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Journal articles on the topic 'Jesuit School'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Grendler, Paul F. "Jesuit Schools and Universities in Europe 1548–1773." Brill Research Perspectives in Jesuit Studies 1, no. 1 (2019): 1–118. http://dx.doi.org/10.1163/25897454-12340001.

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Abstract Paul F. Grendler, noted historian of European education, surveys Jesuit schools and universities throughout Europe from the first school founded in 1548 to the suppression of the Society of Jesus in 1773. The Jesuits were famed educators who founded and operated an international network of schools and universities that enrolled students from the age of eight or ten through doctoral studies. The essay analyzes the organization, curriculum, pedagogy, culture, financing, relations with civil authorities, enrollments, and social composition of students in Jesuit pre-university schools. Gr

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Grendler, Paul F. "The Culture of the Jesuit Teacher 1548–1773." Journal of Jesuit Studies 3, no. 1 (2016): 17–41. http://dx.doi.org/10.1163/22141332-00301002.

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The culture of the Jesuit teacher consisted of his daily pedagogical attitudes, habits, and practices. In 1560, General Laínez decreed that the schools were the most important ministry and that all Jesuit scholastics and priests must teach. All taught grammar and humanities classes in the lower school for three to five years, and some Jesuits spent most of their careers teaching in the upper school. Learning to manage a classroom of fifty to one hundred boys with the aid of student helpers called decurions was part of teacher culture. Jesuit teacher culture strongly emphasized competition. It

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Šapro-Ficović, Marica, and Željko Vegh. "The History of Jesuit Libraries in Croatia." Journal of Jesuit Studies 2, no. 2 (2015): 283–301. http://dx.doi.org/10.1163/22141332-00202008.

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The purpose of this study is to provide a historical overview of the Jesuit libraries in Croatia from their foundation to the present. The first known libraries were at Jesuit high schools, called “colleges,” established during the seventeenth century. This article deals with foundation of libraries at the Jesuit colleges in Zagreb, Varaždin, Požega, Rijeka, and Dubrovnik, emphasizing their role supporting education and the dissemination of knowledge. These libraries were witness to a strong influence of Jesuits colleges on the spiritual, educational, and intellectual life of many Croats. High

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Graczyk, Waldemar. "Okoliczności powstania oraz przejawy działalności religijnej i kulturowej jezuitów w Płocku w XVII i XVIII wieku." Biuletyn Historii Wychowania, no. 31 (March 1, 2019): 51–83. http://dx.doi.org/10.14746/bhw.2014.31.4.

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The goal of this article is to present the circumstances accompanying the establishment of the Jesuit collegium in Płock. The author analyses the economic, political and cultural bases of the foundation as well as the role played in this venture by bishops Andrzej Noskowski and Marcin Szyszkowski. Finally, in 1616 the Jesuit foundation in Płock was approved by the Polish Parliament. The article includes a description of the working methods employed by the Jesuit teachers, the curricula, as well as the extra-curricular forms of affecting the local community of the Jesuit Society Collegium – the

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JACKSON, VICTORIA. "Silent Diplomacy: Wendat Boys’ “Adoptions” at the Jesuit Seminary, 1636–1642." Journal of the Canadian Historical Association 27, no. 1 (2017): 139–68. http://dx.doi.org/10.7202/1040527ar.

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In 1636, the Jesuits opened an all-boys seminary school for Wendat children just outside of Quebec. The Jesuits hoped to use the school as a tool of conversion, with the expectation that students would then return home to Wendake to bring others to the Catholic faith. While the Wendat agreed to send a few of their children to the school, their goal was to facilitate a friendly relationship between the Wendat and the French. This diplomacy was conducted through the lens of adoption. While at the seminary, the boys engaged with their French educators: they seemed to convert to Catholicism and th

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Edgar, L. B. "Beneath the Black Robes of Ignatius and Mariana: Limited Liberty within an Interventionist Order." Studia Humana 9, no. 2 (2020): 16–27. http://dx.doi.org/10.2478/sh-2020-0009.

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AbstractThe Society of Jesus sprang from the devout faith of a sidelined soldier who traded in his weapons to form a militant order of Catholic Reformers sworn to serve the Papacy as missionary soldiers of Christ. Specialization in education led Jesuits to roles as theologians of the 16th Century, including as members of the School of Salamanca, whose Jesuit members mostly took pro-market positions on free enterprise. One learned Jesuit in particular deviated from his order’s default position of papal dirigisme to become an enemy of the state.

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Beirne, Charles. "Jesuit Education for Justice: The Colegio in El Salvador, 1968-1984." Harvard Educational Review 55, no. 1 (1985): 1–20. http://dx.doi.org/10.17763/haer.55.1.76450q13568187h6.

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In the years since the Second Vatican Council, the Catholic church has become an agent of social change in many Third World nations. Charles Beirne, S.J., describes the transformation of a Jesuit colegio in El Salvador from a school for sons of wealthy landowners into a school open to all people. Despite threats of violence from political opponents and an internal struggle within the order, the Jesuits made the social and economic conditions of El Salvador a central part of the school's curriculum.

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Elmgren, Ainur. "“The Jesuits of our time”: The Jesuit Stereotype and the Year 1917 in Finland." Journal of Jesuit Studies 5, no. 1 (2018): 9–32. http://dx.doi.org/10.1163/22141332-00501002.

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The tenacious negative stereotypes of the Jesuits, conveyed to generations of Finnish school children through literary works in the national canon, were re-used in anti-Socialist discourse during and after the revolutionary year of 1917. Fear of the Bolshevik revolution in 1917 paradoxically strengthened the negative stereotype of “Jesuitism,” especially after the attempted revolution by Finnish Socialists that led to the Finnish Civil War of 1918. The fears connected to the revolution were also fears of democracy itself; various campaigning methods in the new era of mass politics were associa

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Puszka, Alicja. "Sodalities of our Lady Existing in Kraków Secondary Schools in the 19th Century and in the Second Polish Republic." Roczniki Humanistyczne 66, no. 2 SELECTED PAPERS IN ENGLISH (2019): 119–56. http://dx.doi.org/10.18290/rh.2018.66.2-7se.

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The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 57 (2009), issue 2. The Sodality of Our Lady is a Catholic religious association for young people founded in the Jesuit College in Rome in 1563 by Fr Jan Leunis. The most gifted and devout boys joined the Sodality in order to spread the cult of the Mother of God. Popes provided care for the vibrantly developing movement because of the great influence Sodalities of Our Lady had on the religious formation of young people. Jesuits established Marian congregations of students attending colleges in all Catholic

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Whitehead, Maurice. "‘The strictest, orderlyest, and best bredd in the world’." Cahiers Élisabéthains: A Journal of English Renaissance Studies 93, no. 1 (2017): 33–49. http://dx.doi.org/10.1177/0184767817698930.

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The English Jesuit college, founded in 1593 at Saint-Omer because of increasing Elizabethan penal legislation against Catholics, soon became the largest post-Reformation Catholic school in the English-speaking world. This article analyses the organization of the school, with particular emphasis on education in drama and music. It was in the environment of this institution that the recently discovered Saint-Omer First Folio almost certainly had its first home, probably left behind following the flight of the English Jesuits and their students to Bruges in 1762, immediately prior to the expulsio

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Turner, Richard H. "‘A More Unobserved and Convenient Location’: A Derbyshire School Reopened." Recusant History 29, no. 2 (2008): 175–94. http://dx.doi.org/10.1017/s0034193200011997.

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Of the forty-two clandestine Catholic schools Beales lists as documented in the first quarter of the seventeenth century, none has been more graphically described or frequently recalled than the Jesuit school at Stanley Grange near West Hallam in south-east Derbyshire. Unmasked by Government in 1625, it survived there for a further decade before its abrupt suppression in 1635.A few deliberately but tantalizingly vague references show that the school continued to operate on a small scale elsewhere in Derbyshire, under the aegis of the fledgling Jesuit College of the Immaculate Conception (CIC).

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Jeż, Tomasz. "The Jesuit Musical Tradition in the Polish-Lithuanian Commonwealth." Journal of Jesuit Studies 5, no. 3 (2018): 385–403. http://dx.doi.org/10.1163/22141332-00503003.

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The article sums up the current state of research into the music of Jesuit communities in the Polish-Lithuanian Commonwealth in the years 1556–1773. In this region, the Society’s engagement in cultivating various forms of musical culture was dictated primarily by considerations of pastoral and confessional natures in a country in which the Reformation remained a strong presence. Strategies of cultural activity were applied in the Polish and Lithuanian provinces with more freedom than in the remaining regions of the Society’s German assistancy. These freedoms referred primarily to everyday form

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Casalini, Cristiano. "Active Leisure." Journal of Jesuit Studies 1, no. 3 (2014): 400–418. http://dx.doi.org/10.1163/22141332-00103003.

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The philosophy of education of the first Jesuits—as delineated in the Ratio studiorum (1599) and embodied in the colleges’ practices—has become one of the preferred topics among historians of sixteenth-century education and philosophy. This paper seeks to present a heretofore rather neglected aspect of Jesuit education theory: the treatment of the body in the network of colleges during the first fifty years of the Society of Jesus. Among the key features of this treatment one finds leisure and rest, which Jesuits conceived as a means of measuring and punctuating the school timetable. While mos

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Mariani, Andrea. "The contribution of the Society of Jesus to the political culture of Lithuanian elites." Open Political Science 2, no. 1 (2019): 153–73. http://dx.doi.org/10.1515/openps-2019-0015.

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AbstractThe paper deals with the role played by the Jesuit in the political formation of the Lithuanian elite during the seventeenth and eighteenth centuries. The author analyzes the influence of the Jesuit school system on the political culture of the nobility through rhetoric, theatre and public examinations. In particular, it shows the elements of continuity, such as the unquestioned value of classical literature and Humanistic formation. These contributed to shape the political ethos of Polish-Lithuanian elites, based on consensus and active participation in public life. The changes introd

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Mendonça, Ligia Bahia. "Aurora Collegial: um jornal dos alunos do Colégio Anchieta." Revista de História e Historiografia da Educação 1, no. 3 (2017): 140. http://dx.doi.org/10.5380/rhhe.v1i3.50678.

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Os periódicos escolares exerceram o papel de divulgadores e reforçadores das ideias e práticas de dadas instituições, ao mesmo tempo em que possibilita aos historiadores visitar e compreender aquela realidade. Este artigo investiga o jornal Aurora Collegial (1905-1922) produzido pelos alunos do Colégio Anchieta, à luz da História Cultural. Tomo o periódico como objeto e fonte de modo a poder historiar, através dos indícios do cotidiano escolar, valores, costumes e interesses que balizavam a educação jesuíta nos anos iniciais do século XX. Tratando o objeto/fonte na materialidade, reflito sobre

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Słomak, Iwona. "Tragedy According to Jacobus Pontanus and the Tradition of Antiquity." Terminus 22, no. 3 (56) (2020): 187–208. http://dx.doi.org/10.4467/20843844te.20.011.12369.

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The aim of this study is to present the findings of a comparative analysis that covers—on the one hand—the theory of tragedy presented in Poeticarum institutionum libri III by Jakob Pontanus (Spanmuller), the classical and Renaissance poetics and commentaries on which he based his work, as well as the ancient tragedies that belonged to the literary canon in Jesuit colleges, and—on the other hand—Pontanus’s theoretical approach mentioned above and his tragedy Elezarus Machabaeus. The works of Pontanus have previously been discussed by Joseph Bielmann. However, Bielmann did not present them agai

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Holt, Geoffrey. "Gilbert Talbot and the Talbot Case." Recusant History 24, no. 2 (1998): 166–70. http://dx.doi.org/10.1017/s0034193200002454.

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In the 1740s the English Jesuit house at Liège where students of philosophy and theology were prepared for the priesthood was in financial difficulties. One of the main supports of the college was an annual pension from Bavaria but in the 1740s Bavaria was involved in war and the pension was frequently not paid. The number in the community had to be reduced, many students being charitably welcomed in other Jesuit houses in Europe. It was at this time when the finances of the English province were strained that two plans came up for consideration. One was to extend the apostolate of the Marylan

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Melean, Jorge Troisi. "“Esclavos y jesuitas: explotación, control y negociación en la Argentina colonial”." REVISTA PLURI 1, no. 1 (2019): 161. http://dx.doi.org/10.26843/rpv112018p161-170.

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El territorio que actualmente ocupa la Argentina correspondía a la Provincia jesuítica del Paraguay, donde se erigieron los colegios de Buenos Aires, Córdoba, Corrientes, La Rioja, Salta, Santa Fe, Santiago del Estero, Tucumán, la Universidad de Córdoba y la residencia de Catamarca. Hacia 1767, más de 3.500 esclavos afroamericanos se encontraban trabajando en cada una de las propiedades de los colegios y residencias del territorio argentino colonial, una porción de la Provincia jesuítica del Paraguay. Los esclavos constituían un factor esencial del sistema jesuita. Prácticamente un 30% del cap

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Strzok S.J., James. "Ready to Change the World? Start Here!: What Are Jesuits Doing in East Africa?" Journal of Jesuit Studies 3, no. 4 (2016): 577–92. http://dx.doi.org/10.1163/22141332-00304003.

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This article represents a case study of Jesuit activities in Kenya, Tanzania and Uganda, specifically regarding sustainable practices, through a reflection of the author’s own itinerary. It highlights some of the opportunities that construction and infrastructure development offers for harnessing solar energy and utilizing eco-friendly methods, such as hydraform technology, bio-latrines as a means of methane gas production, solar energy, and especially geothermal energy as an abundant resource in Kenya’s Great Rift Valley. Additionally, the article outlines the crucial role of trees in ecosyst

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Tutino, John. "Capitalism, Christianity, and Slavery: Jesuits in New Spain, 1572–1767." Journal of Jesuit Studies 8, no. 1 (2020): 11–36. http://dx.doi.org/10.1163/22141332-0801p002.

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Abstract The Jesuits arrived in New Spain in the 1570s and soon became participants in a dynamic world of silver capitalism at the center of the early modern global economy. They launched money-making enterprises to sustain their missions, churches, and schools (colegios) that relied upon enslaved African producers alongside indigenous workers in complex labor arrangements. The diversity of labor at the Jesuit-run Santa Lucía and Xochimancas estates contrast with the heavier reliance on enslaved African labor at Jesuit sugar plantations in Brazil. The article analyzes a key eighteenth-century

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Puchowska, Małgorzata. "Blaski i cienie życia w internatach szkół jezuickich w II Rzeczypospolitej." Biuletyn Historii Wychowania, no. 28 (January 1, 2019): 53–64. http://dx.doi.org/10.14746/bhw.2012.28.4.

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Jesuit boarding schools did not fulfil only social roles. They were educational institutions shaping discipline, morality and religiousness of their pupils. The monks organized various activities for their students which were conducive for acquiring and consolidating knowledge. Students’ time was filled with the review of school material, literary exercises, debates or production of theatre performances. The offer depended on the degree of exclusivity of a given establishment. In the Second Republic of Poland, there functioned three Jesuit schools for laymen: in Khyriv (Pol. Chyrów), Vilnius a

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Monjo i Dalmau, Francesc Joan. "El restabliment de la Companyia de Jesús a València." SCRIPTA. Revista Internacional de Literatura i Cultura Medieval i Moderna 11, no. 11 (2018): 74. http://dx.doi.org/10.7203/scripta.11.12585.

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Resum: L’expulsió de la Companyia de Jesús, decretada per Carles III el 1767, obrí un llarg període de foscor per als jesuïtes hispànics. Tanmateix, el cop de gràcia a l’orde vindria de la mà del papa Climent XIV, que, pressionat per la monarquia espanyola –l’ambaixador del rei hispànic a Roma Moñino recorregué a la coacció i al suborn d’afins al pontífex–, declarà extingida la Companyia el 21 de juliol del 1773. Els jesuïtes suprimits van conrear la propaganda durant més de quaranta anys per tal de revertir la situació. Finalment, el 1814 el papa Pius VII restablí l’orde jesuïta a tot el món

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Viviano, O.P., Benedict Thomas. "Jesuit and Dominican Collaboration and Rivalry in Biblical Studies." Journal of Jesuit Studies 7, no. 3 (2020): 447–58. http://dx.doi.org/10.1163/22141332-00703005.

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In the twentieth century, the Dominicans and the Jesuits have gone from being adversaries to rivals to collaborators in the contentious field of modern biblical studies. In 1890, the Dominican Marie-Joseph Lagrange founded the École Biblique in Jerusalem, which quickly became the premier school in the Catholic Church for the growing field of modern biblical studies. Opposition to this project grew among the Jesuits, led by Leopold Fonck, who in 1910 founded a rival school in Rome, the Pontifical Biblical Institute, which garnered papal favor and exclusive rights to confer pontifical degrees. T

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Jacková, Magdaléna. "The end of school year on the stage of Jesuit schools in the Bohemian Province." AUC PHILOLOGICA GRAECOLATINA PRAGENSIA 2016, no. 2 (2016): 125–35. http://dx.doi.org/10.14712/24646830.2016.23.

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Hagens, Jan L. "SPIELEN UND ZUSCHAUEN IN JAKOB BIDERMANNS PHILEMON MARTYR." Daphnis 29, no. 1-2 (2000): 103–57. http://dx.doi.org/10.1163/18796583-90000703.

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Jacob Bidermann's (1578-1639) Jesuit drama, Philemon Martyr (1618), presents the world as a theater, not only within its plot, but also through structural and stylistic features. Ironically, precisely because of his dubious profession, the pagan comedian Philemon, as he plays a Christian, is granted , and grasps, the chance to convert. Though his perfect model may inspire the audience, Philemon can effect the play's moral only in tandem with Arrianus, his antagonist, who turns from pagan spectator to Christian actor: it is Arrianus' more realistic role conversion which assures the spectator th

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Kabadi, Sajit. "The Jesuit Social Justice Dialectic within the Cristo Rey School Model." Journal of Catholic Education 19, no. 1 (2015): 183–200. http://dx.doi.org/10.15365/joce.1901092015.

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MESKENS, A. "THE JESUIT MATHEMATICS SCHOOL IN ANTWERP IN THE EARLY SEVENTEENTH CENTURY." Seventeenth Century 12, no. 1 (1997): 11–22. http://dx.doi.org/10.1080/0268117x.1997.10555421.

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Grendler, Paul F. "Jesuit Schools in Europe. A Historiographical Essay." Journal of Jesuit Studies 1, no. 1 (2014): 7–25. http://dx.doi.org/10.1163/22141332-00101002.

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The article surveys recent scholarship on Jesuit schools and universities in Europe from 1548 to 1773. It focuses on the period after the death of Ignatius of Loyola because that is when crucial decisions that shaped Jesuit schools were made. Diego Laínez made the most important decision in 1560 when he ordered that all Jesuits would teach. The goal of Jesuit teaching went beyond saving souls: Jesuit schools had the secular purpose of improving civil society by educating boys to earn a living and to fill leadership positions. Much recent scholarship has focused on Jesuit mathematical scholarsh

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Rébay, Magdolna. "The Kalksburg Jesuit Secondary Grammar School And Its Polish Pupils (1856–1938)." Studia Paedagogica Ignatiana 23, no. 3 (2020): 149. http://dx.doi.org/10.12775/spi.2020.3.007.

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Abadia Quintero, Carolina. "Acercamiento a los debates jesuitas en la villa de Santiago de Cali. Un estudio de prensa, 1849-1850." HiSTOReLo. Revista de Historia Regional y Local 2, no. 3 (2010): 125–42. http://dx.doi.org/10.15446/historelo.v2n3.12258.

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El objetivo del presente artículo es mostrar la opinión y controversia creada por la llegada de la Compañía de Jesús a Santiago de Cali, expresa en artículos pu-blicados en los diarios El Sentimiento Democrático y El Ariete. El texto explica cómo la presencia religiosa de los jesuitas sirvió para avivar el conflicto entre los partidos liberal y conservador en 1849 y 1850. La autora contextualiza el problema a partir de las distintas tendencias políticas y el papel de la Orden, que se manifiestan durante el gobierno liberal de José Hilario López. En particular el temor de los sectores liberales

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Pattenden, Miles. "The Jesuit Giambattista Tolomei (1653–1726): Cardinal and Philosopher." Journal of Jesuit Studies 7, no. 4 (2020): 570–91. http://dx.doi.org/10.1163/22141332-00704004.

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This article sets out what is known of the life of Giambattista Tolomei (1653–1726), sometime rector of the Jesuit school in Ragusa (Dubrovnik), of the Collegio Romano, and the Collegio Germanico, cardinal of the Holy Roman Church, philosopher, theologian, bibliophile, and philologist. Tolomei’s life intersected a series of significant events in the church’s history and that of the Society of Jesus: on-going conflict with Jansenism, the Chinese Rites controversy, significant innovations in the Society’s intellectual curriculum, and its renewed incorporation within the upper echelons of the Rom

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Samusik, А. F. "Bazilian education in the territory of belarus in the second half of XVII century." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 66, no. 1 (2021): 58–67. http://dx.doi.org/10.29235/2524-2369-2021-66-1-58-67.

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The article is devoted to undeveloped issue in historical science. Among the main objectives of the study are history of individual schools; efforts of Church leaders to intensify outreach activities; training local bazilianes in papal alyumnatah Vilnо, Brunsberg and Olomouc, the Greek college of Rome; methodological support of the educational process. The paper noted the existence in contemporary Belarus several important educational centers bazilianes – Minsk (up to 1655), Byten (second half 1660), Baruny (from the end of the XVII century). Their lack of proper amount is the main cause of th

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Chibnall, John T., and Robin Eastwood. "Postsecondary Education and Dementia Risk in Older Jesuit Priests." International Psychogeriatrics 10, no. 4 (1998): 359–68. http://dx.doi.org/10.1017/s1041610298005456.

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Lack of early childhood education has been implicated as a risk factor for dementia in late life. It is unclear whether dementia risk is also associated with less education in the adult years. The purpose of the present study was to determine whether amount of postsecondary education (i.e., education beyond the high school or 12th-grade level) is associated with dementia after age 60. Cognitive function (assessed by a neuropsychological test battery) and the prevalence of dementia (assessed by clinical criteria) were determined in 86 Jesuit priests (age 60 to 98) who had from 0 to 23 years of

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Bartnicka, Kalina. "Oryginalność Komisji Edukacji Narodowej na tle europejskim." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 7–22. http://dx.doi.org/10.14746/bhw.2015.33.1.

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The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission wo

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Topij-Stempińska, Beata. "Faculty of Pedagogy Ignatianum University in Kraków." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 67–78. http://dx.doi.org/10.14746/bhw.2018.38.5.

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Within 53 years, the Educational Academy of the Jesuit Fathers in Chyrów employed in total 353 teachers. Many of them worked for the school in Chyrów for many years, some devoted to the school 30 years of their lives. They accumulated professional experience but first and foremost, they educated the young generation. The teacher figure connects with school reality and so does the pupil community. The best remembered were the teachers who not only educated but also practiced their profession with passion and served as models to follow. They have been commemorated in the students’ diaries, memoi

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Schmidt, Kelly L. "A National Legacy of Enslavement: An Overview of the Work of the Slavery, History, Memory, and Reconciliation Project." Journal of Jesuit Studies 8, no. 1 (2020): 81–107. http://dx.doi.org/10.1163/22141332-0801p005.

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Abstract As the Jesuit mission in the United States expanded to the west in the early nineteenth century, the Society bought, owned, hired, sold, and forcibly moved enslaved people to support their activities. Enslaved people lived and labored at Jesuit schools, scholasticates, churches, and farms in Missouri, Kentucky, Louisiana, and Kansas. Aspects of their lives, including names and family relationships, can be gleaned from Jesuit and other archival materials. These records show what daily life was like for enslaved people owned by the Jesuits as they built communities, sought to protect th

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Mujawar, Imran, Matt Sabatino, Stephen Ray Mitchell, Benjamin Walker, Peggy Weissinger, and Michael Plankey. "A 12-year comparison of students’ perspectives on diversity at a Jesuit Medical School." Medical Education Online 19, no. 1 (2014): 23401. http://dx.doi.org/10.3402/meo.v19.23401.

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Grošelj, Nada. "Two 17th century Jesuit plays in Ljubljana inspired by English literature." Acta Neophilologica 37, no. 1-2 (2004): 61–71. http://dx.doi.org/10.4312/an.37.1-2.61-71.

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Jesuit teachers, whose members came to Ljubljana in the late 16th century, placed great emphasis on the production and staging of the school drama. Despite the domination of religious themes, the range of its subject matter was wide and varied. The article discusses two plays which derived their subject matter from English literature, namely from Bede's Ecclesiastical History of the English People and Holinshed's Historie of Britain.The texts themselves are lost, but in the case of the Holinshed-inspired work (a version of the King Lear story), a detailed synopsis has been preserved. The artic

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Carlsmith, Christopher. "Struggling Toward Success: Jesuit Education in Italy, 1540–1600." History of Education Quarterly 42, no. 2 (2002): 215–46. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00107.x.

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In a letter to his Jesuit superior in the spring of 1558, John Paul Nicolas, S.J., described a recent argument with the bishop of Perugia:The other day, Tuesday, I breakfasted with his Reverence the Bishop of Perugia; and he said to me that it was important to him and to everyone in Perugia that our school read the Latin grammar book of Christopher Sasso [a professor of rhetoric at the University of Perugia], because when they had seen that we read this and other grammars, they would be very friendly to us and in this way much rancor would be avoided. I responded to him: “Monsignor, being that

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Spruell, James, Al Hawkins, and David Vicknair. "Managing Learning Experiences In An AACSB Environment: Beyond The Classroom." American Journal of Business Education (AJBE) 2, no. 9 (2009): 76–82. http://dx.doi.org/10.19030/ajbe.v2i9.4612.

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The study explores the development and management of a rich learning environment that extends the traditional classroom to include significant co-curricular programs. Learning enrichment is guided by the individual mission of the business school, accreditation agency (AACSB), and in our case, the Jesuit mission. That central framework provides a student centric focus to achieve our mission as well as our specific Assurance of Learning objectives. Key concepts discussed include identifying management models/approaches, how to measure the richness of the learning experience, maintaining Assuranc

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Spolsky, Bernard. "EDITOR'S INTRODUCTION." Annual Review of Applied Linguistics 29 (March 2009): vii—xii. http://dx.doi.org/10.1017/s0267190509090011.

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From the beginning, public tests and examinations were instruments of policy. The Imperial Chinese examination was created to permit the emperor to replace the patronage system by which powerful lords were choosing their own candidates to be mandarins. The Jesuit schools in 17th-century France introduced a weekly testing system to allow central control of classroom teaching. In 19th-century England, Thomas Macaulay argued for employing the Chinese principle in selecting cadets for the Indian Civil Service; a similar system was later used for the British Civil Service. A primary school examinat

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REILLY, TERENCE O'. "Nigel Griffin, "Jesuit School Drama. A Checklist of Critical Literature. Supplement No. 1" (Book Review)." Bulletin of Hispanic Studies 67, no. 2 (1990): 189. http://dx.doi.org/10.3828/bhs.67.2.189.

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Palmisano, Stefania. "Reconstructors." Fieldwork in Religion 4, no. 1 (2010): 29–45. http://dx.doi.org/10.1558/firn.v4i1.29.

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This article treats the Reconstructors, a Catholic Community founded in Italy by the Jesuit Vittorio Cappelletto. After a period in India at the school of Anandamurti, the leader of the Ananda Marga movement, Cappelletto’s spiritual experiences induced him to import the teachings received from the Indian guru into Christianity. After presenting the salient stages in the history of the Reconstructors, this article analyses the doctrinal structure and the ritual practices of the movement. Next, it explores the movement’s esoteric bases and the relationships between Cappelletto and his disciples.

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Blanchard, Shaun. "V. Balance and Imbalance: The Papacy and the Contested Legacies of the Vatican Councils." Horizons 47, no. 1 (2020): 133–38. http://dx.doi.org/10.1017/hor.2020.47.

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Toward the end of his magisterial study of Catholic ecclesiological struggles spanning 1300 to 1870 CE, Francis Oakley employed a striking image to illustrate the victory of papalism over conciliarism. After Vatican I, the “solitary horseman” left on a desolate “ecclesiological battlefield” many centuries in the making was “none other than the resilient ghost of Bellarmine.” By this image, Oakley meant that Pastor Aeternus’ twin definitions of papal infallibility and jurisdictional supremacy represented the definitive triumph of the ultramontane school, as typified by the counter-reformation J

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Ellis-Marino, Elizabeth. "Catechization and Conversion." Journal of Jesuit Studies 1, no. 2 (2014): 212–26. http://dx.doi.org/10.1163/22141332-00102004.

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The conversion of large portions of the German-speaking world from Protestantism to Catholicism in the late sixteenth and early seventeenth centuries is considered to be one of the successes of the European Counter-Reformation and of the Jesuits. However, Catholicization programs, especially those supported by the territorial governments, were not received without resistance. In both embattled and secure areas, the Jesuits viewed their schools as primary to their mission to reclaim Protestants and to solidify Catholic faith. Drama was one of the most visible ways that Jesuit teachers could rea

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Grainger, Alex. "Portuguese Education under Indonesian Rule." Social Sciences and Missions 28, no. 1-2 (2015): 57–88. http://dx.doi.org/10.1163/18748945-02801017.

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This essay suggests that the East Timorese experience of Indonesian occupation and its aftermath may be more fully understood by exploring the influence of missionary education in the late-colonial Portuguese period. Tracing this influence through the Indonesian period, it examines the case of a Jesuit-established school in which the language of instruction was Portuguese. In this setting, ‘comportment’ was a part of elite formation, taught and assimilated by association. The significance and problems of ‘comportment’ are addressed through this case by discussing its relation to a colonial ide

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MAČEK, Jože. "Delovanje dunajskega Terezianuma in Theodorja Kravine na področju ekonomije in agronomije." Acta agriculturae Slovenica 115, no. 2 (2020): 485. http://dx.doi.org/10.14720/aas.2020.115.2.1664.

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<p>Theodor Kravina von Kronstein (1720-1789) was born in Slovenska Bistrica. As jesuit he became prefect and later rector of Vienna Military Academy, later general Academy Theresianum. The contribution deals with his work entitled <em>Entwurf der oekonomischen Kenntnisse</em>, published in 1773 representing systematic outline of economic sciences, tought at Theresianumu. It was predominantly about practical expertises in knowing the soil, plants, minerals and raw materials and techniques of their processing into final products. In this published monography Kravina described a

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Sanzhenakov, Alexander. "Institutionalization of a philosophical school: the origins of Justus Lipsius’ neostoicism." RL. 2020. vol.1. no. 2 1, RL. 2020. vol.1. no. 2 (2020): 95–101. http://dx.doi.org/10.47850/rl.2020.1.2.95-101.

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The article is devoted to the consideration of the neostoicism of Justus Lipsius (1547–1606) in order to show that there is a set of reasons for the renovation and institutionalization of any philosophical school: the historical context, education, community, personality and biography of its leader. As for Justus Lipsius, a philologist and publisher of ancient texts (Tacitus, Seneca), the following factors influenced. Since Lipsius lived in turbulent times (the 16th century was marked by the Reformation and religious wars), he could not help but pay attention to Stoic philosophy, designed to g

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Lea-Cox, John D., and Laurie F. Ruberg. "BioBLAST—A New Approach to Teach High School Biology." HortScience 31, no. 4 (1996): 589b—589. http://dx.doi.org/10.21273/hortsci.31.4.589b.

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BioBLAST is a NASA-funded multimedia curriculum supplement, targeted to enrich high school biology classes. It is modeled after the CELSS scenario and currently is being developed by the Classroom of the Future at Wheeling Jesuit College. Through innovative applications of educational technologies and interactions with active researchers in life sciences based at the various NASA centers and by incorporating alternative assessment measures, the BioBLAST project seeks to improve student learning and assist biology teachers. The studentsed life-support system, which uses biological processes to

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Okoń, Jan. "Jan Okoń, "Upbringing to Society in Jesuit School Theaters in the Polish-Lithuanian Commonwealth", Cracow 2018." Colloquia Theologica Ottoniana 1 (2019): 223–25. http://dx.doi.org/10.18276/cto.2019.1-12.

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