We are not the centre: there is no centre

Many of us acting in their sj alumni associations do not see much further. They hardly know about their federation, continental confederation and the World Union. Their association is the centre and the rest of the world is around it.

As a matter of fact, the Jesuit alumni/ae are everywhere on the planet, even on tiny islands in the middle of oceans. We live at the surface of this planet and could not be the centre: a sphere has a centre, the surface of a sphere has no centre.

We are very diverse: some of us are catholic, others are protestant or orthodox, some are hindu, some are buddhist, some are muslim, some are agnostic, many of us do not believe in the God of the Christians or in any god. Some of us are european, others are african, arab, asian, south or north american.

Some of us speak Spanish, Mandarin, French, Dutch, German, Ingala, English, Japanese, cantonese, wolof or any other language.

But we all have a very strong common denominator that is not the religion: it is our Jesuit education.

What is it ?
What holds us together like a centripetal force?
What is our common Jesuit education?

Three pillars of the Jesuit education Testimony

Jesuit education, that implements the Ignatian pedagogy after the name of Ignatius of Loyola (1491-1556), founder of the Jesuits was the subject of many books written by highly competent authors. The few words that follow do not pretend to challenge them, neither to synthesize what they have written. It is rather the simple testimony of someone who, having benefited from a Jesuit education, has been earmarked and appreciates the degree of influence it has on his everyday life as a father and a man active in the society.

This education is, I believe, based on three pillars: the positive attitude, the development of talents and the service to others.

1. The positive attitude

It is a state of mind that makes us look for the positive aspects of every person encountered, of any information heard, of any circumstance experienced, of every object. It is a prejudiced favourable opinion. But this favourable vision must not be understood as a mere contemplation, it is an active principle, an invitation to act. It is an invitation to develop the relationship with the person, to explore the information, to experience fully the circumstances of life, to respect the object, etc. This positive state of mind is conducive to a commitment; it leads to take things to heart and to do them thoroughly. This implies however that we discern with pragmatism and modesty, the issues in which we want to deploy our talents with more efficiency and that we establish a priority amongst them. Hence, commitment, surpassing oneself, idealism are pivots of the Jesuit education. They are important in a society that, like ours, sometimes struggles with discouragement.

2. Development of the talents

The Jesuits have founded many schools where they have been teaching. The development of the talents goes beyond teaching, though. Ignacian pedagogy aims at developing our four basic dimensions: body, mind, heart and soul. The subject is asked to develop his physical, intellectual, but also human (the relationship to others) and spiritual (the relationship to the divinity) dimensions. This is done in a certain way, according to a certain method, three features of which are rigor, critical thinking and questioning. They must lead to the discernment that comes before action.

Rigor should, uncompromisingly, govern the analysis prior to action, but also the implementation of this action. It can be translated by a modern term, a bit simplistic though: professionalism. Critical thinking is a foundation of understanding. It frees the mind and produces free thinkers … people who are, at times, quite “restless” in the Catholic Church or other religious currents.
Questioning is the constant challenging of oneself that governs the search for the MAGIS. Questioning is the antonym of complacency and should be practiced consistently, even and especially after the action. Jesuit education encourages us to never being satisfied with the status quo, but to strive for excellence, for the better (MAGIS) in a perpetual quest.

3. The service to others

“A talent is meaningless if it serves only the one to whom it was granted” said Ignatius. This little phrase reveals his vision of our role on this earth: we are not here for ourselves but for others.

We are the managers, not the owners of the talents that were granted to us: after we develop them, they must serve the well-being of our fellows. It is a fundamental message of Christ. Ignacian education leads us to be men for others in the light of the Gospel, as would be put in Christian terms.

The positive attitude leads us to be vectors of optimism. The development of talents leads us to be factors of progress. The sense of service to others leads us to be agents of solidarity.

These are three fundamental characteristics of the Jesuit education. This education has no monopoly on these values, but it has erected them in a coherent system. This system rests in the heart of those who freely choose it and it becomes a source of strength as well as a guideline on the path of their lives.

This is what we have in common on our little sj alumni/ ae planet. This is also what translates into our language and behaviour and makes us recognisable to each other. This is what holds us together as well. Our challenge is to levy on it to mobilise our community and pursue noble causes in line with our values.