The following characteristics of a Jesuit Education were taken directly from the Association of Jesuit Colleges and Universities website on distance learning.
Jesuit education is a call to human excellence, to the fullest possible development of all human qualities. It is a call to critical thinking and disciplined studies, a call to develop the whole person, head and heart, intellect and feelings.
Jesuit education systematically incorporates methods from a variety of sources which better contribute to the intellectual, social, moral, and religious formation of the whole person. . . .
Jesuit education presents academic subjects out of a human "centeredness", with stress on uncovering and exploring the patterns, relationships, facts, questions, insights, conclusions, problems, solutions, and implications which a particular discipline brings to light about what it means to be a human being.
Jesuit education strives to give learners ongoing development of their imagination, feelings, conscience and intellect, and to encourage and help them recognize new experiences as opportunities to further growth. . . .
Jesuit education moves the learning experience beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation. . . . . (Jesuit Education and Ignatian Pedagogy September 2005).
St. Aloysius’ College of Australia further discusses the goals of a Jesuit education in their online guide. (http://www.staloysius.nsw.edu.au/jesuits/ipp/default.asp).
To achieve our goal as educators in Jesuit schools, we need a pedagogy that endeavors [sic] to form men and women for others in a post modern world where so many forces are at work which are antithetical to that aim. In addition we need an on-going formation for ourselves as teachers to be able to provide this pedagogy effectively. . . . [Teacher training should promote] a pedagogy which encourages student activity in learning, fosters growth in human excellence, and promotes formation in faith and values along with the transmission of knowledge and skill as integral dimensions of the learning process (Ignatian Pedagogical Paradigm).