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Input from faculty before we offered a proposal is at NC03FD Advice from the Community Mission Statement given to faculty for their opinion 3-10-04 This was presented at a faculty meeting in late April. MISSION STATEMENT OF |
from Rich Moran on why the word the rigorous should be in our Mision statement. Colleagues, I wanted to reply to reservations about the word "rigorous" by suggesting that rigor is a central principle in the long history of Jesuit education. Below you will find some testimony to that effect, just a few quotations from the hundreds of Googled websites that connect Jesuit education to rigorous academic work. Quoted below are but a few. Except for the first two, most are taken from Jesuit high school mission statements. If you want more evidence, Google for "mission statement," "rigorous," and "Jesuit." I wonder if resistance to the term "rigorous" arises not out of a Jesuit context but out of the prevailing American context, which inclines us toward ease and comfort. In any case, I doubt that the term would appear so often in Jesuit high school and university mission statements if it were considered abrasive. Rich From the St. Louis University Site Primary Purpose of Jesuit Education The Ratio Studiorum, published in 1599, reflected the consensus of Jesuit pedagogues after� fourteen years of collaboration. Far from a finished product, the framers of this document urged ongoing assessment to improve the program of study. Yet the primary purpose of this curriculum was clear and unambiguous: To instill knowledge and love of the creator and redeemer of humanity. They sought to realize this goal through a rigorous intellectual formation designed to transform attitudes and moral choices. From the Office of the President of Holy Cross University Translated into educational terms, this means that in everything we do, nothing less than the best will suffice. Jesuit education is rigorous; it is demanding. St. Joseph University Our understanding of the centuries old Jesuit educational vision of "concern for the individual student" (cura personalis) establishes effective and rigorous teaching and learning as a primary value. Loyola High School, (Chicago) "as the nation�s largest Jesuit college preparatory high school � is renowned for its rigorous academic curriculum." Cheverus High School ACADEMIC Mission Through the structure of its college preparatory program, Cheverus High School strives to develop the potential of each student, preparing the young person for further education. The faculty structures each course according to disciplined, rigorous standards, requiring serious effort from the students. To challenge gifted students, Cheverus maintains both advanced placement and honors sections in most academic disciplines. For the student of demonstrated need, the school provides study skill development through courses in fundamental college preparatory skills. Cheverus encourages achievement by all its students through a variety of incentives and honors. Jesuit High Tampa Curriculum Jesuit's rigorous college preparatory curriculum is designed to prepare our students for admission to higher education and continuing intellectual, moral, and spiritual development. In the departments of theology, English, foreign language, mathematics, science, social studies, and fine arts, students progress through our various requirements. Marquette High, Milwaukee As a college preparatory school, MUHS prepares its graduates to attain mastery in those academic disciplines required for admission and success at colleges and universities throughout the United States. This curriculum demands rigorous preparation in the liberal arts. Boston College A good place to begin is Boston College's mission statement, approved by the Board of Trustees in 1996. In 350 words it links religious faith, intellectual inquiry, and the pursuit of a just society. It commits Boston College to fostering the rigorous intellectual development of its students as well as their religious, ethical and personal formation; to producing research that advances understanding and addresses societal needs; and to advancing the dialogue between religious belief and other formative elements of culture. � Bellarmine High School Mission Statement The Jesuit educational tradition fosters rigorous scholarship, cares for the individual person, constantly adapts to new opportunities and challenges, translates values into action, and in all, centers learning on the person and message of Jesus Christ.
Sacred Heart Nativity School Our Mission To address the needs of these adolescents, a non-profit religious benefit corporation has been formed to do the following: �������� Conduct a program that seeks the full spiritual, moral, intellectual, emotional, social and physical development of its students, staff and supporters in line with the Jesuit emblem of Men for Others. �������� Follow a rigorous academic program that will enable its graduates to succeed in college-preparatory high schools. From Rockhurst University First Principles of Catholic Higher Education As an institution of higher education, each of these Catholic colleges and universities is an academic community which, in a rigorous and critical fashion, assists in the protection and advancement of human dignity and of a cultural heritage through teaching, research, and various services offered to the local, national and international communities. A reply from Brian Chrisopher, S.J. Colleagues, This discussion about the word "rigorous" is interesting. Rich, thanks for the work you put into your thoughtful reply. I think I agree with Rich that there is a strong precedent for our use of this word, and I'm not sure that scrapping the word would be the best thing to do. My impression is that, regardless of what word we use to describe the curriculum here at SLUH, "rigorous" best describes the reality. But I think the objection to the word is important to note. While no one would advocate catering to the easiness of our society so focused on instant gratification, at the same time, what I hear in the objection raised by Mary is concern about the tension between "rigorous" and "cura personalis". I find it interesting that one of the mission statements Rich pasted to his reply actually linked the two terms--balancing the two notions is a fine line to walk! I see the "rigor" of SLUH's environment on the faces of our students for the three weeks prior to any exam set, and it makes me wonder about our ability to "care for the whole person". To call our students "stressed" is an understatement. I have had two students in the last two weeks literally break down in tears after class because of the amount of work they're facing between now and the end of the semester. I would not describe either student as being "over-extended" or "lazy". I have found both students to be quite responsible, and it bothers me that they feel so crushed by the work load. I don't think they're exceptions. This same discussion came up in the first meeting of our "Grad at grad" sub committee. As teachers, how are we caring for the "whole person" of each of our students? It's good that our students work hard and that we push them to do so, but are our expectations of them unrealistic? Are our students, with as much work as they have, learning to appreciate what they're learning? Are they developing a contemplative side in the midst of their busy lives? Again, I'm not sure that changing the word "rigorous" will change all this. Indeed there's a long tradition behind the use of this word to describe a Jesuit educational institution. But I think it's good to note the very real concern beneath the objection. How do we address the REAL issue? If you've read this far... you're a rock star! Thanks. Brian Christopher, SJ A reply from Art Zinselmeyer Matt and Rich, Thanks to both of you for getting back to me. And Rich I do appreciate the work you put into the discussion of the term "rigorous." And certainly, I would appreciate the opportunity to talk to you about my feelings, my reasoning. However, I don't want to turn this into a debate. The committee has given me the opportunity to express my feelings, give input and I appreciate that. Would I support the Mission Statement if the term rigorous appears in final version? Of course, but I may not interpret the term in the manner that some would. After reading both of your e-mails, I still have the same concerns. To me the term "rigorous" is a negative term. I don't think the term describes what we try to do with our students as stated in the Grad at Grad. To me it has a connotation of learning (life) as a harsh struggle against whatever. The term was used in conjunction with Jesuit Education and institutions from the beginning, but I don't think that necessarily makes it a "characteristic" of Jesuit Education. There were historical reasons why a term like that might have been used in different historical periods and in different places. I still question why schools have to tell the public that they have a rigorous curriculum and require rigorous academic work. When I read it; hear it, something does not sound right. We certainly demand much of our students and of each other. But I would prefer not to use the term rigorous to describe those demands. It has the meaning of harshness, inflexibility associated with it. For example in my work as teacher, coach, administrator I have always felt I have demanded a lot of myself and others; challenging others and myself, but I not sure I would ever agree that I have been rigorous in my approach to and with my students and to and with my colleagues, nor would I want that. And I question the motive for including the word in our mission statement. What is the agenda here? Is there a feeling that we are not demanding enough or that there are groups of faculty that are more rigorous than others and that we all need to be on that same page? Enough. Thanks for listening. Art |