Search Results (6)

This article addresses a gap in the literature by offering the first structured reconstruction of the origins, motivations, and development of Ignatian Leadership, connecting its spiritual roots, conceptual foundations, and institutional applications within a coherent and transferable framework. The study explores the genesis, evolution, and contemporary relevance of Ignatian Leadership as a transformative model that combines organisational management principles with the spirituality of Saint Ignatius of Loyola and the Jesuit tradition. Through a qualitative methodology, we conducted an exhaustive review of 54 documents and interviews with key experts, incorporating diverse phenomenological perspectives. The findings show that this leadership model emerged to renew the apostolic mission of the Society of Jesus, modernise its educational management, and empower both laypeople and Jesuits in leadership roles. Grounded in Ignatian spirituality—particularly in the practice of discernment aimed at promoting actions inspired by the Magis, in ever deeper and greater service to the most universal good—it seeks to serve others and promote the common good. Over time, the model has expanded beyond religious contexts, offering a counter-cultural and ethically grounded leadership style applicable in educational, managerial and civic settings. This shift of focus not only paves the way for institutional change but also guides individuals towards a more authentic and meaningful life. Full article

Anchored in the Ignatian ethos of spirituality and education, Jesuit education initially emerged as a vehicle for spiritual development within the Catholic sphere. In Ireland, from the early 19th century onwards, it was strategically aligned with British colonial interests, fostering a unique form of colonial Catholicism. This article examines how Jesuit education served the domestic elite during British rule, employing education strategically to bolster Catholic interests in the 19th century. It focuses on how institutions like Tullabeg and Clongowes became instrumental in merging Catholic education with colonial aims, purportedly under a divine mandate. This scrutiny reveals that the colonial drive towards a Westernized, secular approach in religion and education unexpectedly strengthened religious identities and their political sway, countering the prevalent assumption that modernization equates to secularization. The analysis of the roles played by these premier boarding schools in cultivating colonial Catholicism demonstrates that Jesuit education in Ireland was significant in reshaping the dynamics of religion, education, and politics. This case study highlights the complex outcomes of colonial religious and educational strategies, highlighting the persistent impact of colonialism on Ireland’s religious character and societal conversation. It illuminates the intricate interplay between faith, education, and colonialism. Full article

It seems that the early Jesuits misinterpreted the key Neo-Confucian terms taiji/li from an Aristotelian perspective in the seventeenth century, thereby leading to a dialogical failure in their initial encounter with Neo-Confucian tradition. What necessitates interreligious dialogue today is a pluralistic stance that deems all religious quests worthy in their own context. Therefore, this paper renews the dialogue between two spiritual traditions, long overdue, by reading two representative texts, side by side, from each tradition on self-cultivation: Reflections on Things at Hand (twelfth century) and The Spiritual Exercises (sixteenth century). The comparison showcases that the notion of “wanwuyiti”, a concomitant of the Confucian ren, is tantamount to a religious imperative for human ethical engagements, and the Ignatian axiom “Finding God in All Things” energizes a spiritual self-transformation to forge an intimate bond with God and the world. While Neo-Confucian cultivation focuses on the removal of desires, seeking to maintain “equilibrium” and “centrality”, the Ignatian exercises foreground commitment to “discernment” and “indifference”. The Neo-Confucians address human and worldly affairs in a procedural manner, with ever-broadening horizons, to establish an orderly society. In contrast, the Ignatian self is directed toward an orderly life to serve, love, and bring ever more to God’s Divine Majesty. Full article

This paper attempts to deal with an essential dimension of the process of discernment as Francis develops it, namely, the narrative. The paper treats the imaginative discernment exemplified in his use of storytelling, metaphors, and symbols to open a creative forum for discerning sacred truths in our personal lives. To justify the appropriateness of Francis’s use of imagination in discernment, the first part of the paper analyzes Ignatius’s use of the imagination, especially in the Rules for Discernment of Spirits. The second and lengthier part of the paper turns to Pope Francis’s skilled narrative use of metaphors and symbols. He adopts the Ignatian imaginative style with metaphors that appeal to contemporary seekers. The various metaphorical twists that he incorporates into this experience have a privileged place in his spiritual pedagogy of accompanying, discerning, and walking together with people during difficult times. The metaphorical style of Ignatius and Francis allows for a comprehensive understanding of the role that imagination can play in the discernment of spirits. Besides enriching our understanding of discernment, this style can facilitate a Christian spirituality that enhances the search for and discovery of meaning within our contemporary lives. Full article

The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training^®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism. Full article

The Marian writings of the Roman poet Vittoria Colonna (1490/92–1547), the Venetian polemicist Lucrezia Marinella (1579–1653),¹ and the Florentine educator Eleonora Montalvo (1602–1659) present an accessible model of the Virgin Mary in the early modern period that both lay and religious women could emulate in order to strengthen their individual spirituality. While the Catholic Church encouraged women to accept and imitate an ideal of the Virgin Mary’s character traits and behavior for the good of society, these three women writers constructed a more fruitful narrative of the Virgin’s life and experience that included elements and imagery that would empower women to enhance their personal practice of meditation. Full article