jeasa april 2016 vol 8

JEA Newsletter Vol 8 March - April 2016

JEA Newsletter Vol 8 �1

EDITORIAL TEAM Sunny Jacob S.J. Bob Slatery S.J.

Jennifer Dias Chandrashekhar Francis

Stephen Lourd S.J. Amrit Rai S.J.

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JESUIT EDUCATION 2020 A creative and informative News Letter of the JEA for Jesuit Educators

(For Private Circulation Only)

An educational system isn't worth a great deal if it teaches young people how to make a living but

doesn't teach them how to make a life.

http://www.educatemagis.com

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http://www.educatemagis.com

mailto:[email protected]



"Jesuits and their lay colleagues are blessed with an extraordinary education and social service network spanning more than 100 countries. More than a thousand schools and universities count millions of students, graduates, or faculty; and countless others work and pray in Jesuit refugee agencies, justice institutes, parishes, development NGOs, and retreat houses. Imagine the power that would be unleashed if this millions-strong network could jointly innovate projects, launch global advocacy or prayer campaigns, share teaching materials, or mount research efforts.”


After visiting many schools and educational institutions in the country, I am of the opinion that often we do not get the best students who want to be teachers. Generally we do not get the best minds in teaching profession either. Therefore, greatest emphasis needs to be placed on getting high-quality pece training for our teachers on a regular basis to improve their

input. Here are a few things I suggest to concentrate in this academic year in our schools; 1. Improve the quality of Teachers :

The quality of a country's education system cannot exceed the quality of it's educators. As Dr. APJ Abdul Kalam used to say that the quality of the school is greatly depend on the quality of its teachers. Incentive to the teachers : There is little incentive system anywhere across India to motivate teachers to perform better. Teacher's professional growth/incentive should be a single function of student achievement data. There is a gross lack of accountability for teachers on how the students perform. • Improve the status of teaching as a profession in India : Top performing countries in

education across the globe recruit their teachers from the top 5-10% of their best universities, but here in India, if one can't make anything out of your life, one become a teacher! There is an element of low self esteem associated with a teachers job in India so we're obviously unable to attract our best people into this profession.

• Teacher Training should be effective and consistent : The quality of in-service and pre-service training that teachers in low-income schools is a concern. First of all many of our rural schools do not have qualified teachers to do a good job. In many schools the idea of professional development for teachers doesn't exist which obviously leads to stagnancy in the profession.

2. Adopt more holistic ways to gauge student learning (Assessments) : Through our school years, marks/grades were considered to be a reflection of how 'good/smart' the child was and nothing's changed even today. A child is often pushed to chase marks by embracing rote learning, so naturally understanding and passion for learning takes a back seat.


Where to focus on in this Academic year?

EDITORIAL

https://www.quora.com/What-are-the-weak-points-of-the-Indian-education-system

https://www.quora.com/What-are-the-weak-points-of-the-Indian-education-system


Our schools are not even aware of the development in the area of Multiple Intelligences and other newer developments. • The Continuous Comprehensive Evaluation (CCE) introduced by the government is a

very progressive step that prescribes formative and summative assessments in lieu of the usual unit tests, half yearly exams and final exams. Teachers are now prescribed to use innovative and continuous assessment techniques like : project work, open book tests, observing a child's daily behavior etc.

• CCE is in a pilot stage in most parts of the country. Most education functionaries and teachers in our schools lack clarity about the finer details and are experimenting with effective ways to implement CCE. But I have hope that when CCE would be implemented in its true spirit, it will bring in a diffferent approach to learning and teaching both.

• To implement effectively, teachers will have to modify their teaching instructions and adopt innovative measures like activity based learning, cooperative learning etc., thereby, making the curriculum interesting to children.

If these basics are implemented well, I feel we will take next steps towards a better education system. All this will, of course, will depend on the heads of schools. I am sure all will take these things seriously for a better education system in the Assistancy. Wish you all the best for the New Academic Year 2016-2017.

Sunny Jacob S.J. JEA Secretary, South Asia



Jesuits invited to partner with Rajasthan government. Rajasthan Chief minister Vasundhara Raje invited the Jesuit priests, who run St. Xavier's School in state capital Jaipur to partner the g o v e r n m e n t i n s k i l l development ini t iat ives undertaken by the Rajasthan S t a t e L i v e l i h o o d Development Corporation (RSLDC). The BJP chief minister said she was pleased to see that the Jesuit priests had a vocational training school and that it was making a difference to the lives of students from all sections of society, reported the Times of India. She was speaking at the 75th anniversary celebrations of the school, which was also attended by Apostolic Nuncio Archbishop Salvatore Pennacchio, the papal representative in India and Nepal.She lauded theSt. Xavier's management for setting up a balwadi that admitted 30 students each year, helping children from poor families complete their education at the school.The chief minister had special words of praise for the school band, which put up a performance as part of the celebrations of the 75th anniversary of the school. There were many young schoolgirls playing the drums in the band, and Raje said she was pleased to see girls marching as part of the band.The chief minister called upon students to be sensitive to others and open to diverse points of view. State BJP president Ashok Parnami also attended the platinum jubilee celebrations of the school. JAIPUR: Chief minister Vasundhara Raje invited the Jesuit priests who run St. Xavier's School in the city to partner the government in skill development initiatives undertaken by the


JAAI - TO GIVE AND NOT TO COUNT THE COST

BJP chief minister Vasundhara Raje lauded the Jesuits helping poor from all

sections of society.


Rajasthan State Livelihood Development Corporation (RSLDC). She said she was pleased to see that the Jesuit priests had a vocational training school and that it was making a difference to the lives of students from all sections of society. She lauded the management of St. Xavier's for setting up a balwadi that admitted 30 students each year, helping children from poor families complete their education at the school.The chief minister had special words of praise for the school band, which put up a performance as part of the celebrations of the 75th anniversary of the school. There were many young schoolgirls playing the drums in the band, and Raje said she was pleased to see girls marching as part of the band.The CM called upon students to be sensitive to others and open to diverse points of view. State BJP president Ashok Parnami also attended the platinum jubilee celebrations of the school.Apostolic Nuncio Salvatore Pennacchio, diplomat of the Vatican and representative of the Pope in India and Nepal was present too.


ABILITY UNLIMITED


Loyola Alumni Association has always come up with initiatives that are “Zara Hat Ke”. In staying true to its tradition, we joined hands with our school to launch its new Fasy Auditorium.

On Friday 18th December’ 2015, at 5.30 pm in LAA, in association with Loyola School, presented a program by “Ability Unlimited” Along with promoting folk and unconventional performing arts, we also believe in promoting unique styles. “Ability Unlimited” dazzled the audience with their unique dance style on wheelchairs and demonstrated that if the mind wants, there can be no obstacles to performing talent.

On the 17th and 18th of December, this group performed in the Fasy Auditorium of our very own Loyola school. What surprised most of the audience is the energy and zeal with which they performed. Their optimism was clearly evident in their smiles as they kept the audience glued to their seats.

“I am extremely proud of my students and what they have overcome in life to get to where they are today. We have about a hundred productions and have trained for almost 15 years on all of them. Most of my students have been with me since they were very young. It takes a lot of hard work to do what they are doing”- said Guru Pasha of the Ability Unlimited Foundation.

“It is indeed commendable that these people have learned how to make lemonade out of the sour lemons that life has provided them with. We, at the Loyola Alumni Association have always believed in helping the underprivileged and making this world a better place to live in - said Mr. Rajiv Talwar, Secretary of LAA which had presented this show.

The programme also featured a performance by a group of young violinists from a Jesuit school in Kalimpong. These students mesmerized the audience with their beautiful renditions of songs from all over the world.

The evening ended with a gala dinner where more than 550 Alumni members & guests were entertained by forty violinists from the Gandhi Ashram School, Kalimpong. They presented Beethoven, Rabindra Sangeet, Hindi Ever green melodies, and also Nepali culture.


Pope Francis answers questions from children in new book, ‘DEAR POPE FRANCIS’


(Vatican Radio) Pope Francis has answered 30 questions presented to him from children from around the world. Loyola Press is publishing the responses in a book due to be published on 1 March called Dear Pope Francis.

The United States-based Jesuit publishing house approached Pope Francis about the idea last year, and received a positive response. They then asked Jesuits from around the world to collect questions from children aged 6-13, including Catholics and non-Catholics. They also asked the children to send drawings, which are included in the book. They received 259 questions f r o m 2 6 c o u n t r i e s i n 1 4 languages. The book’s editor, Fr. Paul Campbell, SJ, then sat down with a committee and chose the questions to send the Pope. “One of the lines we use to

describe this book is: Little children have big questions,” Fr. Campbell told Vatican Radio. Listen to the interview by Alessandro Gisotti with Father Paul Campbell, SJ: “Yes they are questions from little children, but they are very, very profound questions,” – Fr. Campbell said – “The Holy Father was very clear that it was terribly difficult to answer these questions.” The Jesuit priest said one thing that comes out of reading the book is the Holy Father’s profound sensitivity to the suffering of children around the world. “I believe it was William from the United States who asked the question if you could cause one miracle…what would it be? And the Holy Father said ‘to stop the suffering of children’,” – Father Campbell explained – “and it is very clear to me that the Holy Father’s heart is full of compassion for those who suffer.” This book is only a small way of giving suffering people hope. “The Holy Father wants to reach out to children and adults to everyone who experiences suffering – which means all of us – to tell us that he does not understand suffering, that he cannot explain it, but that he does believe that Jesus did suffer for us, and that is the only thing that gives him hope and comfort,” Father Campbell said.


http://www.loyolapress.com/dear-pope-francis.htm


!PATNA:

Ensuring Quality Education and Making a Difference The principals and vice principals of all the schools of Patna province gathered at St. Xavier’s School, Patna for a planning session on Sunday, January 17, 2016 along with the PCE, Norbert Menezes and the provincial, Jose Vadaserry. In a significant departure from previous practices, all the vice principals including religious and lay persons were invited to attend the meeting. The theme of the meeting was “Ensuring quality education and making a difference in our schools.” The deliberations proceeded on the trajectory suggested by the PCE to decide upon well thought out plans, strategies and activities to communicate a common vision and goals for all the schools through various activities in all the schools during the coming academic year.

It was decided after due deliberations that we need to celebrate the great Indian culture and its diversity through the activities in our schools to communicate and develop the sense of unity in diversity among all our stakeholders. The participants adopted the slogan “My Country: My family” as the theme for the next academic year. All the progammes and activities in the school will be based on this theme and the schools will make all efforts required to communicate this message to all the people.

The need to devise strategies to provide quality education in our schools was expressed and endorsed by all the participants and suggested that our schools should profess its Jesuitness and make a difference in the field of education in Bihar. The participants recalled the glorious past of Jesuit education in Bihar and expressed the desire to attain the same status and stature in the days to come. It was genuinely felt that Jesuit education has a significant role to play in the field of education where everything is viewed and evaluated on the basis of a utilitarian attitude. Forming men and women of conscience, competence, compassion and commitment was felt as the need of the hour. In order to achieve this goal an eight point action plan was


News From Provinces


finalised and adopted by the participants to be implemented in all the schools during the coming academic year.

1. The need to share our Jesuit legacy and heritage with the staff of the school was considered necessary to achieve this Jesuit goal in our schools. Therefore it was decided that each school will conduct two sessions to share our Jesuit legacy with the staff during the year. The meeting also strategized that this will be done in three clusters in the province to ensue implementation and efficacy. As a corollary it was decided that the implementation of IPP will be ensured in all the schools without which the schools cannot claim its Jesuitness.

2. The participants agreed that every teacher in the school will prepare one lesson plan per topic following the guidelines of IPP and the reflective aspect will be non-negotiable in this exercise.

3. Professional development of the teaching faculty was emphasised in the meeting as a requirement for our schools to be effective and relevant. The meeting mandated that every principal will ensure at least one classroom observation per teacher per semester which will be followed by an interaction session with the teacher.

4. It was further decided that the principal will ensure that every teacher completes the self-appraisal at the end of the academic year to help them through a process of self-evaluation to identify their strengths and areas of growth as they advance in their profession as a teacher.

5. The formation of our students was identified as one area which required our attention and energy. It was unanimously expressed that keeping in mind the global developments and concerns which are unfolding at various places of the world Jesuit education should not shy away from this responsibility of forming men and women of conscience, compassion and commitment in the process of forming men and women of competence. It was made mandatory for all the schools to plan, arrange and conduct formation sessions for students of classes VI-X. Different themes were suggested and approved for each class to be the focus of this formation during the coming academic session.

6. It was further decided that individual and need based mentoring of students will become the hallmark of all the schools. In the first year of implementation each teacher of the school will mentor at least ten needy students during the academic year.

7. Inter-ministerial collaboration were recognised as a tool to maximise the use and effectiveness of our personnel and other resources and expertise. The participants decided to have at least three inter-ministerial collaborative activities taking into account the suggestions received from the ministries.

8. The school will arrange for inter-school students’ exchange programme accompanied by guided reflections.



Apart from these eight action plans, the PCE suggested that all schools attempt some method of implementing the examination of conscience in all the schools as a form of personal formation and growth among the students and staff. He also recommended that all the schools become registered members of the international network of Jesuit schools by joining Educatemagis. The Provincial addressed the members present and acknowledged the effort of the schools in carrying on the Jesuit legacy through education and encouraged the participants to implement the decisions of the meeting with enthusiasm and earnestness. The meeting concluded on a very positive note of new enthusiasm and energy to begin the new academic year.

George Nedumattam, SJ

Catholic Education today: Challenges and Opportunities for Religious Congregations

Sunny Jacob SJ The year year 2015 was the 50th year of the Declaration Gravissimum Educationis and 25th year of the Apostolic Constitution Ex Corde Ecclesiae. Both were aimed at to give new stimulus to the Church’s involvement in the field of education. There were two principal events that took place in the global church in June 2012, with the participation of experts from all over the world, and the second was the Plenary Assembly of the Congregation’s Members, which met in February 2014. The indications that emerged in these two meetings are reflected in Instrumentum Laboris, “Educating Today and Tomorrow: A Renewing Passion”. The text recalls the essential reference-points of both aforementioned documents, the fundamental characteristics of Catholic schools and universities, going on to describe the challenges to which Catholic educational institutions are called to respond, with the development of their own specific mission. In the years following the Second Vatican Council, Papal Magisterium has repeatedly insisted on the importance of education in general, as well as on the contribution that the Christian community is called to offer education. The Congregation for Catholic Education has frequently addressed this theme in its documents. Therefore, the anniversaries of 2015 are a suitable and invaluable opportunity for us all to think seriously our role in the field of education within the Church. The Instrumentum Laboris has been translated into various languages, and is addressed principally to Bishops’ Conferences, to the Union of Superiors General and to the International Union of Female Superiors General of Religious Congregations. The text is also addressed to national and international associations of teachers, parents, students and former students, as well as associations of those who run schools and universities. The Instrumentum Laboris is also addressed to Christian communities, so that they may reflect on the importance of Catholic education in the context of the New Evangelization. When we look at the world we see contemporary culture is affected by several problems that are causing a widespread “educational emergency”: This expression refers to the difficulty in


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establishing educational relations which, in order to be genuine, should convey vital values and principles to younger generations, not only to help individual growth and maturation, but also to contribute to building the common good in the society. Catholic education, with its thousands of schools and universities that are scattered all over the world, provides a remarkable support to ecclesial communities that are engaged in the new evangelization, and contributes to the fostering of anthropological and ethical values in individual consciences and cultures, which are necessary in order to build a society that is based on harmony and solidarity. This Instrumentum Laboris is aimed at providing guidance to and provides inspiration for future educational projects and activities for all of us.

1. The Declaration Gravissimum Educationis The purpose of Gravissimum Educationis was to draw the attention of all baptized to the importance of education by providing basic guidelines on educational issues. The document in a way addresses both the secular and theological-spiritual dimensions.

a) Historical and Social Context. The Role of Christians Since the Second Vatican Council, the historical and social context has changed remarkably, both in terms of world vision, as well as ethical and political concepts. The 1960s were a time of confident expectations, following the Council’s announcement and the possibility of more peaceful relations between States. Compared to that time, the scenario has deeply changed today. The drive towards secularization has become more apparent. The increasingly faster globalization process seems to limit individual freedom and exacerbate conflicts between different ways of looking at personal and collective life. From liberal welfare state (Socialism) to triumphant liberalism (Capitalism) with its dreadful impact on schools and education is the order of the day. However, all the changes that have taken place since the 1960s not only have not weakened the teachings provided by the Council on educational issues, but have actually enhanced their prophetic scope. Both Gravissimum Educationis and Gaudium et Spes (nn. 59-60) contain extremely farsighted and fruitful hints, that can help us face many contemporary challenges:

1. Stating the Church’s willingness to work in order to support the edification of an increasingly humane society and personal development.

2. Recognizing education as a ‘common good’. 3. Claiming the universal right to education and schooling for all, which is also amply

reiterated by international declarations issued by organizations such as UNESCO (Education for All).

4. Implicitly supporting all individuals and international institutions who oppose rampant liberalism through their fight for the right to education.

5. Asserting that culture and education cannot be subservient to economic power and its workings.

6. Recalling everybody’s duty – whether communities or individuals – to support women’s participation in cultural life.

7. Outlining a cultural context of “new humanism” (GS, n. 55), that the Magisterium is constantly addressing.



b) Theological and Spiritual Vision The contribution that Council teachings have given to Christian education, as the spiritual and theological formation and their conscience among which it is worth quoting:

1. The description of Christian education as a work of evangelization/mission (Lumen Gentium, n. 17).

2. The emphasis on the necessarily sacramental character of education: (Lumen Gentium, n. 11).

3. The need for Christian education to grow at the same time as human education to prevent a situation in which the life of faith is experienced or perceived as being separate from other activities in human life.

4. The urging to envisage Christian education within the context of faith of a poor Church for the poor (Lumen Gentium, n. 8), in line with one of the pivotal points of the Pope Francis’ (Church’s) current message.

2. The Apostolic Constitution Ex Corde Ecclesiae Gravissimum Educationis devoted a special attention to Catholic schools and universities, providing significant indications regarding this specific subject; the Constitution underlined the need for universities to serve societies, and not just the Church, and that “they should be noteworthy not so much for their numbers as for their high standards” (Gravissimun Educationis, n. 10), because it is better to have fewer excellent Catholic Institutions than many mediocre ones. I think, this is a call for us all to look at our institutions and their excellence. Very often we see we live in the past glory, and contributing as mediocre. Many of our institutions today are on the maintenance mode than genuinely contributing academic research. It is worth noticing that the essential purpose of Catholic education was to allow students to fully take on the cultural, social and religious responsibilities that would be required of them. In 1990, John Paul II issued the Apostolic Constitution Ex Corde Ecclesiae, which aimed at drawing people’s attention to the importance of Catholic universities, as a privileged instrument to gain access to the truth regarding nature, man and God in order to favor an open dialogue between the Church and men and women of all cultures. In line with the Council Declaration, the Constitution reiterated that Catholic universities, as such, were supposed to adequately engage in research, teaching and cultural services like any other academic institution. As Catholic universities, they would have to: a) Be inspired by Christian values not only in so far as individuals are concerned, but also the entire university community as such; b) Promote constant reflection, in the light of Catholic faith, on the processes and achievements of study and knowledge, providing their original contribution; c) Be faithful to the Christian message, as it is presented by the Church; d) Serve the people of God and mankind in the efforts they undertake to access truth.

If we think about how fragmented academic studies are nowadays, we cannot but realize how John Paul II’s idea is extremely contemporary and might provide precious indications to people working in higher education.



II. What our Universities and Schools should be?

In the light of all these documents and the emerging challenges of contemporary society, what should Catholic schools and universities be like? Schools and universities are places where people learn how to live their lives, achieve cultural growth, receive vocational training and engage in the pursuit of the common good; they provide the occasion and opportunity to understand the present time and imagine the future of society and mankind. At the root of Catholic education is our Christian spiritual heritage, which is part of a constant dialogue with the cultural heritage and the conquests of science; Catholic schools and universities are educational communities where learning thrives on the integration between research, thinking and life experience.

1. Building an Educational Context Catholic schools and universities educate people through the living context, i.e. the climate that both students and teachers establish in the environment where teaching and learning activities take place. This climate is pervaded not only by the values that are being expressed in universities, but also by the values that are lived out, by the quality of interpersonal relations between teachers and students and students amongst each other, by the care professors devote to student and local community needs, by the clear living testimony provided by teachers and educational institutions’ entire staff. All our stake holders are part of our schools and colleges. Although cultural contexts vary, as well as educational possibilities and influences, still there are distinguish features of a Catholic educational Institution:

1. Respect and love for individual dignity and uniqueness. (Cura personalis) 2. A wealth of opportunities that are offered to young people for them to grow and develop

their abilities and talents; a balanced focus on cognitive, affective, social, professional, ethical and spiritual aspects;

3. Encouragement for every pupil to develop their talents, in a climate of cooperation and solidarity;

4. The promotion of research as a rigorous commitment towards truth, being aware that human knowledge has its limits, but also with a great openness of mind and heart;

5. Respect of ideas, openness to dialogue, the ability to interact and work together in a spirit of freedom and care.

2. Introducing Students to do Research Schools and universities are places where students are introduced to knowledge and scientific research. Today all the more it is a must, where, religious fundamentalism and ethnic chauvinism is growing on the one hand and on the other organized violence and false ritualistic faith blinds the people all over the world. Here, our educational institutions have the responsibilities to attract younger generations towards knowledge and understanding its achievements and applications.

3. Teaching as an Instrument for Education Nowadays, the “way” in which students learn seems to be more important than “what” they learn, just like the way of teaching seems to be more important than its contents. Teaching that



only promotes repetitive learning (memorization as it is in India today), without favoring students’ active participation or igniting their curiosity, is not sufficiently challenging to elicit motivation. Learning through research and problem-solving develops different and more significant cognitive and mental abilities, whereby students do more than just receiving information, while also stimulating cooperative learning. However, the value of learning contents must not be underestimated. If the way students learn is relevant, the same applies to what they learn: teachers must know how to select the essential elements of cultural heritage that has accumulated over time and how to present them to students. This approach also applies to the study of the major questions mankind is facing and has faced in the past. Learning takes place in a loving and mutually respected atmosphere than any other atmosphere any where.

4. The Centrality of Learners In our schools and – even more so – universities, learning is not just equivalent to content assimilation, but is an opportunity for self-education, commitment towards self-improvement and the common good. It allows our students to develop their creativity, strive for constant learning and become more open towards others. Learning can also provide the opportunity to open students’ hearts and minds to the mystery and wonder of the world and nature, to self-consciousness and awareness, to responsibility towards creation, to the Creator’s immensity Jesuit Educational vision). Our school education will not be complete if it does not serve the local community. Therefore,it would be advisable for teachers to provide their students with opportunities to realize the social impact of what they are studying, thus favoring the discovery of the link between school and life, as well as the development of a sense of responsibility and active citizenship.

5. The Diversity of Learners Teachers are called upon to rise up to a major educational challenge, which is the recognition, respect and enhancement of diversity. Psychological, social, cultural and religious diversity should not be denied, but rather considered as an opportunity and a gift. It is not easy for schools and universities to be “inclusive”, open to diversity and able to truly help those who are going through difficulties. Teachers must be open and professionally knowledgeable when they are leading classes where diversity is recognized, accepted and appreciated as an educational asset that is beneficial to everyone.

6. Pluralism of Educational Establishments Catholic schools and universities fulfill their task in a very different cultural and social contexts, where their work is sometimes recognized and appreciated and, at other times, faced by serious economic difficulties and hostility. The way in which their presence in different States and world regions is experienced varies remarkably, but the basic reasons for their educational work do not change. School communities that are inspired by the values of Catholic faith transpose their personalistic into their organization and syllabi to engage in dialogue with them. They must be able to think globally and act locally. It is really important for Catholic educational establishments are able to interact with other non-Catholic institutions with a listening attitude to engage in a constructive dialogue, for the common good.



7. Teacher Training

The importance of schools’ and universities’ educational tasks explains how crucial training is for teachers, managers and the entire staff that has educational responsibilities. Professional competence is the necessary condition for openness to unleash its educational potential. A lot is being required of teachers and managers:

1. They should have the ability to create, invent and manage learning environments that provide plenty opportunities;

2. They should be able to respect students’ multiple intelligences and guide them towards significant and profound learning;

3. They should be able to accompany their students towards lofty and challenging goals, cherish high expectations for them, involve and connect students to each other and the world.

4. Teachers must be able to pursue different goals simultaneously and face problem situations that require a high level of professionalism and preparation.

To fulfil such expectations, these tasks should not be left to individual responsibility and adequate support should be provided at institutional level, with competent church leaders showing the way. I hope, the CBCI and other Church bodies will heed to the two documents in their Jubilee year.


Visit to Delhi Province and Kohima Region by JEA Secretary


JEA Secretary Fr. Sunny Jacob SJ visited the schools in Delhi province. He had a day’s seminar for the Principals and coordinators of Jesuit schools at St. Xavier’s Delhi. He visited each school in the province along with John Ravi, the PCE. JEA Secretary addressed the students and staff in every school. He conducted seminars too for the teachers on Jesuit education, legacy and JEA Vision for Indian schools in the light of the proposed New Education Policy of the Central government. He introduced www.educatemagis.org to all over teachers and encouraged them to be part of the global network of the Society’s education. Thanks to Fr. John Ravi SJ, for his great initiative and commendable leadership.

Fr. Sunny also visited most of the Jesuit schools in Kohima Region. He visited at the invitation of Fr. Victor D’ Mello SJ, the RCE. He visited Nagaland, Manipur, Meghalaya and Assam schools and got interacted with staff and students. He conducted two days seminar for the teachers in Jakhama, Phesama, Phutsaro, Imphal, William Nagar, Maweit, Langting and Gunjung. It was well organized and well informed sessions for all the teachers and the Jesuits. He will be visiting Arunachal schools too soon.

In continuation of our meeting held at Darjeeling, the North Zone is organizing a program for our Jesuits involved in Education Apostolate. Kindly send at least two Jesuits from each school so that they stand to profit from this course.

Program Highlights Place Date & Time

Leadership Training Program

Leadership in Jesuit Schools, Jesuits Legacy,

Legal Matters and Administration Tips.

Navjyoti Niketan, Patna.

Monday, 25th April from 4.00 pm –

Thursday, 28th April 4.00 pm.

Last Date for Confirmation and the number of: 20th February 2016. Remember, this is only for the North Zone Jesuit provinces.

Contact the North Zone Coordinator Sebastian James SJ.


Forth Coming Programme

http://www.educatemagis.org


Central Province’s PCEs Meet at RanchiThe Central Zone PCE’s will meet on the 16th March at Sadhbhavana, Ranchi. Along with the PCEs, the Provincial of Ranchi, CZEB coordinator, AJIT XESS, Central Zone Education Coordinator Augustine Kujur and JEA Secretary will be present.

Core group Meeting at DelhiOn April 9th and 10th there will be an important meeting of all the members of the core group and the Zonal Coodinators will be held at Jor Bagh. POSA and JEA Secretary will be present for this meeting.

CBCI Education Meeting at DelhiThere will be a meeting of all the Secretaries of Congregations held at CBCI office on the 10th March 2016. JEA Secretary will attend the meeting.

MSFS Education Meeting in DelhiMSFS educationists will meet at Delhi on May 16th -17th at Delhi. JEA Secretary will be the Resource person for the two day Seminar of their National conference on Education.

ICAJE Colloquium in ROMEInternational Commission of Association of Jesuit Education will begin on 24th May in Rome and end on 30th May. JEA Secretary will attend the meeting. The New Document on Jesuit Education will be discussed and approved in the meeting.

JESUIT ALUMNI will meet POPE in ROMEWUJA has announced that Jesuit Alumni from all over the world will meet with POPE FRANCIS in September in Rome.



‘Indian Education needs much more than allocated in the Union Budget 2016-17’

India may be lagging b e h i n d i n t h e U N Human Development Index, 2015, but Union Budget presented by the Finance Minister Arun Jaitley, does not show adequate commitment and financial allocation towards this malady. The United Nations Human Development Report, 2015 has ranked India on 130th position a m o n g 1 8 8 n a t i o n s


KNOW OUR SCHOOLS AND LEADERS

http://indianexpress.com/profile/politician/arun-jaitley/


listed in the UN HD Index. Among BRICS countries, India is left behind by Russia, Brazil, China and South Africa. In the 2016-17, Budget presented in, there is no announcement about any massive outlay for education, health and social welfare. Creation of a Higher Education Funding Agency (HEFA) has been announced with a fund of Rs 1,000 crore. It looks that it will be mostly used for redressal of the problems of students seeking educational loan. Current outstanding educational loans may be around Rs.50,000 crore. It is not clear that how a fund of Rs.1,000 crore will resolve the massive requirements of educational loans. It has been said that 62 more Navodaya Vidyalayalayas will be opened and a digital literacy scheme for rural India will be started. There are no indications how millions of government schools will be improved to provide quality school education. Right To Education (RTE) was launched in 2009 with lot of noble expectations, but the RTE scheme is losing its steam due to half-hearted implementation and lackluster execution.

During XII FYP, it was expected that Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Rashitriya Uchchatar Shiksha Abhiyan (RUSA) will lift our school education and higher education from the current stagnancy and will help our schools, universities and colleges to attain respectable standards. The budget proposal does not talk about RTE, RMSA and RUSA. Should we assume that now these schemes do not constitute our national will to ameliorate our education system?

NDA Government has been giving emphasis on skill development since its formation; a provision of Rs 1,700 crore has been made for setting up 1,500 multi skill training institutes. It has been announced that 10 million youth will be provided skill training under Pradhan Mantri Kaushal Vikas Yojna (PMKVY) during 2016-19. A Digital Literacy Scheme has also been announced in the budget to cover 60 million additional households.

To conclude, it can be said that the Union Budget has missed another opportunity to lift Human Development Score of India by infusing sufficient funds for schools and higher education. Indian youth is under tremendous pressure due to lack of jobs which is an outcome of poor employability prevailing in our education system. The Union Budget may score good points in some parts but it is a disappointment for education sector at least.



Why the events at JNU embody the battle for India's soul. St Stephen’s College in Delhi once had a history teacher who, in his idiomatic style, would say this to students taking his course on Modern India for the first time: “1857 was a turning point in the history of India, but India refused to turn.” Given the events of the week gone by – full of fury, fervour and fisticuffs over the student unrest in Jawaharlal Nehru University – future chroniclers will not make the same accusation as the history teacher at St Stephen’s College. February increasingly seems like a pivotal period, a turning point for India. And yes, India is stirring. In the week gone past, we can glimpse the India of tomorrow – it is a vision that is simultaneously depressing and elevating. Ground realities We fear a day might come when a hydra-headed political formation, aka the Sangh Parivar, or its mutant, will define how we live, what we eat, and our beliefs. We grimly contemplate a future where non-violent protests could be deemed anti-national, and state power deployed to crush dissent. We could soon have vigilante groups demanding obedience and obeisance under the deft supervision of police officers. But we can also glimpse other, more encouraging possibilities. Insistence on shrinking ideas could lead to their expansion, as is evident in the passionate debate to define concepts such as nation, loyalty, patriotism and anti-nationalism. We have been awakened to the impermanence of our certainties – for instance, our right to free speech. We might learn to guard it zealously. Then again, our faith in the importance of debates and discussions could be renewed. We could become increasingly intolerant of those who mistake violence for an argument, as do some lawyers in Delhi.


REFLECTION ON CURRENT EVENT


More than anything else, attempts to silence people could move them to speak cantankerously, to stop fearing the display of state power and orchestrated mob fury. The conflict between the state and the people could teach them – particularly the young – defiance and rebellion. People could mock the state in response to its flaunting of power. This was indeed the theme of the protests at Jadavpur University, where students took out a rally in support of incarcerated JNU student leader Kanhaiya Kumar. There were students who shouted, “Afzal bole azadi, Geelani bole azadi”; “Jab Kashmir ne maangi azadi, Manipur bhi boli azaadi.” It is hard to tell what meaning the word “azadi” implied to the students, whether they were supporting the independence of a territorial entity or freedom from police repression - of which both Kashmir and Manipur have been undeniable victims. But one thing seems clear – the state’s attempt to tailor political and social behaviour will provoke opposition to being straitjacketed. This is the very essence of being human.

Ideological imprint As India lurches towards a turning point and mulls the direction it should take, it is ostensibly a puzzle why our future should have become a pressing question this past week. This is because the student protest at JNU and the the state’s response to it embody the struggle to claim India’s soul. This struggle broadly has two forces arrayed against each other. On one side are the votaries of Hindutva, who believe that India is Hindu, but that its Hindu-ness has been submerged under constructs imported from the West. From this ideology flows its politics, which aims at making the Hindu-ness of India’s soul shine with the sheen of ancient glory. But this goal cannot be realised, Hindutva subliminally claims, unless the Hindu adherents of Western ideologies are marginalised, or better still, reformed, either through ideological indoctrination or under duress. What it is to be Hindu, as also Indian, has different meanings and interpretations, but Hindutva strives to obliterate these nuanced differences to establish the primacy of its own worldview. This was why Gandhi was assassinated. Not only was it impossible for the votaries of Hindutva to match his popularity, but he was also an antithesis to them. It was difficult for them to succeed in maligning or discrediting him because he was a devout Hindu (not that they didn’t try their hand at it).

Reinforcing fears The strategies of Hindutva forces or the Sangh Parivar have been intermittently glimpsed since May 2014, when it won a mandate which freed it from the restraining influence of its political allies. Over the last year and a half or so, we have seen the bruising political programmes of love jihad, ghar wapsi, anti-cow slaughter, pulping of books, and hounding of writers and students holding contrarian views. Violence, or the threat of it, underlay these projects.



For instance, the Dadri incident involving the lynching of Mohammed Akhlaq on the suspicion of consuming and stocking beef agitated the nation. As did the tragic suicide of the Hyderabad Central University student Rohith Vemula, triggered by his questioning of the narrative on 1993 serial blasts convict Yakub Memon and the Akhil Bharatiya Vidyarthi Parishad challenging him aggressively. We might then wonder what is so special about this week of unrest at JNU, or why India should have reached a turning point. It is because, first and foremost, the Sangh Parivar sympathisers have explicitly justified the use of violence to win debates over contentious political issues. Not only has the state benignly winked at such aggressors, it has resorted to disproportionate force to suppress ideas contrary to those nursed by the current managers of its apparatuses. This clearly marks the breaking down of consensus over how we conduct our politics. The JNU crisis is also alarming because it has reinforced the fears that the Sangh Parivar not only considers Muslims and Christians as their unforgiveable foes, but also all those Hindus who differ from it, either ideologically or in having lifestyles not to the liking of the organisation headquartered in Nagpur. What shade of liberalism or leftism you prescribe no longer matters, nor the fact that you could even be politically apathetic. You could be the target in case you oppose Hindutva for whatever reason, even when you may be a religious Hindu.

Sangh Parivar agenda Further, the tumult at JNU testifies to the Sangh’s hunger for conflict and instability, its resolve to win the tomorrow for Hindutva. Considering the blowback on Dadri and the retreat it had to beat at Hyderabad Central University following the suicide of Rohith Vemula, nobody could have thought the Sangh would have been in a tearing hurry to stoke fires at yet another campus. It implies more such contestation of ideas in the future, accompanied with, yes, violence. There has been a flurry of analyses attempting to explain why the Sangh and the central government decided to turn the incident of alleged shouting of slogans at JNU in support of Afzal Guru into a full-blown crisis. It has been said the Sangh wanted to overcome the setback it suffered on account of the suicide of Rohith Vemula, more so in the eyes of Dalits. That it wants to tar the Left as anti-national and dampen its chances in the upcoming Assembly elections in West Bengal and Kerala. That the RSS wants to polarise Uttar Pradesh over the issue of which parties are desh bhakts and which are not, and consequently emerge as the sole repository of nationalism. Most analyses assume that the Sangh’s strategy, as is true of all political formations, is solely guided by electoral calculations. But this is precisely where the Sangh differs from others. It undoubtedly values political power, but its acquisition is aimed at changing the popular discourse in the country and ensuring its worldview becomes India’s as well.



From this perspective, the Sangh has succeeded to an extent. From championing the rights of the poor, or finding solutions to agrarian distress, or debating the inimical impact of neo-liberal economic policies, our framework of debate has changed considerably since its ascension to power. We have been reduced to engaging with subjects such as whether or not conversion to another religion is legitimate, whether it is justified to re-convert Muslims and Christians, how consuming of beef hurts religious sentiments, and now, what is the meaning of anti-national and what makes you one. This is perhaps why there has been such a robust counter to the Bharatiya Janata Party’s discourse, another reason why this past week seems to have become a turning point. Perhaps never before have we had so many argue politically incendiary terms such as sedition, anti-national, patriotism, nation, state, et al. It is the apprehension of the Sangh dominating the discourse that seems to have led JNU teachers to organise lectures every evening on nationalism. It isn’t surprising to discover the first of these lectures promptly found its way to social media. Indeed, this week tells us that we, as a democracy, are fighting the demons of adolescence on our way to attain maturity, that we have perhaps reached a critical point in the battle to claim India’s soul.

(Ajaz Ashraf is a journalist in Delhi. His novel, The Hour Before Dawn, has as its backdrop the demolition of the Babri Masjid. It is available in bookstores.)



Nepal gives big wraps to Jesuit education KATHMANDU (AsiaNews): The Hindu community in Nepal celebrated Shree Panchami on February 4, the day of wisdom and knowledge dedicated to the goddess, Saraswati.

During the celebrations this year, the Society of Jesus received a government salute as being the primary source of s p r e a d i n g w i s d o m a n d knowledge in the country. “Hindus celebrate Saraswati in accordance with tradition,”

veteran educator, Manaprasad Wagle, told AsiaNews, “but the history of the country shows that the Jesuits and their schools have pioneered international standards of education in Nepal.” Wagle stressed, “We have to thank them. They incorporated Oxford standard courses in the curriculum, improving students’ knowledge and wisdom. For more than 60 years, they have improved the quality of education.”



A spokesperson for the Education Ministry, Mahasram Sharma, backed up Wagle’s remarks, saying, “We want to thank the Catholic community and the Jesuits. Their contribution is evident in the fact that all Nepali students would like to join their schools.” Jesuit Father Thomas Augustine, the dean at St. Francis Xavier College in Kathmandu, said that he is extremely happy about this recognition and reiterated the determination of the Society of Jesus to continue its work in Nepal. “Anything that improves man, improves the world and his soul,” he said. “We shall continue to serve in this nation with all that is necessary.” A sister, from Regina Amoris Elementary School, added, “We are happy because we can help the poor and the abandoned children.” Meanwhile, the festival dedicated to Saraswati touches people throughout the country deep in their hearts. As Nepali people celebrate Saraswati Puja in great numbers, thousands of Hindu students visit the temple dedicated to her in the capital, Kathmandu. Traditionally, this is also a time when children begin to learn the alphabet and elderly people, who so wish, can start courses dedicated to the arts or music.

Jesuit Education in SRI LANKA The Ministry of education was firmly established and was a major apostolic involvement of the Jesuits in Sri Lanka. There were three prominent schools managed by the Jesuits, such as St Aloysius College, Galle, St Michael’s College, Batticaloa and St Joseph’s College, Trincomalee. These have come to the limelight and prominence in the field of education and sports and the students whom the Jesuits educated recognized the value of such education and the parents preferred to send their children to these schools. In 1970 the Jesuit Colleges had to be handed over to the

government during the period of the State “take-over” of private schools in the country. Since these colleges were completely private, the Jesuit management had to raise the funds to maintain and develop the three colleges. Mostly it was a financial strain that triggered the handing over. From then onwards there had been a standstill regarding the formal education



apostolate of the Jesuits in Sri Lanka. The Jesuits continued even after the handover of the colleges to be lecturers and chaplains of government universities in Peradeniya, Jaffna and Batticaloa. Even though the Papal seminary was shifted from Kandy to Pune (India) in 1955, Jesuits continued teaching in the newly established National Seminary as a contribution to the formation of the clergy in Sri Lanka.

Although Jesuits had given up the schools in 1970s there were several initiatives started in terms of technical education and English Academies. The Cholankanda Youth Training Centre (CYTC) is established to guide and train the youth who find it difficult to pursue higher education. The centre aims to equip the students with vocation training and help them in employment. The rural Sinhalese and the Plantation Tamil youth who have stopped their formal education due to various reasons, are the beneficiaries of this institute. The Academies in Galle, Batticaloa and Trincomalee vision to empower the

poor and rural youth for better employment through training in English language and computer. In 2010 Rev Fr Bernard Jayasinghe s.j initiated a process of starting a Jesuit High School in Galle. After obtaining the necessary permissions and approval, Mount Calvary High School began its first academic year with 36 students in the first grade. As per plan, the different grades of the School will be increased as the first batch of students’ progresses ahead annually.

Courtesy: Jesuits Sri Lanka

Jesuit Education in PAKISTAN When we, the Jesuits, took charge of the Samanabad parish, there was not a single Christian school in the area. In order to find the needs of the people, we had several meetings with them. We did not want to take the risk of building schools and find no children. Therefore, we asked the people to provide a place. They were so poor they could not afford to rent a room. We noticed that the chapels in different basthies were used only on Sundays for liturgical celebration. We suggested that we could use the church premises for this purpose. The people agreed to our suggestion. We started Nursery classes at Samanabad, Sodiwal and Kot Kambo. At Babu Sabu, one man offered his house compound. I still remember how the children were seated under a tree and as the morning sun became warmer, they were shifting the small bricks on which they were seated. We were looking for some young women who could teach the children, we were surprised not to find any basthi girls who had completed their matriculation. We employed the catechist’s daughters. At Kot Kambo, we managed to get two young women



from the basthy. As we p r o g r e s s e d i n o u r Education apostolate, we noticed that the p e o p l e w e r e n o t generous as we thought. They had the idea that the missionaries have to provide everything for t h e m . F r o m t h e beginning, we sought people’s involvement in whatever we did in the parish. We had again several meetings with d i f f e r e n t g r o u p s ,

without any positive results. Both Vernon We planed and proposed to the German Provincial to help us to buy some land and build two schools. They were very generous. We bought the land at Kiker Peer. One plot of land -8 kanals- for the school and another plot of land -5 kanals- for a technical school. In addition, they helped us to buy another piece of land near the parish church at Samanabad. In 1987, we were able complete building the two high schools, One at Kiker Peer and one at Samanabad.

School At present, Pakii Tatti have 140 students of whom 120 children are from the Muslim community. We have 3 Muslim and 12 Christian teachers. At Kiker Peer, only 130 students are from the Muslim community out of 800 children. Three are Muslims of 18 teachers. The purpose of admitting Muslim children was to create harmony between the Christians and the Muslims. In this regard, we could proudly say our schools have achieved the purpose. We invited Father Bob Slattery from India to assess the performance of our teachers and to conduct seminar for them. Our principals and teachers regularly attend the seminars conducted by the Lahore Catholic Board of Education. During the summer holidays, the teachers have seminars and day of prayers. These seminars are conducted to improve their teaching methods. We have made it point to give something of our Jesuit vision of education during these seminars. From 1989 to 1997, March Father Vernon was the manager of the two schools. From April 1997, the community had asked Jacob Fernando to look after the schools. . Our schools are registered and recognized with the Government Education Board of Lahore.

Courtesy: Pakistan Jesuits



Our Man, who was in Bhutan How a Canadian Jesuit founded a secular education system in a remote mountain nation. Of Bhutan’s history, its recent emergence from seclusion, its international relations and its economic, social and political model, it will be a surprise for many that a Jesuit Father William J. Mackey, S.J., a national icon in this small, reserved and proud mountain kingdom. Who was Bill Mackey and how did he rise to such prominence in so distant a place? The role played by Bill Mackey at the invitation of the government of Bhutan, to introduce secular secondary education to that country in 1964. Bhutan was not new to the Jesuits, “for, in the seventeenth century, Jesuits were already deep into that mysterious country.”2 In 1626, a couple of them, travelling from Cochin in

India’s distant south, in search of a new route to the flourishing Jesuit mission in Tibet, wound up in Paro, Bhutan (where today’s modern travellers alight from in the country’s sole jet-handling airport). As with all such Jesuit endeavours, their adventures were meticulously recorded for posterity and were certainly known to Bill Mackey. “By this time in the history of The Society of Jesus the purpose of missionary work had changed considerably. If there was any proclamation of the Gospel to be done to people of other religions, it was to be done by the quality of the lives we lived and by the educational service we gave, rather than by preaching to them”.” For ten years, young Bill Mackey lived in Kurseong, enjoying the impressive titles of district superior, dean of Darjeeling, parish priest of St. Paul’s and headmaster of St. Alphonsus School. Perhaps the most important acquaintances Mackey was to make in Kurseong were the Bhutanese boarders at St. Alphonsus. Given the complete absence of non-monastic institutions of secondary education in Bhutan, its elite families had developed a tradition of sending their boys to (generally Christian) schools in the Darjeeling hills, and sometimes further afield into India. Mackey admired the derring-do and athletic prowess of these boys and grew very comfortable sharing digs with them in his large Kurseong residence. Jesuit endeavour in the region centred on North Point, which had emerged as the best school (by far) available to the elites of Nepal, Tibet, Bhutan and northern West Bengal itself. By 1950, the rector of the school was a Canadian, and by 1953, young Canadians were being ordained in the area.


MEMOIR


The current Provincial of Darjeeling Province is Father Kinley, to date the sole Bhutanese Jesuit. Bill Mackey migrated to Bhutan by chance, because of his unwitting involvement in ethnic and language-related agitation in Darjeeling, which resulted in his expulsion from the area by Indian authorities in 1963. Bill Bourke recalls: ”Father Mackey—in his impetuous style—was seen nearby on the streets when there was agitation for the recognition on the Nepali language in 1962. A foreigner, a rather high profile one at that, in something perceived in Calcutta as “dangerous” for Bengal was enough to have him removed. You must remember that in October of that year, the Chinese aggression took place, immediately after which the area was declared restricted.” Mackey was heartbroken to leave. But consequently he was only too willing to pick up on a suggestion by the prime minister of Bhutan that the Jesuits assume the challenge of introducing secondary education to that country. By 1964, he was doing so in remote Tashigang, in eastern Bhutan. In 1968, Bhutan’s king, a strong supporter, was able to open Sherubtse (“Peak of Learning”) Public School. Its modern buildings were endowed with astonishing facilities for so isolated a locale and still constitute a very handsome campus, which has grown further. Its achievement crowned a remarkable collective effort of vision by the king, determination by the government, and the sweat, blood and tears of Bill Mackey and the two Jesuits who joined him there. Soon, sisters of the order of St. Joseph of Cluny came to oversee the integration of girls into the country’s premier educational institution. The school, largely powered by Indian teachers, was a huge success. By 1978, Father Mackey’s pioneering role was at an end. He left Sherubtse when it became a full college, Bhutan’s first, which soon initiated degree classes (in affiliation with distant Delhi University). By then, other Jesuit institutions had spread across the country. But, as Bhutanese capacities (scholarly, administrative and otherwise) increased, the need for active Jesuit involvement in the educational system declined, ending in 1988, when the umbrella agreement between the Jesuit order and the kingdom expired and the administration of all remaining Jesuit institutions was turned over to the government. Henceforth, all head teachers were to be Bhutanese, a policy that also displaced a number of Indians. By 1989, Bill Mackey was the sole Jesuit remaining in Bhutan, surely a fitting turn of the wheel. He died in 1995, aged 80, possibly as a result of a blood infection contracted while he was on the road in Bhutan in connection with his government duties. As he lingered between life and death, the king visited and the revered queen mother stood vigil. He was truly among friends and must have passed from this life more serene in that knowledge than most of us can hope to.


END

jeasa april 2016 vol 8

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