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Index
- Fordham University Press
- Chapter
- Additional Information
Index 9/11. See September 11 terrorist attacks A Time to Break Silence (King), 276–77 AASHE (Advancement of Sustainability in Higher Education), 287 access to education, 229–33 agape, 237 anamnesis, ‘‘Strange Fruit’’ (Holiday), 20 ‘‘Aroma of Coffee’’ Union of MultipleService Cooperatives (CECOSEMAC ), 137 Arrupe, Pedro: community service, 263; ‘‘Men and Women for Others,’’ 6; social justice and, 261–63; victims of structural injustice, 6 arts, senility and, 31–32, 41–42 Barker, Joel, 34 Beegle, Donna, ‘‘See Poverty, Be the Difference,’’ 35–36 Behuniak, Susan M., 12 Benedict XVI: Catholic education, 235; Church’s duty as body of faith, 237–38; Deus Caritas Est, 236, 261 Bickson, Bicks, 34 Blind Spot (Johari Window), 200–13 boy and goat story, 221–22 Brackley, Dean, SJ, 219, 222; seven higher standards for higher education, 229 Brundtland Commission report, 280 campus climate, diversity, 197–98, 203; attitudes, 204–5, 209; behaviors, 205–6, 210; experiences, 205, 210 Catholic Faith, education and, 234–38 Catholic Social Teaching, sustainability and, 283–84 Centesimus Annus (John Paul II), 283–84 challenges posed by contributors, 6–7 change, historical change, 5–6 citizenship, political science department and, 89–107 climate change. See environmental concerns Cockburn, Bruce, 21–24 coffee crisis in Nicaragua, 137–40; CRS and, 141–60; fermentation study, 143–57 Coffee for Justice Project, 137–38 Coffee Quality Improvement and Fair Trade, 139–43 cohort-based learning communities, 162 Commitment to Justice in Jesuit Higher Education Conference (2009) opening remarks, 226–40 community: companions in, 299–303; immersion experience and, 256 community service: Americans as prisoners of war, 265; Arrupe, Pedro and, 263; social justice and war, 266–70 companions, Jesuit tradition, 299; in the classroom, 303–8; in the community, 299–303 Conference on Commitment to Justice in Higher Education, 1–2 Constitution on the Church in the Modern World, 5–6 368 index contributors, challenges posed, 6–7 Creighton University, Encuentro Dominicano, 52–68 CRS (Catholic Relief Services): Coffee Quality Improvement and Fair Trade, 139–43; coffee trade and, 137–38; Nicaragua and, 139–60 Crucifixion, ‘‘Strange Fruit’’ and, 20 curricula changes and transformation, 161; cohort-based learning communities , 162; community and, 172–77; graduate program examples, 165–67; learning communities, 162–63; School of Nursing FPLC, 163–72; undergraduate program examples, 167–72 the dead: ‘‘Biko,’’ 25–26; remembering, 24 ‘‘Depth, Universality, and Learned Ministry: Challenges to Jesuit Higher Education Today,’’ 7 Deus Caritas Est (Benedict XVI), 236, 261 disorientation, immersion experience and, 244 diversity, campus climate, 197–98, 203; attitudes, 204–5, 209; behaviors, 205–6, 210; experiences, 205, 210 economic crisis, poverty and, 35 education: academic learning and lived experience, 61–63; access, 229–33; arts and sensitivity, 31–32, 41–42; Benedict XVI, 235–36; Catholic Faith and, 234–38; cohort-based learning communities, 162; components of Jesuit education, 90; cost, 229–33; curricula changes and transformation, 161–79; Gloria Dei homo vivens, 221; goal of Jesuit education, 220; intelligence and, 3–4; justice and peace education, 12–13; legal (See legal education); for personal transformation, 1; practical syllogism and Jesuit education, 225; seven higher standards for higher education, 229; social transformation , 5–6; for social transformation , 1; twenty-first century Jesuit education, 225; understanding and, 4; well-education solidarity, 14; in wisdom, justice and, 26–28. See also Jesuit education Egan, Kieran, 31–32 Ehrenreich, Barbara, Nickel and Dimed, 36 Ellacurı́a, Ignacio, SJ, 90–91 emotional intelligence, Johari Awareness Model and, 198–202 Encuentro Dominicano: global complexity, 64–65; ILAC Center, 55–60; justice and, 65–66; Kolvenbach, Peter-Hans, SJ, and, 55–56; lived experience and academic learning, 61–63; microfinance , 58–59; Ocho de los Caballeros project, 52–53; poverty, 62–63; study program, 55–56, 59–60 engaged pedagogy, 4–5 environmental concerns, 278; Brundtland Commission report, 280; developing world and, 278; humanitarian crisis, 279; poverty and, 278. See also sustainability experience: diversity, campus climate, 205, 210; Hurricane Katrina academic immersion, 75–84; lived, and academic learning, 61–63; touching heart and, 30–31 Façade (Johari Awareness Model), 213–15 Fairfield University, 1 Faith Seeking Justice (Seattle) immersion experience, 247 fermentation of coffee, 143–57 First Week of the Spiritual Exercises (Saint Ignatius), 15–16 foreign language classroom: challenges, student, 125–27; instructor challenges , 127–30; intercultural competence , 134–35; Office of Service [3.237.65.102] Project MUSE (2024-03-28 21:24 GMT) index 369 Learning surveys, 123–24; service learning requirements, 120–23; service...