Vassallo Speach

Global Citizenship
A Journey that began with St Ignatius of Loyola so many years ago

The Global dimension has always been part of the mission of the Society of Jesus. From the beginning, in the 1500’s, St. Ignatius and his fellow missionaries travelled the world, wrote letters to each other speaking about the experiences they were having, and the schools learned more about the world around them. Although our world has changed, this aspect of our mission has not. Arguably, it is more important now than ever, as we live in an increasingly interconnected world.

Main key points of this journey

Ratio Studiorum (1599)

This first document outlined a global educational system for Jesuit schools. The Society of Jesus developed a “plan of studies” for Jesuit and lay students alike. It sought to integrate the humanist curriculum and its emphasis in character formation (pietas) with the disciplines of theology, philosophy and the imperatives of Christianitas (art of Christian living).

Father Pedro Arrupe (1907 - 1991)
Arrupe recommitted the Jesuits to a faith that does justice. To be “Men and Women for Others” became the guiding principle of Jesuit Education.

Father Peter-Hans Kolvenbach (1928 - 2016)

Kolvenbach believed faith best serves justice in the context of intercultural and inter-religious dialogue. He further described a “man or woman for and with others” as one who acts with conscience, competence, compassion, and commitment (4Cs).

Father Adolfo Nicolás (1936 - 2020)

Nicolás initiated a renewal of religious life calling for the Society of Jesus to go to the frontiers to meet the global realities, the justice and spiritual needs of people, cultures, and the Earth itself.

Father Arturo Sosa (1948 - ...)

Sosa advances the mission of justice and reconciliation through the analysis of personal, social and political complexity and in engaging in dialogue between cultures and religions, building bridges across divisions.

“We should be able to put together educational programs that help us to think and act locally and globally, without dichotomies between the two dimensions, moving towards interculturality while understanding the cultural, social and religious diversity of our world as something enriching, without losing our Christian and Ignatian identity.” (Fr. Sosa, JESEDU-Rio 2017).

Recent Documents as guidelines

We are going through a new era of interconnectedness and interdependence.

In 2019 the Worldwide Secretariat for Education led a taskforce to reflect on the topic of preparing students for global citizenship. As a result, the taskforce offered a general framework for Jesuit school: Global Citizenship: An Ignatian Perspective – Global Citizen: A True Companion of all Humanity and Creation. The taskforce offers an inspiring definition of a global citizen:

Global Citizens are those who continuously seek to deepen their awareness of their place and responsibility, both locally and globally, in an increasingly interconnected world; those who stand in solidarity with others in the pursuit of a sustainable earth and a more humane world as true companions in the mission of reconciliation and justice.

This is consistent with our educational tradition that calls us to be always attentive to “times, places and people” and respond accordingly.

We always need to consider the context so that our education can really respond to reality. Our historic context, as we have seen, requires us today to respond to the reality of a new era of humanity in which we realize the interconnectedness of our lives. The enormous challenges of climate change, the pandemic and immigration, to name just a few, make clear this new reality.

The official document on Jesuit Education, A Living Tradition (2019), proposes the global identifier #3: “Jesuit schools should be committed to global citizenship.” This identifier calls our schools to prepare “students and their families to identify first and primary as members of the human family with a common responsibility for the entire world rather than just members of a particular nation or group.” (#179) This means a new sense of solidarity that goes beyond the traditional solidarity to neighbor and nation. It really means to be able to recognize all other humans as siblings. In our divided and polarized world this is a huge challenge... From an Ignatian perspective global citizenship is a concept that allows us to really live the radicality of the love of God and neighbor that is offered by Jesus in the Gospel. In our educational tradition “preparing students... to be global citizens is to prepare them to truly see God in all things, to be driven by compassion, and to utilize the power of religion for justice and peace.” (#180).

Why is Global Citizenship Education important in Jesuit Schools?

Global citizenship education aligns seamlessly with the core values of Jesuit education, including:

● Cura Personalis: Care for the whole person, emphasizing the development of intellectual, social, emotional, and spiritual capacities.

●  Magis: The pursuit of excellence, encouraging students to strive for the highest possible good in all aspects of their lives.

●  Men and Women for Others: Service to others, instilling a commitment to social justice and solidarity with the marginalised.

●  Discernment: Critical thinking and decision-making, empowering students to engage with complex global issues in a thoughtful and informed manner

It’s an opening to the world:

An opening to Knowledge through the Curriculum

Teachers integrate global themes and perspectives into curriculum across various subjects, highlighting topics such as cultural diversity, social justice, human rights and environmental sustainability. Develop personal intercultural competence and incorporate activities that foster empathy, respect, and understanding of diverse cultures into teaching practices.

An opening to Growth through Formation

Educators undergo training that emphasizes the development of students’ awareness, understanding and engagement with global issues, fostering a sense of responsibility and solidarity with others across cultures and borders.

An opening to the other through pastoral activities

Embedding Global Citizenship values within the spiritual and pastoral dimensions of the school community. This involves fostering empathy, compassion, and a sense of responsibility towards others.

An opening to the environmental sustainability through the eco-school

Involving reflection on and appreciation of diverse worldviews and understanding and addressing social, ecological, and economic issues crucial to living in a contemporary, interdependent and sustainable world.

An opening to communication through technology

Assuming ease of participation in global spaces in which persons are media and information literate and are equipped with competencies and attitudes to deal with the multi-faceted nature of a mediated world in which information is no longer bound by space or time. The unprecedented access to and use of media and Internet technologies for communication and collaboration especially among youth, suggest that effective strategies must be found to enable active critical inquiry and effective media production.

The tools used

The Global Citizenship Calendar

A comprehensive resource highlighting key dates and events throughout the year. It would feature significant international observances related to each theme, along with suggested activities, educational resources, and ways to take action. This calendar serves as a tool to raise awareness, promote understanding, and inspire engagement in global citizenship among students, educators, and the wider community.

The Platform Educate Magis

It’s the Global Apostolic Online Community of Educators from the Jesuit Global Network of Schools. It facilitates communication and collaboration among teachers, students, and administrators across different countries and cultures, fostering a sense of global community and solidarity.

Twinning and exchange programmes

These initiatives provide students with opportunities to immerse themselves in diverse cultures, fostering empathy, cross-cultural understanding, and respect. Through collaborative projects, students develop crucial skills for addressing global challenges, ultimately empowering them to become compassionate and socially responsible leaders in an interconnected world.

How is this coordinated in schools?

In every Jesuit school in the Euro Mediterranean Province there is a Global Citizenship Coordinator who works together with representatives of each year group (the School Global team)

During the school year there are a number of meetings held between the Coordinators of the Network and the Coordinator responsible for Global Citizenship in the Jesuit Education Foundation.

There is also collaboration with the school coordinators for the Pastoral Care, the Curriculum, Formation, Eco-School and Technology/Digital Citizenship. They work together to carry out common vertical projects.

I would like to conclude with the following video to give a general idea of how Jesuit schools are incorporating Global Citizenship

https://www.youtube.com/watch?v=j9QuxnOiNyg