere of U.S. Jesuit education, cura personalis and magis share much in common. The origins of both terms are obscure. They are defined in different ways and applied in a variety of contexts. They are lauded as emblematic of Jesuit education. And both have enjoyed a meteoric rise in usage in the last two decades. Yet there is one difference. Whereas magis is sometimes invoked, with the best of intentions, in ways that are somewhat adverse to St. Ignatius Loyola’s stated values, the meanings currently given to cura personalis are, on the whole, quite consistent with his characteristic emphases. Moreover, when these are joined to an accurate understanding of magis as “the more universal good,” we find that they complement each other well.1 Three definitions are typically given to cura personalis in the mission documents and promotional materials produced by Jesuit schools and Jesuit provinces in the United States. 1) Holistic education that attends to the spiritual and moral in addition to the intellectual. 2) Education that is respectful of the unique needs and identity of each student. 3) The duty of administrators and Jesuit superiors to show solicitude for individuals working in their institutions, in contradistinction to cura apostolica, meaning their duty to show solicitude for the good of the institutions as a whole.2 1 See Barton T. Geger, SJ, “What Magis Really Means and Why It Matters,” Jesuit Higher Education: A Journal (JHE), 1(2): 16-31 (2012). 2 Other interpretations occasionally are proffered, such as the responsibility of Jesuits in formation to take a proactive role in the direction of their own training; or the responsibility of Jesuit superiors to promote the development of the talents of each man under his care as fully as possible. -
Georgetown University and the Master of Professional Studies Program
School of Continuing Studies Graduate Student Handbook Liberal Studies & Professional Studies Academic Rules and Regulations 2012-2013 Table of Contents WELCOME ................................................................................................................................................. 8 UNIVERSITY MISSION STATEMENT ....................................................................................................................... 8 SCHOOL MISSION STATEMENT .............................................................................................................................. 8 HISTORY OF THE SCHOOL OF CONTINUING STUDIES ......................................................................................... 8 ACCREDITATION & CERTIFICATION INFORMATION ........................................................................................... 9 DISCLAIMER, WEBSITE, AND UPDATE INFORMATION ....................................................................................... 9 CONTACTING US .................................................................................................................................. 11 IMPORTANT WEBSITES ........................................................................................................................................ 11 Georgetown University ...................................................................................................................................... 11 School of Continuing Studies .......................................................................................................................... -
ELEMENTARY EDUCATION PROGRAM Program Outcomes 9 Ignatian Vision 11 Data Sheet 13 Recommended Sequence of Classes 14 Course Descriptions 15 III
ELEMENTARY EDUCATION HANDBOOK Graduate Program 2016 Dr. Debra Ponec, Program Director Department Office: Eppley, Rm 450 Email: [email protected] Department Phone: 402.280.2820 Phone: 402.280.2557 Department Fax: 402.280.1117 Rev. 02/2017 TABLE OF CONTENTS Page(s) I. THE EDUCATION DEPARTMENT Purpose of the Handbook 1 Creighton University Mission Statement 1 Creighton University Graduate School Purpose 1 Education Department Mission Statement 1 Education Department Conceptual Framework 2 Administration and Faculty 5 Admission to Graduate Teacher Education Program 5 Admission Criteria 5 Ongoing Student Assessment and Reporting Requirements 6 Program Evaluation 7 Retention 7 Appeals Process 8 Graduate Degree Completion Deadline 8 Student Responsibility and Academic Advising 8 Policy on Academic Honesty 8 Grade Appeals 9 II. THE ELEMENTARY EDUCATION PROGRAM Program Outcomes 9 Ignatian Vision 11 Data Sheet 13 Recommended Sequence of Classes 14 Course Descriptions 15 III. CAPSTONE INFORMATION Field Experiences 17 Student Teaching 17 Degree Completion and Certification 18 Placement Services 18 APPENDICES Professional Dress and Manners Code 19 Professional Demeanor 20 Disposition Form 21 Regulations and Standards for Professional Practice 23 Code of Ethics of the Education Profession (NEA) 26 Code of Ethics for the Catholic School Teacher (NCEA) 28 PURPOSE OF THE HANDBOOK The purpose of this handbook is to provide graduate students with information about the graduate elementary education program and about policies and procedures used in the Education Department. This handbook provides only a portion of the information necessary for success in one’s graduate studies. An understanding of the Creighton University Graduate Bulletin and regular consultation with faculty advisors are essential elements for successful completion of a graduate program in elementary education. -
The Institutes
Summer Programs for High School Students 2015 Welcome Packet The Institutes June 14-June 21 June 21-June 28 June 28-July 5 July 5-July 12 July 12-July 19 July 19-July 26 July 26-August 2 Table of Contents Welcome to Summer at Georgetown 3 Your Pre-Arrival Checklist 4 Institute Program Calendar 5 Preparing for Your Summer at Georgetown 6 Enroll in NetID Password Station 6 Register for Your Institute(s) 6 Apply for Your GOCard 7 Submit Your Campus Life Forms 7 Learning the Georgetown Systems 8 During Your Program 10 Residential Living 13 On Campus Resources 15 Check-In Day 16 Campus Map 18 Check-Out 19 Georgetown University Summer Programs for High School Students 3307 M St. NW, Suite 202 Washington, D.C. 20057 Phone: 202-687-7087 Email: [email protected] 2 WELCOME TO SUMMER AT GEORGETOWN! CONGRATULATIONS! Congratulations on your acceptance to the Institute program at Georgetown University’s Summer Pro- grams for High School Students! We hope you are looking forward to joining us on the Hilltop soon. Please make sure you take advantage of the resources offered by Georgetown University! The Summer and Special Programs office, a part of the School of Continuing Studies at Georgetown Universi- ty, provides world renowned summer programs that attract students from around the United States of America and the world. As you prepare for your arrival on Georgetown’s campus, our staff is available to provide you with academic advising and to help you plan and prepare for your college experience at Georgetown. -
Characteristics of Jesuit Colleges and Universities in the United
Journal of Catholic Education Volume 19 | Issue 3 Article 13 May 2016 Characteristics of Jesuit Colleges and Universities in the United States: A Reciprocal Interdependence Analysis Jeffrey LaBelle Marquette University, [email protected] Daniel Kendall University of San Francisco, [email protected] Follow this and additional works at: http://digitalcommons.lmu.edu/ce Part of the Higher Education Commons, and the Higher Education Administration Commons Recommended Citation LaBelle, J., & Kendall, D. (2016). Characteristics of Jesuit Colleges and Universities in the United States: A Reciprocal Interdependence Analysis. Journal of Catholic Education, 19 (3). http://dx.doi.org/10.15365/joce.1903132016 This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola Law School. It has been accepted for publication in Journal of Catholic Education by the journal's editorial board and has been published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more information about Digital Commons, please contact [email protected]. To contact the editorial board of Journal of Catholic Education, please email [email protected]. 264 Journal of Catholic Education / May 2016 Characteristics of Jesuit Colleges and Universities in the United States: A Reciprocal Interdependence Analysis Jeffrey LaBelle, Marquette University Daniel Kendall, University of San Francisco What common values do diverse Jesuit institutions share? In what ways are Jesuit colleges and universities working to maintain mission, identity, and traditions within the context of 21st-century higher education? To ground their response to these questions, the researchers first review the historical and ecclesial developments that have influenced the mission and identity of Catholic institutions of higher ed- ucation (IHEs). -
Summer Programs for High School Students
Summer Programs for summer.georgetown.edu/hoyas2015 High School Students Summer Programs for summer.georgetown.edu/hoyas2015 High School Students SUMMER AT GEORGETOWN SUMMER PROGRAMS FOR HIGH SCHOOL STUDENTS INTRODUCTION ........................................................................... 2 SUMMER PROGRAMS .................................................................... 3 Institutes & Fundamentals ........................................................ 3 College Prep ............................................................................ 4 Summer College Courses & Summer Honors Intensive ................... 5 PROGRAM CALENDAR ................................................................... 6 SUBJECT AREAS ........................................................................... 8 Arts & Humanities .................................................................... 8 Business ................................................................................10 Government ...........................................................................11 Law .......................................................................................13 Medicine & Science .................................................................14 CAMPUS LIFE ..............................................................................16 APPLICATION INFORMATION & CHECKLIST .....................................18 FOR PARENTS .............................................................................20 High school students who participated -
Doctor of Liberal Studies, Student Handbook
Doctor of Liberal Studies, Student Handbook Academic Rules and Regulations 2017 - 2018 Table of Contents WELCOME..................................................................................................................................... 5 UNIVERSITY MISSION STATEMENT ............................................................................................................. 5 SCHOOL MISSION STATEMENT ................................................................................................................... 5 HISTORY OF THE SCHOOL OF CONTINUING STUDIES ................................................................................... 5 JESUIT VALUES AT GEORGETOWN UNIVERSITY: THE SPIRIT OF GEORGETOWN ......................................... 6 ACCREDITATION & CERTIFICATION INFORMATION .................................................................................... 8 DISCLAIMER, WEBSITE, AND UPDATE INFORMATION ................................................................................. 8 OWNER OF INSTITUTION ............................................................................................................................. 9 OFFICE OF ACADEMIC AFFAIRS & COMPLIANCE ........................................................................................ 9 UNIVERSITY POLICIES ............................................................................................................ 10 OFFICE OF BILLING AND PAYMENT SERVICES ...........................................................................................10 -
1980-04-01.Pdf (3.1MB)
• News 3 Nothing in the least interesting, infor Cry Rape! mative, or that hasn't already been covered in the HOYA We have been raped. Arts 9 The Voice is very much like a woman: proud, sen A review of a play that closed two sitive, very aware of it's rightful place in the world. We weeks ago; a pretentious and verbose critique of an album that no one is go even run on our own cycle. But, unlike a woman, we ing to but anyway have a sense of honor, and that sense of honor has been . sullied by the shocking act that resulted in the theft of Cover 10 this newspaper, whose monetary value is approximately A last-ditch attempt to get people to get people to pick up our newsmagazine 1200 dollars. But the issue is not money, but rape. We in spite of the cliche-ridden prose and demand satisfaction, and, aga,in like a woman, we pro non-sequitor commentary. Behind bably won't get it. Sports II The facts in the case are simple. We work hard all Now that the basketball season is week gathering the news, sports, and features that you over, pretty lean pickings. Reports on see tastefully presented in our pages. Monday night we minor sports that get almost no funding theLinM and lose all the time. take what we in the newspaper business call "flats", worth around 1200 dollars, to our printers, the Nor C.S. Lewis once said that thern Virginia Sun. Sometime between nine and nine "You always hurt the one you eleven, the flats, (worth over a thousand dollars), were Board 0/ Worth love", and he almost certainly agree that, at least at Georgetown found to be missing, searched for, declared officially Mark Whimp. -
The Emergence of a Lay Esprit De Corps: Inspirations, Tensions, Horizons
Jesuit Higher Education: A Journal Volume 8 Number 2 Article 3 2019 The Emergence of a Lay Esprit de Corps: Inspirations, Tensions, Horizons Christopher Pramuk Regis University, [email protected] Follow this and additional works at: https://epublications.regis.edu/jhe Part of the Catholic Studies Commons, Practical Theology Commons, Religious Education Commons, Religious Thought, Theology and Philosophy of Religion Commons, and the Scholarship of Teaching and Learning Commons Recommended Citation Pramuk, Christopher (2019) "The Emergence of a Lay Esprit de Corps: Inspirations, Tensions, Horizons," Jesuit Higher Education: A Journal: Vol. 8 : No. 2 , Article 3. Available at: https://epublications.regis.edu/jhe/vol8/iss2/3 This Scholarship is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in Jesuit Higher Education: A Journal by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. The Emergence of a Lay Esprit de Corps: Inspirations, Tensions, Horizons Cover Page Footnote This essay is dedicated in memoriam to Fr. Howard Gray, SJ, whom I never had the good fortune to meet, but whose impact on me and so many in the realm of Jesuit education and Ignatian spirituality continues to be immense. This scholarship is available in Jesuit Higher Education: A Journal: https://epublications.regis.edu/jhe/vol8/iss2/3 Pramuk: The Emergence of a Lay Esprit de Corps The Emergence of a Lay Esprit de Corps: Inspirations, Tensions, Horizons Christopher Pramuk University Chair of Ignatian Thought and Imagination Associate Professor of Theology Regis University [email protected] Abstract Likening the Ignatian tradition as embodied at Jesuit universities to a family photo album with many pages yet to be added, the author locates the “heart” of the Ignatian sensibility in the movements of freedom and spirit (inspiration) in the life of the community. -
Parent Handbook 2019/2020 Contents
Parent Handbook 2019/2020 Contents Welcome - Editor's Note 4 Contact Information 5 Mission Statement 6 The College Crest 7 The Aim of Jesuit Education 8 Jesuit Prayer & Ignatian Tradition 9 The Examen of Consciousness 10 The Prayer of St. Ignatius Loyola 11 Jesuit Education, Year & Class Names 12 Key Dates 14 Key Information 19 College Uniform 40 Co-curricular Activities 42 Sports 46 College History, Buildings and Campus 54 Events 56 Parent Matters 57 Communications 59 Miscellaneous 60 FAQ 62 Jesuit Pupil Profile 63 Child Safety & Child Protection 64 For almost five centuries, Jesuit Founded in 1534, the Society of Jesus education has existed as a model emphasises the pursuit of wisdom of academic excellence throughout in the tradition of its founder, St. the world. Jesuits are synonymous Ignatius of Loyola. with excellence in education and commitment to caring for the whole person – mind, body and spirit. 2 | BELVEDERE COLLEGE S.J. 3 | PARENT HANDBOOK 2019/2020 Editor's Note Contact Information Rector Fr Paddy Greene SJ 01-8586600 [email protected] Headmaster Mr Gerry Foley 01-8586604 [email protected] Headmaster's Secretary Ms Yvonne O'Brien 01-8586604 [email protected] Deputy Principal (Elements/Rudiments) Mr Paul Bryce 01-8586662 [email protected] Deputy Principal (Grammar/Syntax) Mr Colin McCarthy 01-8586674 [email protected] Deputy Principal (Poetry/Rhetoric) Mr Tom Doyle 01-8586768 [email protected] Director of Faith & Service Mr Padraig Swan 01-8586639 [email protected] -
A Glossary of Terms Used in Ignatian and Jesuit Circles * Indicates a Term That Is Explained in Its Own Separate Entry in This Glossary
Do You Speak Ignatian? by George W. Traub, S.J. Zum Gedachtnis an "Onkel" Karl (Karl Rahner [1904-1984]) ©2002 by George W. Traub, S.J. All rights reserved For copies of this glossary in booklet form, contact: Carol Kelley Office of Mission & Ministry Xavier University 3800 Victory Parkway Cincinnati, OH 45207-2421 FAX: 513-745-2834 e-mail: [email protected] A Glossary of Terms Used in Ignatian and Jesuit Circles * Indicates a term that is explained in its own separate entry in this glossary. The term "God", which appears so often, is not asterisked. A.M.D.G.--Ad Majorem Dei Gloriam (Latin) - "For the greater glory of God." Motto of the Society of Jesus.* [See "magis."*] Apostle / apostolate / apostolic--Apostle is the role given to the inner circle of twelve whom Jesus "sent out" [on mission] and to a few others like St. Paul. Hence apostolate means a "mission endeavor or activity" and apostolic means "mission-like." Arrupe, Pedro (1907-1991)--As superior general of the Society of Jesus* for nearly 20 years, he was the central figure in the renewal of the Society after Vatican Council II,* paying attention both to the spirit of Ignatius* the founder and to the signs of our times. From the Basque country of northern Spain, he left medical school to join the Jesuits,* was expelled from Spain in 1932 with all the other Jesuits, studied theology in Holland, and received further training in spirituality and psychology in the U.S. Arrupe spent 27 years in Japan (where among many other things he cared for victims of the atomic bomb in Hiroshima) until his election in 1965 as superior general. -
Georgetown University 2010-2020 Campus Plan December 30, 2010
Georgetown University 2010-2020 Campus Plan December 30, 2010 Table of Contents EXECUTIVE SUMMARY ................................................................................................. ix SECTION 1. INTRODUCTION TO THE GEORGETOWN UNIVERSITY 2010-2020 CAMPUS PLAN ................................................................. 1 1.1 Georgetown University: A D.C. Asset.. ................................................................... 1 1.2 Continued Investment in and Service to the District of Columbia ........................... 2 1.2.1 Maintain Academic Excellence; Remain a Significant Asset to the District of Columbia ...................................................................................................... 2 1.2.2 Provide Continued Leadership and Innovation in Managing Off-Campus Impacts .............................................................................................................. 3 1.2.3 Enhance the Campus Environment with Targeted Improvements ................... 3 1.2.4 Lead in Transportation Solutions and Sustainable Design ............................... 4 1.2.5 Modernize and Improve Medical Facilities to Meet Needs .............................. 5 1.3 Neighborhood Context .............................................................................................. 5 1.3.1 Edge Conditions and Border Transitions .......................................................... 5 1.3 .2 Regular and Consistent Engagement in Community Affairs ............................ 7 1.3.3 Service and Resources: