Exploring Series: Exploring Marquette as a Catholic Jesuit University
The Office of Mission and Ministry invited faculty and administrators to contribute short monographs that explore the Catholic and Jesuit identity of Marquette. They are presented for three purposes: 1) So that individuals who are members of the Marquette Community and alumni/ae can understand some of the rich dimensions of Marquette’s identity; 2) Small groups might use different articles for discussion to explore the Catholic Jesuit tradition of Marquette; and 3) These articles might spur an individual or groups to explore in greater depth some of the aspects of Marquette’s identity.
The Office of Mission and Ministry through our website or through contacting our office will provide references for exploring these topics in greater depth.
Who is St. Ignatius? - Doug Leonhardt, S.J.
Inigo Lopez de Loyola was born into a family of minor nobility in 1491. He received a sparse education as many did in a semi-aristocratic class. When he was a teenager, he was sent to the household of the chief treasurer of King Ferdinand of Aragon where he was trained as a courtier. There he lived a carefree and raucous life. Then in 1517, Inigo entered military service. His military career was cut short and his life changed dramatically when he was wounded by a cannon ball trying to defend a fortress from the French at Pamplona.
What is Ignatian Spirituality? - Doug Leonhardt, S.J.
Spirituality is the lens through which one views the world and then makes choices. A person’s spirituality is formed by reflecting on life experiences and integrating it with one’s belief system. Christian spirituality integrates Scripture and the tradition of the Church into its world view.
What is Ignatian Discernment? - Doug Leonhardt, S.J.
Anyone who day dreams can understand Ignatian discernment. A junior in college is sitting by a lake and begins thinking about what she might do in graduate school. She sees herself as a physician’s assistant working in a clinic for the poor in her home town of San Antonio, Texas and begins thinking about serving immigrants. Then her thoughts drift toward another interest of hers. She has always has been attracted to getting a Master’s degree in English so she could go back to San Antonio and teach in Immaculate Heart of Mary High School from where she graduated. As she relishes her day dreams she begins to notice subtle differences in her feelings when she considers each of the alternatives. When she ponders working at the clinic, she feels some heaviness come over her. So she looks to where this heaviness might come from. She traces it to two experiences: her dislike of the sciences and a character trait in which the suffering of others causes her sleepless nights. When she considers high school teaching, there is a different feeling. She feels positive energy about working with the young women in the same manner her teachers affirmed her and gave her confidence in an ability to write.
What are the Spiritual Exercises of St. Ignatius? - Stephanie Russell, D.Ed
The Spiritual Exercises of St. Ignatius Loyola are a means of opening oneself to the work of God in one’s life. Ignatius, a Basque nobleman of the late 15th and early 16th centuries underwent a powerful spiritual conversion in his late twenties. Recovering from a battle wound over the course of many months, Ignatius spent hours contemplating his life’s purpose and the compelling examples set by saints such as Dominic and Francis. He determined to leave the life of privilege to which he had become accustomed, and commended himself and all of his energies to serving God. Ignatius’ desire was to “help souls” and he engaged in spiritual conversation with almost anyone he met. The experience of his own conversion led Ignatius to share what he learned with others and, eventually, refine his personal prayer journal into what we now call the Spiritual Exercises.
What is the Examen of Consciousness? - Kathy Coffey-Guenther, PhD
Have you ever come to the end of the day and wondered where the time went? Or have you ever come to the end of the day, and felt burdened by regret over the way you handled a situation or treated someone? Have you ever received good news, or felt relieved by something in your day, and yet rarely had time to celebrate and live from the joy and freedom such news inspired? If you are like me, there is often such a flurry of activity, responsibility and busyness in the day, that the act of daily living can become a blur defined by events rather than the daily experience of living life richly.
What is Ignatian Pedagogy? - Susan Mountin, PhD
Many college classrooms today are populated by students just like these two from extremely different backgrounds and contexts. And there are scores of students who fall somewhere between in terms of privilege and preparation for college. Contemporary Ignatian pedagogy encourages the faculty to consider the “context” of the students in the classrooms as one prepares to “teach.” But the context of students’ experience reaches far beyond their individual personal histories. It reaches into the “context” of the known world: its economics, political structures, conflicts, global issues, and local and community struggles all of which influence the educational environment and provide the “grist” for a good education.
How did Marquette University Begin? What are some Memorable Moments in the History of Marquette? - Tom Jablonski, PhD
John Martin Henni, the first Catholic bishop of Milwaukee, came to his adopted city in 1843 with two ambitions. Understandably, he first wished to erect a cathedral that would herald both the Catholic Church’s arrival as a civic presence in the Cream City and his own appointment as spiritual leader for the faithful throughout the Territory of Wisconsin. His second goal was a bit more problematic. He wanted to open a college, similar to the one that he had helped administer in Cincinnati before turning over management of what eventually became Xavier University to the Society of Jesus. The biggest difficulty with this second intention was the absence of an intellectual culture in Milwaukee conducive to such an enterprise. The village (Milwaukee wasn’t even a city at this time) had no paved streets, no high school, and no library. And, realistically, it had no students prepared for collegiate life.
What is Education Outside the Classroom? - Andrew Thon, S.J., PhD
Even though the words “education outside the classroom” were not used in formulating the Jesuit educational mission, Jesuit education has always valued the holistic development of students. Student affairs professionals are among those who value the education of the whole person and the learning experiences of students during their many hours outside of class. This article focuses on the historical development of the student affairs profession in Jesuit colleges and universities and the integration of the Jesuit educational mission’s core values with the mission and values of the student affairs profession.
Why is Education outside the Classroom a part of Jesuit Education? - Andrew Thon, S.J.
Even though the words “education outside the classroom” were not used in formulating the Jesuit educational mission, Jesuit education has always valued the holistic development of students. Student affairs professionals are among those who focus on student development during the many hours students spend outside of class. This monograph focuses on the historical development of the student affairs profession in Jesuit schools and the integration of the Jesuit educational mission’s core values with the mission of student affairs.
What is the Catholic Intellectual Tradition? - Patrick W. Carey, PhD
Some, perhaps many in the United States, look upon tradition as a static concept. Tradition for them is some fixed inheritance that prohibits change and development and makes the present always subservient to what has been given in the past. That notion of tradition is not the one that informs this brief essay. As understood here, tradition is a dynamic and dialectical concept that allows for continuity, change, and development. There is in the Catholic intellectual tradition a permanent content, change evident in the various historical conceptualizations and applications of that content to diverse historical periods and cultures, and a development of new insights that come from the dialectical interactions of that tradition with emerging human achievements in philosophy, the sciences, the arts, politics, and in popular culture. As John Courtney Murray, S.J., remarked the Catholic intellectual tradition has a “growing edge.”
Who are the Women who are the Pillars at Marquette? - Michelle Sweetser
As Dr. Tom Jablonsky has written in his piece on the History of Marquette, in 1909 Rev. James McCabe, S.J., was the first Marquette administrator to admit women to the university. With plans in place to open a summer school, McCabe allowed women religious to enroll as well, granting them the education necessary to staff parochial schools throughout the state. His bold action in enrolling women – establishing Marquette as the first Catholic institution of higher education to admit both men and women – has been followed by over a century of bold actions on the part of men and women to further the mission of the university.
What is Diversity at Marquette University? - William Welburn, PhD
Recently I was re-reading passages from Parker Palmer’s book, A Hidden Wholeness, when I ran across one that seemed pertinent to the question, “What is diversity at Marquette?” Palmer was ruminating about conditions for a circle of trust, and suggested that one condition was “the creation of common ground on which people of diverse beliefs can explore issues of the inner life.” He continued, “But as we create open ground that welcomes diversity, we cannot allow people to wander aimlessly. The soul wants hospitality, but it also wants honesty, wants to engage challenging questions that we would prefer to avoid.”