Jesuit Understanding of Education:
Jesus talks about reading and interpreting the signs of the time (Lk 12:54-56) in order to do the needful. We are today in the spot light at a critical moment of reading and interpreting the educational signs and it is our mission to do what is essential, relevant, and meaningful. The evolution of Jesuit Ministries is interesting. Starting from ‘care of souls’ or ‘help of souls’ to the holistic wellbeing of individuals, culminating in social transformation, has taken the phases of spiritual, intellectual, social, cultural, and political and now has come to justice and dignity of people. With the founding of the first school in Messina (Silicy) in 1548, education became the hallmark of the Jesuits. The letter from the Jesuit headquarters in Rome in 1560 acknowledged that education (the schools) had become the primary ministry of the Society, the primary base for most of the other ministries.[1] Till then education was one of the ministries.
The richness of Jesuit education could be understood from the conversation that Solomon had with Yahweh. When Yahweh appeared to Solomon, the request of Solomon was: i. For a discerning mind; ii. an understanding heart; iii. to do the right thing (1 Kg 3:9). His request was holistic, that is, intellectual acumen (academic excellence), emotional maturity (character formation), and power to do the right (social concern) – In other words it is the holistic and integrated formation of head, heart, and hand. We are also committed to realize the same: Our syllabi are information oriented; the values one imbibes from our institutions bring in emotional maturity; and our option for the poor and the marginalized empowers them to become leaders with social responsibility. Our conviction and efforts are to bring the people from the periphery of receiving end to the centre of leadership; and to bring up those at the bottom of social pyramid to the pinnacle of the same. In a world of Possession, Position, and Power, we take our stand with the Poor, Punished, and Powerless. And education is the means to realize our goal of empowering the marginalized.
As pathfinders and pioneers, we have education in our Jesuit genes. We are the spotters, potters, and builders: We spot the option group and offer excellent but affordable education; we mould the students as leaders with social responsibility; and we build a new society of equality, equity, unity, harmony, and justice. All these are made possible through education – academic, social, cultural, pastoral etc. Jesuit education understands that each one in our institutions is unique as each one is a potential leader to offer something beautiful to the world in his/her own rite. It is our privilege and challenge to identify the hidden talents of our students and form them to create a better world.
In the world today, the Jesuits are responsible for 3,897 Educational Institutions in 96 countries. These Jesuit Educational Institutions engage the efforts of approximately 1,34,303 teachers, educating approximately 29,28,806 students. In India, The Society of Jesus has founded 118 Primary and Middle Schools, 149 High Schools, 58 University Colleges, 22 Technical Institutes and 16 Business Administrations Institutes, 12 Colleges of Education, and 3 Engineering Colleges with 11,525 teachers, educating 3,34,538 students, belonging to every social class, community and linguistic group.[2] This education is accessible to all people from socio-economic backgrounds. There are 61 Jesuit Refugee service education projects offered across 22 countries.[3]
Evolution of Education:
In India we began our journey along the road of higher education in 1844 with founding of St Joseph’s College, Trichy. From affiliated colleges many of us have become academically autonomous colleges and some of us are recognized as colleges of excellence and a few of us have become universities. Ignatius is an example of a person keeping one leg firmly rooted in what he does and at the same time his other leg would be lifted to venture upon what is most needed for the people’s empowerment leading to holistic liberation/salvation. Now in the spirit of magis, what is the next step for us forward, upward, and onward? We feel that we need more academic and administrative autonomy and the possibility lies with universities. We need discernment in common and we should read the signs of times and we should make use of opportune time when available.
Challenges as encircling Gloom: NEP2020
We are familiar with the aspects of NEP2020 especially the promises made and the hard reality we would be if NEP2020 is implemented – In many states it has already come into effect and practice. There seems to be a few attractive elements but we could think of a few disadvantages as well:
- The Exit and Entry at will is attractive; but would it be realistic to get back to college after a break? Rising poverty and job losses would impact the continuity or re-entry of education for a larger number of students.
- There is the sugar coating of skill-based training, which would imply part-time work at home but eventually it would lead to local work of agriculture, traditional family job etc.
- Closure of colleges with less than 2,000 students will deny rural students access to college education.
- The Common Entrance Exam is to filter students – After professional institutions (Medical, Business, Engineering), now even arts and science colleges would have common entrance exams. Admissions would be through a common or single window system. People at the lower strata of the society would not make it. How do we circumvent this situation?
- According to NEP2020, there is little or no choice: Either we become a university or we become a cluster college – Private colleges in rural areas would be clustered with other Govt colleges under the label of constituent colleges of multidisciplinary entities. Too much of centralization will infringe on the rights and duties of the State Govt. And scholarships based on academic merit will have a negative impact on socially disadvantaged and marginalized groups.
- Further, there is no mention of affirmative action or minority rights in NEP2020 which is against Jesuit stand for both.
- Already introduction of NEP2020 is in progress in some states – There would be soon the possibility of Govt non-salary situation.[4]
NEP 2020 seems to be a mirage gift-wrapped in the promise of prosperity. As Jesuits convinced of education as the key to empowering the people at the periphery of the society or at the bottom of the social pyramid, we need to ask ourselves the question: Will this system (NEP2022) bring out critical thinking, integration of values of ‘faith that does justice’, and build a fair and equitable society?
In our recent meeting (17Oct2022) with officials of St Joseph’s University in Bengaluru, we understand that we still need to negotiate for minority rights and there might be little room for the Jesuit option. But in Tamilnadu, the present Govt is open to minority rights. The one positive advantage, as we understand, is that a university need not implement much of NEP2020.
Opportunities:
All the same we could look for the silver lining in the cloud of gloom. We could work on the challenges of education of the poor and the option people, especially the Dalits and the Tribals. The worries, whether i. our option people would be able to pay the possible higher tuition fees in the university; and ii. will there be possibility of supporting the Province through Annual Apostolic Contribution as there might be Income Tax restrictions, need to be addressed. We could address these difficulties with differential fee structure for different subjects. And there would be very little restriction with number of new and relevant courses and the number of students in a class. Leasing the land and building to the university by the sponsoring body; admissions of foreign and NRI students (with enhanced tuition fees); extending CSR activities of the universities to our social action as extension programs (such as political education, education of human rights and social justice, education on health and hygiene etc) would ensure financial sustainability. Collaboration with universities abroad would be easier if we have a university status, rather than a college. In fact, in Loyola (Chennai) we are looking into these possibilities in consultation with legal experts.
Plan A and Plan B:
In Loyola (Chennai), we are working on Plan A and Plan B. Plan A is that all units in the Campus would become constituent schools of Loyola University. Plan B would be: If the aided staff do not want to join the university or if the Jesuits in social action units prefer aided courses, then Shift-I of aided courses in LCAS would continue to be an affiliated college of Madras University and the rest would form Loyola University. We could earmark area for the affiliated college – At this point of time, LCS plans to allocate about 25 acres to Loyola University.
Opportune Time:
As the local Govt is well disposed towards to Loyola (Chennai), this is the opportune time. We also need to think of 2024 elections as the political scenario might change. Loyola (Chennai) looks forward and prays fervently and works hard to see Loyola University when the centenary is celebrated in Feb2025 in the presence of Fr General. Let us strive as though everything depends on us and then we shall pray as everything depends on God.
Francis P Xavier SJ
21Oct2022
[1] https://www.scu.edu/ic/programs/ignatian-worldview/stories/how-the-first-jesuits-became-involved-in-education.html
[2] https://www.sxccal.edu/jesuits-and-education/#:~:text=In%20the%20world%2C%20the%20Jesuits,educating%20approximately%2029%2C28%2C806%20students.
[3] https://www.jesuiteducationaustralia.org/jesuit-education
[4] F.P. Xavier (Ed), Sharing: Jesuit Legacy, Don Bosco Pub., Chennai, 2021, pp.267-275.