Georgetown Preparatory School
In a letter citing the goals that drove the educational work of the Jesuits in the 16th century, the concluding aim was one that summed up the whole of their enterprise: “Those who are now only students will grow up to be pastors, civic officials, administrators of justice and will fill other important posts to everyone’s profit and advantage.” *1
The curriculum and pedagogy employed then were all aimed toward that target - developing good leaders. And now while the curriculum at Georgetown Prep, a Jesuit school, may reflect the contemporary concerns of globalization and bow to the pressures of Advanced Placements, it still has as its highest aim the formation of good leaders.
But in a Jesuit school good leadership is understood in a way that reflects our mission, a mission that is defined and directed by the values and vision of Ignatius Loyola, founder of the Society of Jesus. It was Ignatius’ desire “to help souls” by which he meant to meet the basic needs of food and shelter for the have-nots of society, as well as, address the economic and political structures that created or contributed to their existence. His vision of what could be was rooted in his insight into what is-that is, that creation is inherently good and the human person is endowed with the capacity to create a future that promotes the greater good. And leadership in this endeavor demands certain characteristics and avoids others.
First, leadership is not to be understood as the simple lording it over others, the lone action that produces immediate results, or the decision born out of a dramatic moment, as few of us ever general an army or are faced with the defining moments of an historical crisis. Nor is it creating a small pool of influential people on whom everyone else depends for decisive action. *2
Instead, leadership within an Ignatian worldview is service of the greater good, and it is an endeavor to which all are called to participate. Because Ignatius believed that we all have the potential to influence, we are all charged with the responsibility to do so. It is not for us to wait for someone else to meet a need that we clearly see.
For us to respond to a need, rise to an occasion, we need to be equipped with a habit of being that embraces self-awareness, ingenuity, love and what Ignatius called the magis. Ignatius exhorted his companions to take daily stock of their spiritual and moral lives and, in doing so, become acutely aware of their strengths, weakness, biases, values and talents. Self -awareness is the first step in being able to respond freely. And it is directly related to the dynamic of ingenuity. Once aware of my own abilities and limitations, once I have my ego in check, I am better able to recognize the need to adapt a plan, challenge the status quo, try a new approach, vary a tactic, or alter a strategy. I am better able to see, hear or offer a new solution. Self awareness leads, too, to inclusion – the effect of love. Again, with my ego in check, I am better able to enlist the aid of others, recognize their gifts, and encourage their contribution. I am able to include others in the endeavor because it is not mine; it is not an exercise in self promotion, but the pursuit of a greater good, the magis.*3 _________________________________________
*1 Juan Alfonso Polanco (for Ignatius Loyola) to Antonio de Araoz , Dec 1, 1551. John W. O’Malley, S.J., The First Jesuits. Harvard University Press, Cambridge, MA 1993.213
*2 Chris Lowney, Heroic Leadership, Loyola Press, Chicago. 2003
*3 Ibid.
At Georgetown Prep, we encourage our students to embrace leadership that includes self- awareness, so we promote the habit of reflection in our classrooms, on retreats, in service projects, and in our club activities and athletics. We want them to know who they are and what values they hold dear. So when they see a situation that flies in the face of their values they can respond, and because they have a modicum of self awareness they can learn how they, in particular, can best respond.
As educators, we work with our students so they can discover the best path to the goals they set. It might mean challenging them to put their ego aside for the good of the project; to put themselves out in front of the community in a way they had not done previously; to consider abandoning an original plan for a better plan; to reach out and include others in the process; to be willing to ask for advice.; and always have them ask, “whose needs are we serving?” As Ignatian educators we do this in the spirit of one of our core values, cura personalis, care of the individual. We seek to nurture the impulse to serve, support the values that awakened their awareness of others and away from self promotion. We encourage leadership that is inclusive and so we try not to get in the way of an idea coming from one corner of the school or another. So, whether it is an athletic team or drama players, our students witness and participate in leadership roles that draw them out of themselves and into the lives of those in need. We encourage every member of our community to exercise ingenuity in response to the needs of others. And so, we have students who have created and led service, fundraising and advocacy projects for the women of Darfur, for the children at St. Jude’s Hospital, and for the soldiers in Iraq.
It is our goal to form virtuous leaders, able to move beyond self promotion, able to see themselves as part of something greater than themselves, willing to be men for and with others.
