Education Commons^™

Possibility Thinking In The Community-Engaged Classroom: Uniting Hope And Imagination Towards Anti-Racist Action, Betsy Bowen, Lilly Campbell, Jenna Green, Emily A. Phillips

Jesuit Higher Education: A Journal

Drawing on the work of Patrick Saint-Jean, S.J., this article examines the contribution that “possibility thinking” makes to community-engaged learning at three Jesuit universities. The article considers ways in which possibility thinking intersects both Jesuit and secular perspectives on hope and imagination, and their relationship to anti-racist praxis. We then describe three institutional contexts at different stages of enacting community-engaged learning in introductory and upper-level English classes. The article concludes by offering three praxis-oriented directions for community-engaged learning educators to take up in their own institutional contexts: developing faculty capacity and awareness; fostering solidarity not charity; and encouraging reflection not …

An Inquiry Into Hope And Imagination In Jesuit Education: Ignatian Design Thinking As A Lens For Exploration, Stacy Neier Beran, Patrick M. Green

Jesuit Higher Education: A Journal

Hope and imagination are foundational to a Jesuit education, and as central tenets, inform teaching and learning through Ignatian pedagogy. The authors explore hope and imagination in the Jesuit context through the lens of scholar-practitioner inquiry, drawing from the local context and practice of an Ignatian design thinking course as a source of knowledge. This inquiry approach is rooted in practice-based research, and situates scholarly exploration through lines of inquiry and problems of practice, specifically exploring how design thinking fosters curiosity and creates space for teaching imagination and hope. The authors draw on their teaching experiences, course design, and professional …

Living, Learning, Serving: Outcomes Of Combining A Living-Learning Program With Service-Learning Courses, Allen Brizee, Kate Figiel-Miller, Marianna Carlucci

Jesuit Higher Education: A Journal

Abstract

This article discusses a two-year IRB-approved programmatic case study that measured the outcomes of merging a living-learning program (LLP) with service-learning. The study compared student survey data from four different pedagogical models, one of which was the hybrid LLP-service-learning model where service-learning students also participated in the LLP. We also interviewed instructors who used the LLP with their service-learning pedagogy. We used a one-way ANOVA and a non-parametric test to code and analyze the survey data. We used grounded theory to code and analyze interview data. Survey data revealed that the LLP-service-learning hybrid model scored the lowest of the …

Reimagining The Humanistic Tradition: Using Isocratic Philosophy, Ignatian Pedagogy, And Civic Engagement To Journey With Youth And Walk With The Excluded, Allen Brizee

Jesuit Higher Education: A Journal

The world is in a perilous place. Challenged by zealots, autocrats, a pandemic, and now a war in Europe, elected officials and their constituents no longer exchange ideas in a functioning public sphere, once a hallmark of the humanistic tradition. The timeliness of the Universal Apostolic Preferences (UAPs), therefore, is profound as they provide beacons of light for dark times. In this article, I trace Isocratic philosophy through Ignatian pedagogy and contemporary civic engagement to argue that we can use these three models to help us Journey with Youth and Walk with the Excluded. Key to this approach is a …

Introduction: Perspectives On Ignatian Leadership, Thomas M. Kelly, Bridget Keegan Ph.D.

Jesuit Higher Education: A Journal

No abstract provided.

The Ignatian Leader As Global Citizen, Jennifer Tilghman-Havens

Jesuit Higher Education: A Journal

This article highlights the various elements of the Ignatian worldview, as outlined by Superior General Peter-Hans Kolvenbach in his 1989 address. Drawing upon contemporary social science theorists, it illustrates the relevance of his remarks for today’s Jesuit institutions of higher education, especially as they undertake a critical consideration of race, gender and class in shaping Ignatian leaders for a more just, humane and sustainable world.

Learning With Students At The Margins: Creighton University’S Pilot Program With Jesuit Worldwide Learning 2017-2018, Martha Habash

Jesuit Higher Education: A Journal

Creighton University in cooperation with Jesuit Worldwide Learning: Higher Education at the Margins (formerly Jesuit Commons: Higher Education at the Margins) piloted a program in 2017-2018 in which 8 Creighton University undergraduates in the College of Arts & Sciences took an online course in Jesuit Worldwide Learning’s Diploma in Liberal Studies and a newly developed online course at Creighton University that framed their online experience in a global classroom with students living at the margins through readings, videos, discussions, reflections, and community service. This small-scale qualitative study seeks to understand what benefits arise for privileged students in a global classroom …

Educating For Justice: Curricular Social Justice Education At Institutions Of Higher Education, Darby Ratliff

Jesuit Higher Education: A Journal

This study examined the efficacy of college and university outcomes that call for their students to have an understanding of justice before graduation. Situated at a small, religiously affiliated, private, four-year institution and utilizing its own “justice attribute” learning outcomes, this thesis considered the way that graduating students who have completed the “justice” designation understand justice and how they formed that particular understanding. In the end, this study found that students have an understanding of justice and social justice, but faculty members need to do more to translate this knowledge into skills for social change in order to become culturally …

A Model For Cultivating Global Engagement Beyond Academic Tourism, Victor D. Carmona, Tizziana Carmona

Jesuit Higher Education: A Journal

The message to environmental scholars in Pope Francis’ Encyclical “Laudato Si” is clear: contributions from Science, Technology, Engineering, and Mathematics (STEM) must serve to inform both local and international conversations as well as connect learning communities in developed and developing nations. In the hope of fostering international opportunities that challenge U.S. students to link their academic degrees with social justice elements that calibrate them to the historical reality the overwhelming majority of the world experiences, we outline a teacher-scholar model that serves as a tool for the advancement of social and environmental justice issues in developing countries.