Fr. Connell led delegates in a reflection on Jesuit educators as pilgrims on the way together: power, potential, and perils. He began with an imagination exercise, ultimately inviting delegates to recall how we better know our own homeland, the function of familiarity and memory. Cartographers who once needed to know the land they map but no longer in this age in the Google maps are less for this. Is this the level of our appreciation of the Jesuit network? If we simply read the map or follow the GPS navigation system without knowing the Jesuit road or network first hand, how will that send us amiss? Fr. Connell's point: if we are going to truly embrace the Jesuit global network, we need a first hand knowledge of its depths, not simply the superficiality of map or digital description. After all, we have only recaptured the Spiritual Exercises as our principal inspiration in the past 25 years.
Our challenge then, Fr. Connell offered, is for our school leaders share actively in this global Jesuit network. And for this network to offer a common vision we can individually and collectively engage in, be inspired by, and be led by. We, like the first companions, are having spiritual conversations here that will help us to better know our future, discern God's will, and strengthen our resolve to follow this will.
One way this will happen, Fr. Connell charged, is for the developing world Jesuit schools to be viewed as full partners with their developed peers: to have a place at the table, not simply a piece of the pie. His school 15 km outside Dodoma, Tanzania, for example, will require $50,000 US simply for Internet connectivity. Growth in our Jesuit identity can't happen simply in individual persons or schools or provides by actively together. This is not our heritage inspired in the Spiritual Exercises.
Fr. Connell closed with an example of this active participation in the global Jesuit network. Last summer, Jesuit educators from the Chicago-Detroit province high schools gathered with Jesuit educators from St. Peter Claver in Dodoma. The fruit of common prayer, meals, worship, and friendship was the articulation of seven principals of Jesuit education.
Thursday, August 2, 2012
Wednesday, August 1, 2012
Network Initiatives
Ignacianos Por Haiti: A Jesuit organization of education professionals working in Haiti. This includes support of a Jesuit Fe y Alegria school as well as a solidarity campaign throughout the Jesuit secondary education world.
International Baccalaureate: Paul Campbell, head of regional development for the IB, offered examples and inspiration to share how IB can partner with Jesuit secondary schools.
Global International Advocacy Network: Ms. Lucia explained GIAN to the audience, including their advocacy for the right of quality education for all.
World Union of Jesuit Alumni. The vice president of WUJA explained the work of his organization and how we might better link our alumni with WUJA. WUJA has its roots in Europe, although its aim is to better reach out across the globe, leaning into the priorities of the Society of Jesus.
International Baccalaureate: Paul Campbell, head of regional development for the IB, offered examples and inspiration to share how IB can partner with Jesuit secondary schools.
Global International Advocacy Network: Ms. Lucia explained GIAN to the audience, including their advocacy for the right of quality education for all.
World Union of Jesuit Alumni. The vice president of WUJA explained the work of his organization and how we might better link our alumni with WUJA. WUJA has its roots in Europe, although its aim is to better reach out across the globe, leaning into the priorities of the Society of Jesus.
The Jesuit Network and Technology
Fr. Dani Villanueva presentation offered a response to the question how technology can help build the Jesuit international network. To answer this question, Fr. Dani offered six examples.
Fr. Dani first offered the interesting example of Recaptha as effective and massive on line collaboration that is helping to digitize one million books. Another example Dani offered was his friend Kasum, a mother in the JRS camp in northwest Kenya who earns money through international online work.
Using Kony 2012 viral You Tube video, Dani then highlighted how innovation, not simply technology, is bringing positive change, democracy, and social justice. Thirty percent of the world is connected, and the Society of Jesus has a unique opportunity to share the Good News in transformative and massive ways.
Dani then posed the question why didn't Pedro Arrupe begin JRS through traditional province structures, as always. Dani offered that perhaps Arrupe understood the refugee situation as a global crisis that required a global response, not hampered by traditional boarders. Fe y Alegria is another example of how technology and innovation aid global connectedness to respond to global challenges. Using programs such as Illuminate, technology strengthens this connection. another example Dani offered was the example of G.C. 35, which used a microsite to connect the world to the proceedings in real time for the first time, promoting the union of hearts and minds. This was asked by Jesuits spread through the world, not the Curia. But it was the delegates themselves that used the website the most, blogging and creating several Facebook pages. Another example is that the Magis program connected with World Youth Day optimized the how youth interact through technology at that event. Dani assembled an international team of communication professionals to connect youth across the world to connect to the event in real time.
Other examples Dani offered are not events but sustainable international programs that leverage technology. Jesuit Commons offers higher education at the margins through Jesuit university partners for refugee camps in Africa. Global Ignatian Advocacy Network is another global example connected through technology.
In conclusion, Dani challenged the audience to listen to how people are using technology to connect, and how these tools could be used to help us: to move from superficial communication to transformational communion. Mature organizations will creatively respond to this opportunity Dani suggested, by previous examples of Fe y Alegria and JRS. This will require trust and openness.
Three challenges Dani offered our sector:
1) study of penetration of technology
2) knowledge management consultation
3) mapping of the network
www.jesuitnetworking.org
Fr. Dani first offered the interesting example of Recaptha as effective and massive on line collaboration that is helping to digitize one million books. Another example Dani offered was his friend Kasum, a mother in the JRS camp in northwest Kenya who earns money through international online work.
Using Kony 2012 viral You Tube video, Dani then highlighted how innovation, not simply technology, is bringing positive change, democracy, and social justice. Thirty percent of the world is connected, and the Society of Jesus has a unique opportunity to share the Good News in transformative and massive ways.
Dani then posed the question why didn't Pedro Arrupe begin JRS through traditional province structures, as always. Dani offered that perhaps Arrupe understood the refugee situation as a global crisis that required a global response, not hampered by traditional boarders. Fe y Alegria is another example of how technology and innovation aid global connectedness to respond to global challenges. Using programs such as Illuminate, technology strengthens this connection. another example Dani offered was the example of G.C. 35, which used a microsite to connect the world to the proceedings in real time for the first time, promoting the union of hearts and minds. This was asked by Jesuits spread through the world, not the Curia. But it was the delegates themselves that used the website the most, blogging and creating several Facebook pages. Another example is that the Magis program connected with World Youth Day optimized the how youth interact through technology at that event. Dani assembled an international team of communication professionals to connect youth across the world to connect to the event in real time.
Other examples Dani offered are not events but sustainable international programs that leverage technology. Jesuit Commons offers higher education at the margins through Jesuit university partners for refugee camps in Africa. Global Ignatian Advocacy Network is another global example connected through technology.
In conclusion, Dani challenged the audience to listen to how people are using technology to connect, and how these tools could be used to help us: to move from superficial communication to transformational communion. Mature organizations will creatively respond to this opportunity Dani suggested, by previous examples of Fe y Alegria and JRS. This will require trust and openness.
Three challenges Dani offered our sector:
1) study of penetration of technology
2) knowledge management consultation
3) mapping of the network
www.jesuitnetworking.org
When I first went to school...
V. Rev. Orobator, SJ
Fr. Orobator begun his presentation with a beautifully sung prayer and led into part of his story, how he came to know the shepherd...
When he first went to school there was no school. He went to "Garri" school, a makeshift collection of children gathered from homes and safely paraded to the teacher's house, not a classroom to be found. This teacher, a true shepherd, led the way, and Fr. Orobator developed a deep devotion to this shepherd. She modeled for him how we are all called to model the Good Shepherd as educators of the young.
The gospel story of the Good Shepherd was then proclaimed in Spanish to draw us deeper into the truth of this call: Jesus calls all His followers to Him, the Good Shepherd we are invited to then model for others.
Garri is the starchy grain Fr. Orobator mom equipped him with for the day's nourishment, placed lovingly into his pocket. Hence, the understanding of this as the "Garri" school. Fr. Orobator further described the simple conditions of his school, no chairs, no desks, no pens, paper, just a simple wood tablet and some chalk in which he learned to write English.
Then proclaiming, in French, G.C. 34, Decree 26's call to a "holy boldness", Fr. Orobator exhorted the audience to provide the gift of education no matter the obstacles, as his Garri school did for him.
Fr. Orobator then shared his experience of primary school, a journey to the this school with his neighbor children an example of solidarity as no child walked to school alone. This notion, echoed in Pope John Paul's proclamation on solidarity, was read in English.
Fr. Orobator linked his experience to our call as leaders in Jesuit education. Describing his East Africa province's schools from Loyola in Wau, South Sudan to Ocer-Campion Jesuit College in Gulu, Northern Uganda, to the world over, Jesuit education is about making a difference in the lives of the children we serve, as his own life story testifies to.
Describing the horrors of the trans-Atlantic slave trade, Fr. Orobator asks if Jesuit education offers an opposite invitation to enslavement, an opportunity for liberation, like the door to the slave ship another door of no return. Proclaiming Luke 4:16-21 in Spanish, the Lord proclaims this liberty to the captives, glad tidings to the poor. This is the Good News, fulfilled through the liberation of youth through education.
Fr. Orobator concluded with intercessory prayer for the young, their liberation through education, and our Jesuit ministries that help towards this end.
Fr. Orobator begun his presentation with a beautifully sung prayer and led into part of his story, how he came to know the shepherd...
When he first went to school there was no school. He went to "Garri" school, a makeshift collection of children gathered from homes and safely paraded to the teacher's house, not a classroom to be found. This teacher, a true shepherd, led the way, and Fr. Orobator developed a deep devotion to this shepherd. She modeled for him how we are all called to model the Good Shepherd as educators of the young.
The gospel story of the Good Shepherd was then proclaimed in Spanish to draw us deeper into the truth of this call: Jesus calls all His followers to Him, the Good Shepherd we are invited to then model for others.
Garri is the starchy grain Fr. Orobator mom equipped him with for the day's nourishment, placed lovingly into his pocket. Hence, the understanding of this as the "Garri" school. Fr. Orobator further described the simple conditions of his school, no chairs, no desks, no pens, paper, just a simple wood tablet and some chalk in which he learned to write English.
Then proclaiming, in French, G.C. 34, Decree 26's call to a "holy boldness", Fr. Orobator exhorted the audience to provide the gift of education no matter the obstacles, as his Garri school did for him.
Fr. Orobator then shared his experience of primary school, a journey to the this school with his neighbor children an example of solidarity as no child walked to school alone. This notion, echoed in Pope John Paul's proclamation on solidarity, was read in English.
Fr. Orobator linked his experience to our call as leaders in Jesuit education. Describing his East Africa province's schools from Loyola in Wau, South Sudan to Ocer-Campion Jesuit College in Gulu, Northern Uganda, to the world over, Jesuit education is about making a difference in the lives of the children we serve, as his own life story testifies to.
Describing the horrors of the trans-Atlantic slave trade, Fr. Orobator asks if Jesuit education offers an opposite invitation to enslavement, an opportunity for liberation, like the door to the slave ship another door of no return. Proclaiming Luke 4:16-21 in Spanish, the Lord proclaims this liberty to the captives, glad tidings to the poor. This is the Good News, fulfilled through the liberation of youth through education.
Fr. Orobator concluded with intercessory prayer for the young, their liberation through education, and our Jesuit ministries that help towards this end.
Subscribe to:
Posts (Atom)