It’s January 2021. Friends, colleagues, & family . . . many already exposed to COVID-19. We suffer, knowing many who are sick, some dying. A few peers still work remotely. Nearly all of us seem overwhelmed and overworked. Stressed out. There is a malaise as we trudge, seeking predictability and support – not only in school but also in our lives outside of school. This is how we are starting the new semester as educators creeping toward almost one year of radical change and adaptation. As I walked by our classrooms on the Thursday morning after the attack on our Capitol, I remained puzzled about the conundrum of seeing some of our students’ laptops adorned with right-leaning bumper stickers as we actively advocate for deepening our relationships with God, accompanying youth, walking with the marginalized, and caring for our common home. Where is there an occasion for a conversation and action? I wondered about the effectiveness of civics lessons in our history classes and the impact of digital literacy among our students. I felt heavy as the weight of the pandemic continues to bear down on us all – and as we predicted from reading reliable science news since March of 2020. I now know many who are suffering and who have died because of COVID-19. Sickness and death are an even closer reality today. With so many uncontrollable forces pushing us to be isolated from one another, where is consolation? Interestingly enough, I found hope in a brief conversation among tired and stressed new Ignatian educators during our monthly New Ignatian Educator MS Teams meeting last week, when I posed this context-setting question: What was particularly Ignatian about our first semester? These following mission-driven components of our community surfaced, which gives me a feeling of consolation (and challenge us all) as we move into unknown future: Cannonball Immersed in the work of the world, Ignatius’s cannonball moment led to the occasion for his conversion – with the Grace of God. Toward his conversion, Ignatius used gifts and circumstances right in front of him – that helped form him. How does our contemporary rudder – the Jesuit Universal Apostolic Preferences – provide the foundation for my own daily conversion during this pandemic, increased racism, and violent political unrest? How do the Preferences center my work at school and even my way of proceeding away from school? How do I continue to read the signs of the times, listen to my inner voice about my actions and feelings, and humble myself – to continue this work or move in new directions? Positive Intent In the Presupposition in the beginning of the Spiritual Exercises, St. Ignatius basically instructs retreatants to assume good intentions. Where there are two ways to interpret the words of another, one bad and one good, we should assume good intent (Jesuit Prayer Team, JC). We continue to experience COVID and resulting trauma, increasing hate in our country, a deepening political chasm, and social unrest. What is right in front of me today, at this very moment? How will I approach perspectives, opinions, decisions, situations, and people by assuming good intent? How will I practice: being slow to speak; attentive listening; truth-seeking; humility, respect, and thoughtfulness; and patience? How can I more closely imitate Ignatius and Jesus? When is it important to opt out – to re-direct time, talent, and treasure in new and different directions? “Ever since Manresa, the pilgrim had the habit when he ate with anyone not to speak at the table except to answer briefly; but he listened to what was said and noted some things which he took as an occasion to speak about God; and when the meal was finished, he did so.” (Powers of Imaging: Ignatius de Loyola - Antonio de Nicholas). Indifference Ignatius’s First Principle & Foundation challenges us: we do not necessarily want health rather than sickness . . . a long rather than a short life, and so in all the rest, so that we ultimately desire and choose only what is most conducive for us to the end for which God created us (First Principle & Foundation). If everything is gift – everything – how is today an occasion for me to practice spiritual freedom and openness? How do I lightly embrace or let things go? What is my response to a change of plans? How do I approach a shift in expectations or an increase or decrease in responsibilities? How do I continue care, while burdened with exhaustion? With what spirit do I continue to pivot, while navigating in unchartered territory, for the Greater Glory and to continue to build God’s kingdom? How is God inviting me – in everything today – to collaborate with God to build a more just and gentle world? (O’Brien, SJ). Whole Person We teach all kinds of students, who come to us with unique baggage and history. We, too, have baggage and history. We learn from one another. Together we grow and heal, through Grace. Right now, our primary focus is a hyper-awareness of each person in our community and beyond. Our students want to be in school – perhaps not only to be challenged intellectually, but also out of a need for community, predictability, and support. Our faculty want the same. We hone in on teaching students executive functioning skills. While, at the same time we continuously work to understand how stress, trauma, and culture influence journey – students, colleagues, and ours. Despite the difficulties, how do we continue to meet one another where we are? How am I a conduit for bringing people to a deeper understanding that God loves each of us unconditionally – no matter our baggage and history? Imagination During one brief conversation I had with a Jesuit priest two years ago in our Campus Ministry office, I asked, “What are we doing well and what needs work?” Among the many responses to these questions was this: “We – teachers and students – have lost our sense of imagination.” How are we continuously renewed and inspired to imagine that we are active participants in a life project bigger than ourselves – AMDG? How do we invite others into imagination with us? How do traditions and rituals help us in our imagining? Ways to enter into this are through celebration and mission-driven actions, as well as planning and purposeful activity that takes us beyond ourselves and our students and that networks with people, places, and organizations that can push us to grow. Ways to enter into this are through habits of prayer and meditation – careful listening and then responding thoughtfully to the call of God. During an unforgettable keynote I attended at John Carrol University (JSEA Colloquium 2004, Cleveland, OH), Fr. Howard Gray challenged us to reimagine the Spiritual Exercises of St. Ignatius – for the time in which we are living. It was a clarion call to Jesuit & lay collaboration, in new and different ways and according to the times in which we live. Since then, where has our imagination around this call been? How do we imagine collaboration and our Jesuit and lay resources? How do we now step up to shape Gray’s vision using our imagination and resources? These questions and their answers are the indicators of successful contemplatives in action. As my conversation with our new Ignatian educators ended, the malaise of our situation in that moment slowly faded. It was replaced by a cautious excitement and feelings of consolation knowing not only that we hired the right educators for our Jesuit high school, but also that they are open to and guided by a common way of proceeding deeply rooted in our mission as an apostolate of the Society of Jesus. If we continue this humble, precise, and careful hiring and formation for mission, we will continue to see success and a connectedness to one another during an unknown semester and future. Despite setbacks and obstacles, may we always find consolation in our deep believe and practice in mission.
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Pete MussoAssistant Principal, Curriculum & Instruction Archives
May 2022
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