The young man at the end of his journey at St Aloysius’ will be steeped in Ignatian tradition, a true man for others.
The learning environment we offer gives each boy the chance to develop his own spirituality and faith at his own pace. Boys are drawn in their conscience toward the good, feel in their hearts a passion for justice, and learn in practice the joy of service.
Ultimately, we encourage each student to be:
- grateful for his own gifts, for the gift of other people, and for the blessings of each day;
generous and large-hearted with his gifts, and a man for others;
attentive to his experience and his feelings; discerning about his choices and their consequences;
compassionate towards others;
loving by his just actions and his forgiving words;
prophetic in taking a stand for justice and truth, even when that comes with a cost;
faith-filled in his beliefs and hopeful for the future;
eloquent in communication and a man of his word;
hungry for learning and wise in the ways he uses his learning for the common good;
active in his engagement with the world, changing what he can for the better; and
having a sense of stewardship of the earth’s resources.
The College creates an environment where students have the opportunity to be shaped in these ways. Students have frequent opportunities to attend liturgies and retreats. Every student is expected to complete a number of service hours per year and to reflect on them. Older boys have the chance to apply to travel overseas or within Australia on immersions, to share the lives of those less fortunate.
Every child is cared for and nurtured through an effective pastoral care system.
The opportunities to cultivate their spiritual lives are considerable. But respect for the individual is paramount. So, each boy is given the space to do so in his own time and in his own way, developing his unique relationship with God.
The Ignatian way of teaching
The first universal handbook of Jesuit education was the Ratio Studiorum (1599). It guided the Jesuits in the administration of their international school network. When lay colleagues began to partner the Jesuits in this ministry, a document entitled The Characteristics of Jesuit Education (1986) was produced, outlining the style and the emphases.
It describes nine broad features.
- is world-affirming, holistic, and promotes a dialogue between faith and culture;
- insists on the care of each student in all his/her dimensions (cura personalis) and encourages openness to growth;
- is value-oriented, and encourages a realistic knowledge, love and acceptance of self;
- proposes Christ as the model of human life, and celebrates faith in personal and communal ways;
- is a preparation for an active life commitment, serving “a faith that does justice”, while forming “men and women for others”, with a particular concern for those on the margins of life;
- is an apostolic instrument serving both the Church and human society, and preparing students for the same mission;
- pursues and witnesses to excellence;
- stresses lay-Jesuit collaboration and promotes community; and
- is adaptive to means and methods to achieve its purposes.
Soon after this publication, a ‘how to’ document was produced, Ignatian Pedagogy: a Practical Approach (1993). There are five elements to the pedagogical paradigm presented. It begins with Context – the awareness by the teacher of the multiple contexts in which the pupils live, grow and learn. Then comes the central cycle of Experience, Reflection, Action. Reflection is that opportunity given a student so that meaning can surface from the experience. That is why, space, internal assimilating and journaling are hallmarks of Jesuit education. The Action may be something that can be demonstrated externally but it also includes internal changes of attitude or the taking on of a new perspective. Finally comes Evaluation where the teacher reflects on the effectiveness of a lesson, or a program, to evaluate a student’s growth in learning and living.