Transforming education - A reality underway
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INFORMATIVE NEWSPAPER ON JESUÏTES EDUCACIÓ’S 2020 HORIZON. NUMBER 2. JUNE 2014.
Interview with the 2020 Horizon: The Person The Teachers that are
new JE president We’re Looking For Leading the Way
PAGE 3 PAGE 8 & 9 PAGE 12 & 13
Transforming education
A reality
The paper you’re reading is the expression of a process secondary school, in which we want to make all the
that’s underway right now. This process has been made aspects our educational dream of a reality. We’ve also
possible by the entire Jesuïtes Educació network, our been preparing a new project (MOPI) that can apply
underway teachers, management staff, students and parents, as
well as individuals and companies from our community.
our new model to our youngest students (age 3). Fina-
lly, we’ve been sketching out how we want to redefine
In the pages of this second edition, you’ll find our educational spaces, so that important changes to
everything we’ve done this second school year Throughout this second year of preparation for Horizon our schools can get underway this summer.
to move towards Horizon 2020. We’ve spread the 2020, the process of spreading the word, debating and
word, in open sessions and in seminars, about our reflecting on education (either in open sessions with The most important part of the process, though, has
first two HOW (NEI New Intermediate Stage and our staff or our families, or in group sessions in the se- been the experiences, the excitement, the personal
MOPI Pedagogical Model for youngest students); minars we’ve organized) has been essential. This pro- transformations and the feelings of the teachers that
we’ve defined the kind of person we want to edu- cess has allowed us to take a big step towards de- volunteered and were selected to participate in the pilot
cate; we’ve defined our management models (MEG fining the 17 ideas that make up our Horizon (what year of our new intermediate level. This school year,
Management Team); we’ve prepared changes to our we want), as well as defining the first two vehicles they were the protagonists of change, and we’d like to
physical spaces (MCEFE Model for Physical Space that will help us achieve change (how we can make thank them for the effort they’ve made.
Change at Schools); and, most of all, we’ve shared it a reality).
the feelings and passion of the teachers that have Everything is ready for the coming school year, the
been the protagonists of the PIEP, our Program of We’ve had plenty of work defining ideas and rede- first HOW in this process of transforming educa-
Incorporation into the Pilot Experience... In short, fining frameworks. On the one hand, we’ve had to tion. In this important moment, the protagonists
this newspaper contains everything you need to work on developing a life project open to others for our will be the students and their families, who will ex-
know to understand and experience how the Jesuit students; on the other hand, we’ve been busy creating perience a new way of educating. We’re on our way
schools of Catalonia are transforming education. a new intermediate level (NEI) between elementary and to Horizon 2020.
http://h2020.fje.edu/
2
EDITORIAL
PAGE 1
COVER PAGE
Together, We’ll Help Them to Grow.
Mireia Abad. Communication Director. Boldly Moving to offer our students, and we’ve worked
on the profile of the kind of person we
Transforming Education. A Reality Underway. PAGE 10 Forward want to educate.
PAGE 2 THE NEI
New Intermediate Level. Our Management At the same time, we’ve defined our two
EDITORIAL Xavier Aragay i Tusell
Boldly Moving Forward. Xavier Aragay i Tusell Team Explains the Basics. instruments for change, NEI and MOPI, the
One Pilot Experience for the Whole Network.
Managing Director of JE
Managing Director of JE. first of which will be made up of 20 classes
El SIPEI. Lluís Ylla. Deputy Managing Director Joan Blasco. Director of EP for MEJE (NEI).
with 615 students, while the second will
A
of JE & Josemi Colina sj. Coordinator of Working Through Projects. Minerva Porcel. NEI ll together, as part of a network,
EDUCSI’s Eastern Zone. Director, Col·legi Claver Raimat. be made up of 9 classes with 225 stu-
we’re making Horizon 2020 a
Prioritizing the Curriculum. Guillem Fàbregas. dents. That’s about 850 students in all,
PAGE 3 reality.
NEI Director, Escola Infant Jesús.
THANKS AND WELCOME along with 70 or so educators this com-
A New Relationship with our Families. Josep The path towards profound education-
Interview with Llorenç Puig, sj
Lluís Martos. NEI Director, Escola del Clot. ing year, when we set JE’s educational
Excitement and Thanks. Lluís Magriñà, sj al change calls to each of us, through
A Comic to Discover our Adventure. model in motion at six different schools.
PAGE 4 our individual dreams, our callings,
COMMUNICATION PAGE 11 In order to make it all possible, we’ve had
THE MOPI PROJECT our life projects. If we take advantage
Spreading the Word of our Project. Josep to work on defining our pedagogical model
Menéndez. Deputy Managing Director of JE. The New Pedagogical Model at the Preschool of each moment of silence, reflection and
Stage.
(MENA), our management model (MEG)
PAGE 5 debate, it all pays off. It’s the best way to
Adapting our Spaces. Dolors Solsona. MOPI and the change to our physical spaces
REFLECTION AND DEBATE get ready for change, and in that sense,
Director for JE. (MCEFE), all of which make up JE’s edu-
The Ecosystem of Seminars.
PAGE 12-13 the path already is the Horizon.
cational model (MEJE). We’ve also had to
PAGE 6-7 PIEP
THE MEJE PILOT EXPERIENCE
This school year has been intense. plan for the renovations and investments we
The Teachers that are Leading the Way. Enric
A New Intermediate Level (NEI) and Preschool We’ve boldly moved forward in all the need to make it all possible. But most of all,
Caturla. Director of Pedagogy and PIEP Director.
Project (MOPI) as Vehicles for Change. areas we need to change education.
PAGE 14-15 we’ve had to start up a new transformation-
A Life Project Open to Other. Enric Puiggròs, sj.
JE Pastoral Director and Pastoral Coordinator of MCEFE First of all, we’ve spread the word of our al program (PIEP) that has allowed us to in-
EDUCSI’s Eastern Zone. New Spaces for a New Educational Model. project throughout the educational com- teriorize, experience and define the general
Teachers’ Development, Key to Transforming Thinking Up and Designing the Spaces for a
munity, and our firm bet on an ecosystem framework of our new educational model.
21st Century Education. New Teaching and Learning Proces. Carles
Francesch. Architect. of seminars has helped us conceive a Everything is in place. Many students
Bàrbara París. Head of Human Resources
Development. PAGE 16 groundbreaking, systematic and profound and parents are watching us, excited
Our New Management Model and our Managers. OUR DREAMS MOVE FORWARD educational innovation, taking advantage for what’s to come. We’re doing it
Pol Riera. JE Network Manager. Interior Life, our Educators’ Life Projects and of our collective intelligence as a network. for them, we’re moving forward. This
PAGE 8-9 Horizon 2020. Pere Borràs, sj. Vice president of
THE STUDENT FJE Board and Delegate for Evangelization. Secondly, we’ve renewed and expanded coming school year, we’re boldly
2020 Horizon: The Person We’re Aiming For. Jonquera Arnó. Director of JE Technical Office. our push for the open life project we want moving forward, towards Horizon 2020!
SIPEI. International SIPEI will be held from November
2 – 8, 2014, at St. Ignatius’ Cave in
ges. We also aim to contribute to the
pedagogical renovation of the Soci-
in order to follow and participate in a
virtual discussion on the same lectu-
Seminar on Ignatian Manresa. The SIPEI Organizational ety of Jesus, within the context of the res that participants in the in-person
Pedagogy and Committee, together with ICAJE (the
International Commission for the Apos-
construction of a worldwide network of SIPEI in Manresa will be working with.
Jesuit primary and secondary schools.
Spirituality tolate of Jesuit Education), has invited
These virtual discussions were held in
The Seminar will revolve around four succession from March 2014 to June
70 experts in pedagogy and spiritua-
Josemi Colina sj lectures on the characteristics that 2014, in two separate forums in English
lity from across the world to reflect on
Coordinator of EDUCSI’s make up Jesuit education: The Person and Spanish. The conclusions of these
the dialogue between the educational
Eastern Zone apostolate and spirituality, as well as to of Conscience (given by George Nedu- online discussions will be passed on to
expand dialogue among some of the mattam, sj), The Competent Person (by the lecturers so that they can include
Lluís Ylla most significant contemporary educa- Sister Montserrat del Pozo), The Com-
them in the in-person discussions in
JE Deputy tional tendencies, Ignatian pedagogy passionate Person (by Peter McVerry,
Manresa.
Managing Director and Ignatian spirituality. sj) and The Committed Person (by Jo-
seph Carver, sj). The conclusions from SIPEI will be
With this Seminar, we aim to spur a
worked on within the educational orga-
profound discussion on the renovation At the same time, SIPEI has served
In the path towards the Horizon, we nization of the Society of Jesus (ICAJE,
of Ignatian pedagogy and spirituality in as an opportunity to try out new ways
find ourselves in a deep channel of pe- delegations, schools) and they will con-
the Society of Jesus’ schools across of working as a global network through
dagogical renovation of the Society of tribute to the global pedagogical reno-
the globe, with the prospect of facing technology. Around 2,000 people re-
Jesus’ schools. Through the Interna-
new frontiers and educational challen- gistered on the website www.sipei.org, vation of Jesuit schools.
tional Seminar on Ignatian Pedagogy
and Spirituality (SIPEI), the Educational
Secretariat of the Society of Jesus, di-
rected by Father José Alberto Mesa, is
serving as the catalyst for a reflection
on the challenges and opportunities of
education in the world today. This se-
minar is the continuation of the Interna-
tional Colloquium on Jesuit Secondary
Education (ICJSE), held in Boston in
2012, where more than 400 partici-
pants from around the world gathered
to reflect together on the current cha-
llenges to Jesuit education.
3
THANKS AND WELCOME
Interview with Llorenç Puig sj, Excitement
and Thanks
new President of the Jesuïtes Lluís Magriñà sj
Educació Foundation As my time as Provincial comes
to a close, I want to pass on how
After a process lasting several years, the Society of Jesus in Spain has unified the five Provinces excited I am to be living such an im-
into which it was divided into one single Province. With this reorganization, the Local Apostolic portant moment in the history of the
Platforms (PAL) and, in the case of the Basque Country and Catalonia, the Territorial Apostolic Society of Jesus in Catalonia. Most
of all, because our dream of trans-
Platforms (PAT) gain a great deal of importance. Because of this, on June 21st, 2014, Lluís
forming education, Horizon 2020,
Magriñà, sj., Provincial of Tarraconense, stepped down as President of FJE, passing on the torch has already begun.
to Llorenç Puig, sj., the new Jesuit Delegate for Catalonia and new President of FJE. Thanks,
This initiative, driven by Jesuïtes
Lluís, and welcome, Llorenç!
Educació, has been like the building
of a cathedral, which needs to be
schools and education, because in or- anyone can undertake, even if the re- a common space, wide, welcoming,
symmetric and, at the same time,
der to make our world a better place, we sults aren’t immediately visible. But the
inclusive of the Jesuit educational
need to form individuals who aren’t just fruit we plant there last forever... project in Catalonia.
well educated (although that’s impor- The second is that we all make up the
tant, too!) but who are sensible, huma- The construction of this dream
educational community: not just the
ne, and open to the needs of the world, has been exciting. It’s moved us
teachers, but the parents, too, in a all towards a commitment to edu-
with a broad, committed vision.
very clear war. We need a strong sen- cation. The scope of our challenge
se of community. encouraged us to incorporate the
What does working on the frontiers ownership of our schools into the
Third, I want to ask teachers to re-
of education mean to the Society of Jesuïtes Educació Foundation, to
member that special teacher they had
Jesus? incorporate our Jesuit identity into
as a child, that changed them, that put
I think it means two things: working so the name of our schools, and to
that education favors and builds a more them on the right path, encouraged work as a network, to which we
What is your perception of Jesuïtes humane, just society; and working so them, helped them grow... and look at added the Escola Infant Jesús.
Educació? that our students, when they finish, are what they did for you! Try and figure
Once the conditions were right,
If Jesuïtes Educació didn’t exist, we’d able to go to the existential and social out what their secret was, and pass on we pushed for a profound renova-
have to invent it; its transformative lea- frontiers of our world, bringing light and the good deed! tion of our educational and peda-
dership role makes it a key player, as the best of what they’ve learned. gogical model through Horizon
does its role as a catalyst for innovation How do you feel about becoming 2020. We aimed all of our energy at
in Catalonia’s Jesuit schools. How can Jesuit education help in the core of our reason for being: a
Jesuit Delegate for Catalonia?
well-rounded education that forms
transforming individuals and society? I’m really excited about the task that’s committed, competent, compas-
What is your perception of Horizon In order to better society, you need to been given to me. It’s a beautiful job, sionate and conscious individuals.
2020? Were you able to participate transform individuals, making them peo-
to help make sure that the presence
in the process of reflection and parti- ple, on all levels, but especially where they Horizon 2020 has been an ex-
of the Society of Jesus, with all of its traordinary mobilization for reflec-
cipation? What was your experience need to make decisions that affect others.
different realities, individuals and insti- tion and participation, without
with it? They need to be humane, compassiona-
tutions, is well-coordinated and signi- precedents in our history. This, and
Yes, I was able to participate in Horizon te, committed, and well prepared. This is
ficant here in Catalonia, and to make the profound transformation we’re
2020’s shared reflection process, and why education is fundamental. undertaking, are our response to
I participated from the point of view of sure it carries out its mission in a way
society’s request that we adapt
our social organizations. I thought it was that’s appropriate to our culture and
In order to form and the educational system to today’s
really positive that they asked for the our needs. needs. Horizon 2020 is basically a
opinion of people from outside the edu-
transform the kind of people new opportunity for Evangelization.
cational world, so that they could bring our society needs, we need How do you feel about the creation We need to educate, form, and ac-
their different points of view to the table. rigor, a culture of hard work, of the new Jesuit Province of Spain?
company students, helping them to
find their own path and build a life
but especially humanity, On June 21st, the new Province of
project.
I think it’s really excellent that interiority, spirituality and Spain becomes a reality, it’s true; but
a project of these charac- In order to do so, we also need
familiarity with the Gospel, before then, there’s been tons of work
to build and take care of our life
teristics was thought up by which makes us committed creating the framework that will keep
project, our values, and our faith.
a such a wide spectrum of and encourages us. it afloat. The most important thing, We need to find our vocation and
people, because education though, is that this whole process has to renovate our mission. From the
been a great opportunity for us to re- standpoint of this reality and this
affects everyone’s future. What are three fundamental ideas
way of being, we can educate au-
you’d like to convey to Jesuïtes formulate our mission, to see who we
thentically, for the world to come, in
How would you describe the Society Educació’s educational community? are, make new connections and, most
which our students will have to live.
of Jesus’ commitment to schools? The first is encouragement, that the of all, to get excited about our new
possibilities and the new projects we Thanks.
From the beginning, the Society of Je- educational task is difficult, but essen-
sus has been deeply committed to tial, and one of the most valuable tasks can take on together.
4
COMUNICATION
Spreading the Word of our Project
8
Josep Menéndez
Deputy Managing Director of JE
Action and Schools
participation from our network have seen
the HORIZON 2020 exhibit
Essential to any process of educatio- in spreading Casp - Sagrat Cor de Jesús
nal change is the task of spreading word the word Centre d’Estudis Joan XXIII
of the process to everyone involved.
After the participative mobilization that
to families, Col·legi Claver - Raimat
Col·legi Kostka
took place last year, we decided that students, Col·legi Sant Pere Claver
this year we would put emphasis on the educators and Escola del Clot
educational debate. We decided to sha-
re our dream, making others aware of
institutions Escola Infant Jesús
Sant Ignasi
the importance of this moment and en-
couraging as many educators, students
and families as possible to participate in
this transformation. We’ve also tried to
incorporate other institutions who have
expressed interest in what we’re doing. 14.290 2.173 247
Horizon 2020 is our small contribu-
tion. There’s no single educational or
Newspapers Parents Managers
pedagogical model that will be able to distributed among have attended and directors
improve education in our country. We’ve teachers, students, HORIZON 2020 have spent time
proposed our model, and we’ve been families and presentations (not getting to know
encouraged by the reaction of our Jesuit institutions including open HORIZON 2020 and
educational community as a whole. houses) reflecting on it
Catalan pedagogical tradition is extre-
mely rich and varied, with many different
tendencies. The past few decades might
have made it seem like someone would
soon find an educational magic wand.
We need to realize that social complexity,
the magnitude of our challenges and
constant change can only be addres-
1.381 11.000 268
sed by the creativity of different edu- Educators Students Participants
cational conceptions, and our ability have participated have received the In the Professional
to use this diversity to evolve. in sessions to learn results of their Calling Gatherings
more about HORIZON participation the and the Ignatian
Throughout the school year, we’ve
seen that Jesuit schools in other coun-
2020 prior year from their Immersion Weeks
tries, other educational institutions and teachers (Salamanca & Les
other religious orders all identify with Avellanes)
Horizon 2020. Hopefully we can be
a source of inspiration for others so
that, with everyone’s contribution, we
can learn and influence one another
so that we can offer a better educati- We continue to promote Life Projects
on to the people that share our world.
5
REFLECTION AND DEBATE
The Ecosystem of Seminars
The reflection and debate se-
minars organized by Jesuïtes
Educació are a good way to SEMINARS OBJECTIVES PARTICIPANTS RESULTS 2013-14
move forward in the creation of SCHOOL YEAR
new educational frameworks
for Horizon 2020. As a matter NELGI To reflect on new Principals of schools A more detailed
of fact, they started out as ex- New Strategy and governance and and other JE managers understanding of the roles
periments three years ago. Last Leadership of leadership in the school of principals and managers
school year, in close associati- Comprehensive network within schools and the
on with the wave of participati- Governance of the network
on that led up to the definition
Network
and presentation of Horizon
2020, they were organized as
LIPE Besides JE Pedagogical leadership plan
an ecosystem of thought and Pedagogical Leadership
collective debate that would To better define administrators: for principals
LIPE General pedagogical leadership • Principals of schools
help us delve deeper into Pedagogical Leadership - New document for learning
WHAT we want, and establish and coordinators of
General reading and writing in
HOW we plan to make it a part LIPE INF-PRIM Preschool and preschool and elementary
preschool and elementary
of our educational future. Pedagogical Leadership - Elementary MENA school, secondary school
Preschool and Elementary and professional training Pilot experience for 3rd and
We often get bogged down in the day- LIPE Secundària Secondary school for JE 4th year of secondary school
to-day, and in order to move forward in Pedagogical Leadership - MENA • Grade directors, Professional training within
our dream of a profound transformation of Secondary School department heads and H2020 framework
education, we need different work spaces LIPE FP Professional training preschool or professional
that help us establish new models and Pedagogical Leadership -
MENA training coordinators
new frameworks in a more flexible, open Professional Training
and creative environment.
To work on Management School managers, and A more detailed
LIGER leadership and the new understanding of the roles of
The ecosystem of JE seminars are an JE managing director
Management Leadership Strategic Management directors and the formulation
intentional reflection system, made up of and manager
completely interrelated ecosystems that Model (MEG) of MEG (management models)
share a similar method and procedure: To reflect on the Pastoral directors, Document with the New
LIPA
critical reflection. That way, the different Evangelization Strategy (NEE)
Pastoral Leadership new strategy for school chaplains and JE
existing seminars (eight during the 2013-
evangelization management
2014 school year) influence and feed off
of one another.
SERE To reflect on and JE pastoral director, Document with criteria and
In groups of no more than 20 individuals Seminar on Teaching reformulate the focus some department initial reflections
and a participative environment, day-long Religion and the objectives of heads, pastoral directors
sessions (from 9:00 AM to 5:00 PM) are religion classes and experts from
always held, with 2 – 4 sessions for each outside of JE
grade level in every seminar.
The initial lecture, the permanent or oc- SEMINAR ECOSYSTEM
casional intervention by experts, the sha- Systematic and profound disruptive reflection through
collective intelligence
ring of personal or second-hand experien-
ces, the group presentation and debate
on real cases from our day-to-day, the
visits to other schools and the active parti-
cipation in groups all provide a good focus
LIPE
and good results. LIPE LIPE
Ge LIPE
FP
Mission for change
I-P Sec
Leadership for change
From a global standpoint, each seminar
allows its almost 100 participants a privile-
ged view, as if they were up in a balcony,
from which to observe their reality and
surroundings. As a result, they can better
define the 17 key elements of our horizon
NELG
I
(the WHAT) and the frameworks and mo-
LIGER SERE
dels that allow us to define the HOW (pilot LIPA
experiences and projects).
It’s profound, systematic, disruptive re-
flection through collective intelligence. Gov
ern ge
anc
e fo f o r chan
r ch
ang eme nt
g
e Mana
6
THE PILOT EXPERIENCE OF THE JESUÏ
A new intermediate level(NEI)
and a preschool project(MOPI)
as vehicles for change
We’re setting HORIZON 2020’s first two HOW, NEI and MOPI, into motion. These are the first vehicles that will begin a profound
change in education. To begin to define how we’re putting JE’s new educational model into practice, we’ve chosen two different
stages in the educational life of our students.
education and extracurricular activities portant HOW: Clot, Claver, and Infant allowed us to take on our cross-subject,
NEW INTERMEDIATE are all incorporated into the educational Jesús. project-based curriculum with confidence.
project. Work on projects becomes the
LEVEL (NEI) basic tool for learning.
The MEJE (Education Model Jesuïtes At the end of November of 2013, Jesu-
Educació) pilot experience will last two ïtes Educació made an internal announce-
The fourth year of primary school, the 4. Methodology. We encourage curios- school years (2014-15 and 2015-16). In ment to find teachers interested in partici-
reading and writing process and the ity and creativity. Varied methodology with 2014-15, it will be held simultaneously pating in the new NEI. Besides the specific
study of elementary mathematical opera- more autonomous work, work on pro- in 5th year of primary and 1st year of requirements for candidates, what was
tions come to a close. From 10-14 years jects, and problem-solving with problems secondary, and in 2015-16 it will also most important was the personal decision
of age, a new level in personal growth based on students’ everyday lives. Learn- be held in 6th year of primary and 2nd on the part of the teachers to take part in
comes about, and in children’s cognitive ing through reception, individual and year of secondary. this significant, innovative experience.
development, concrete operations are group work are all combined. Students’ It will be one single pilot experience, Aspects like commitment, professional
consolidated. From 14 on, the period of multiple intelligences are developed. Tech- with decisions made by the network as attitude, personal dreams, conviction and
abstract thought begins. The new level nological resources are integrated into the a whole, and carried out in similar condi- initiative were key in driving 124 teach-
(NEI) we’ve created goes from the 5th learning and teaching projects, with digital tions at three different schools. In 2014- ers from our network to volunteer. Out of
year of primary school to the 2nd year tools and virtual spaces (NET) at students’ 15, it will affect 20 groups from 5th year these, 33 were chosen from eight schools.
of secondary school. It corresponds disposal. of primary and 1st year of secondary, or These 33 teachers and the members of
with the natural evolution of psycho-
5. Evaluation. A student evaluation 615 students in all. In order to guarantee the NEI management team made up the
pedagogical unity and coherence dur-
model associated with the acquisition of the coherence and unity of our pilot ex- first generation of the Program for Incor-
ing these ages, and it promotes each
competencies and knowledge across perience, a network-wide JE director has poration into the Pilot Experience (PIEP),
student’s multiple intelligences.
subjects. Processes and results are evalu- been appointed. This position will be filled which has been underway since the sec-
ated. Self-evaluation and peer evaluation by Joan Blasco, Principal of Escola Infant ond week of February of this year and has
WHAT ARE THE Jesús, who will direct the project while taken up 450 precious hours. A big thank
are encouraged.
CHARACTERISTICS OF THIS continuing to fulfill his other obligations. you to everyone!
NEW LEVEL? 6. Families. Together with students and The three NEI directors from the schools
professors, families make up the skeleton that will be holding pilot experiences will
NEI, the new pedagogical model, draws of the new pedagogical model. They par- be under him.
THE NEW PEDAGOGICAL
from the essence of Ignatian pedagogy ticipate and collaborate with students’ MODEL AT THE
and the contributions of learning psychol- learning and teaching process. We es- Any pilot experience needs to have a PRESCHOOL LEVEL (MOPI)
ogy and neuroscience. As with our other tablish frequent, fluid communication with methodology to observe and evaluate it.
models, it has the following characteristics: families. Families are given the tools to get This is the basic objective of NEI: evaluate, NEI is the first HOW of Horizon 2020,
1. The student. Students are the cent- to know our methodology, and are given identify strong points and weak points, and MOPI is the second. The new peda-
er of the learning and teaching process. support in their educational role at school. resolve potential problems and make ad- gogical model at the preschool level is
They become active and autonomous, justments to the project. the JE’s second initiative in our project
7. Physical space. New spaces that
and they develop both individual and go beyond the classroom and are joy- The methodology of our pilot project will to profoundly transform education.
group projects. We help them get to be created by CETEI (Ituarte Technology
ful, colorful and bright, with an appropri- A series of circumstances have led us
know themselves and we aid them in de- Center), the JE network’s pedagogical-
ate noise level. New furniture which can to start this initiative early; it was originally
veloping a critical point of view so that they technological innovation group, which will
be used for different types of work, and meant to be put into place in the 2015-
can build their own life projects. continue to offer support throughout the
spaces set apart by seating stands. 16 school year. Most of all, the addition of
2. The teacher. Teachers work as a process. In addition, CETEI will serve as preschool to the Escola Casp (our only el-
8. Organization. Groups of 50-60 stu- supervisor and observer, ensuring that
team. A small team of teachers, with ementary school that didn’t already offer it)
dents who always work with 2-3 teachers data is gathered, the information is ana-
versatile specialties, works in the pushed us to move our deadlines forward.
in the classroom at the same time. Stu- lyzed and that all objectives regarding ob-
classroom and evaluates a group of
dent’s work is adapted to appropriately servation and reflection are fulfilled. The MOPI project aims to apply JE’s
students together. They take care of stu-
sized groups, with different combinations new educational model, especially our
dents’ shared tutorship and they plan and
of students depending on the task at hand. PRIORIZING CONTENT AND THE new pedagogical model (MENA), at the
program the weekly distribution of spaces
Extra-help teachers are incorporated into preschool level. It will be implemented
and times, without having to stick to a fixed PROGRAM FOR INCORPORATION
work in the classroom. The week is struc- at Casp, Claver-Raimat, Kostka and
weekly class schedule. The grade-level di-
tured according to the work to be done;
INTO THE PILOT EXPERIENCE Sant Pere Claver schools. In the 2014-
rector focuses on pedagogical leadership.
no fixed timetables. All professionals Before beginning the program for in- 15 school year, we’ll start this project in
3. Projects are used to work on con- make up the teaching staff: a staff member corporation into the pilot experience, we the 1st year of preschool (3-year-olds),
tent. Content is related to the competen- from the Department of Orientation (DOP) prioritized curricular content for the four expanding it to the following preschool
cies students are to learn. Working across works with each grade level, while a staff grades that make up our new intermedi- grades in the years that follow.
subjects, oral and written expression and member from management assists (TEG). ate stage. This task was undertaken by
Since ours is a network-wide project,
problem solving with the use of concepts a team made up of Betlem Ramoneda,
a network-wide MOPI management has
and procedures from different subjects THREE SCHOOLS AND ONE Joana Valls, Blanca Seró, Minerva Por-
also been established. Dolors Solsona,
are central. Students use knowledge of PILOT EXPERIENCE cel, Guillem Fàbregas, Anna Milian, Ruth
Director of Preschool - Primary School at
science, history, language, etc., to solve a Galve and Pablo Rivero. The team was di-
JE’s eight schools were able to present Claver-Raimat has been chosen to lead it;
single challenge based on real situations. rected by Enric Caturla and Joan Blasco.
their candidature to host the pilot experi- she will be working together with the pro-
Students work on values like reflection, ence of JE’s educational model in the form We would like to thank them for the ject Management Committee and the pre-
respect, responsibility, justice and social of NEI. Three of the schools in the run- enormous task they completed, essential school coordinators from the four schools
commitment. Evangelization, non-formal ning were selected to carry out this im- to an experience like ours. Their work has that will be participating.
7
TES EDUCACIÓ EDUCATIONAL MODEL
A Life Project What are Jesuit schools looking for? Our New
Open to Others Management Model
The formation of well-rounded individuals in order to create a different society
Enric Puiggròs, sj
and our Managers
All elements are closely related
JE Pastoral Director
Pastoral Coordinator
Pol Riera
of EDUCSI’s Eastern Zone
JE Network Manager
The Society of Jesus’ educational A B C D
program aims to form individuals in all Our strategic management model
of their dimensions. Besides techno- A person For a society To achieve Introduce them (MEG) is key to achieving a systema-
logical expertise or purely rational in- who is that is this, we need to Jesus and talk tic and global transformation of Hori-
telligence, it’s also worthwhile to work Competent, of Just, Full of solidarity, VInterior life about him
Sustainable, Humane and spirituality, zon 2020. A new organizational mo-
Conscience, Accompany,
on interior life and spirituality, unders- Compassionate, and Inclusive To direct our Transform, Provoke del, with new processes and a new
tood as the capacity to be able to find and Committed own lives, Life experiences with
projects others and for others, way of managing our resources as
meaning for one’s own existence. The Evangelize a network, must be the instrument
formation of “competent individuals
that allows us to obtain different re-
of conscience who are committed in
sults in education.
compassion” takes on real meaning aim to offer the values of the Gospel miration of having received so much
when it is done to create a society with as cardinal points to follow in steering good.
The MEG encourages the definiti-
more justice and solidarity, a society our lives, and they aim to show Jesus We are invited to give an answer to on of new roles, both in our teaching
that cares more for the victims on the (inviting students to live a personal those aspects that are at the founda- staff and our management teams
side of the road, that struggles to give experience of faith) as the prototype tion of our own lives (values, testi-
(referred to up to now as administra-
them a new opportunity. Because of of the person with a life project. In a monies that mark us, that we hope will
tion and services staff, or PAS).
this, Jesuit tradition speaks of educa- world as plural as ours, we’re open to mark our options). But, at the same
ting “men and women for others and understanding this diversity as a God- time, we need to answer a second With the creation of the MEG and
with others”: we need individuals able given wealth. question. Who are we living for? This
these new roles, our aim is for aca-
to draw out the blueprints of their own In the task of creating our own life is where the broken, crucified world,
demic directors to be able to free
lives, capable of directing their own projects, we speak of gifts and tasks. loved unconditionally by God, makes
themselves from the administrative
lives. We need individuals with a life To live life with a meaning requires a us come out of ourselves.
tasks inherent to the learning and
project open to others, lived in com- personal effort to choose the details This is growing and maturing: to be
teaching process (PEA). We want
munion (in the Church). of our own way of living, the direction able to choose (discern) what brings
them to be able to dedicate them-
To us, this whole process means in- of our decisions. It also means accep- us closer to what we’re living for.
selves solely to the essence of our
troducing them to Jesus and spea- ting the gifts life gives us, the treasu- And that’s not just the task of a few;
mission, the educational task.
king of Him, the Son of God, who res that God puts within our reach. It it’s the task of all of us who share the
inspires and accompanies us on our means opening ourselves to the as- same roof, be it the school, the family
In order to free grade-level direc-
paths. Jesuïtes Educació’s schools pect of gratuity in our lives, to the ad- or society.
tors from administrative tasks, we
have created a new position, the ad-
ministrative technician (TEG).
Teachers’ personal and professional develop-
ment possible.
school network. A mentor or referen-
tial individual accompanies them from This new figure will begin their task
Development, Key to square one. The evaluation of these in our new intermediate level (NEI),
Beyond the titles and foreign langua-
Transforming 21st ges needed to work at our schools, teachers’ integration into our schools which will begin this coming school
Century Education we’re looking for teachers who identify and the work they do allows us to es- year in three of Jesuïtes Educació’s
schools. They will work alongside
with our mission and our educational tablish personalized objectives to bet-
Bàrbara París our new NEI director, giving them
project. We want teachers with a passi- ter our educators’ competencies. This
Head of Human the support they need and taking up
on and a calling, who love their students improvement makes them stronger and
Resources Development all the administrative tasks associa-
and put their energy into making them clearly leads to better results in our stu-
ted with the learning and teaching
grow, with the knowledge that each dents. At the same time, working in a
process.
one is unique and different. We want network gives them the opportunity to
In order to achieve the goal of ac-
to incorporate positive, collaborative in- move to other schools, helping them
companying our students and edu-
dividuals, who know how to work as a pursue their professional development.
cating them to be well-rounded indi-
viduals for a society that’s more just, team, who are flexible and adapt to the The profound changes we’ve under-
sustainable, humane and inclusive, the circumstances. Most of all, though, we taken to transform education strengt-
process of Attraction and Selection want people who are committed to hen the importance Jesuïtes Educa-
(ASI) and the incorporation of teac- others, who are able to help students ció has traditionally given to training
and be guides and examples to them Lourdes Vila Marta Nevot
hers from our network is essential to and development. This emphasis Col·legi Claver Escola del Clot
Jesuïtes Educació. Becoming a part of as they build their own life paths. on training improves our teachers’ Raimat
Jesuïtes Educació is the beginning of knowledge, abilities and competenci- Administrative Administrative
From the time they first join us, we
Technician Technician
a professional path that, by accompa- accompany our teachers in the- es, and it facilitates their professional
nying and training, makes educators’ ir professional growth within our progress and personal growth.
8
THE STUDENT
2020 Horizon: The Per
THE FORMATION themselves with criteria based on the
meaning of coexistence and contri-
5. PERSONAL IDENTITY AND
LIFE PROJECTS
OF WELL-ROUNDED bution to social transformation. They
have learned for life, to put their lives at We want an education that encoura-
STUDENTS the service of others. ges the construction of personal iden-
The objective of Jesuit education is tity and encourages each student to
The type of knowledge needed for life in
to form well-rounded individuals for a lead his or her own life project. The cu-
21st century society requires individuals
different society. This means the free- rriculum needs to be able to integrate the
capable of communicating and mana-
dom to commit ourselves to our fellow knowledge, abilities, aptitudes and attitu-
ging their own learning, who understand
man, and to bettering our surroundings des the 21st century global citizen needs,
how to use their capabilities for the com-
and society in general. This has to be a within the framework of the competencies
mon good. We need students capable
decision that we make as autonomous we need our students to acquire.
of understanding why they’re learning
individuals. Education is the instrument
what they’re learning, students capable We want to encourage our students
that will define our way of understan-
of building their own learning itinerary to learn and grow in the personal ex-
ding the world and the decisions we
and making sense of their life project. perience of a conscious gui-
make.
dance rooted in the Ignatian
As individuals, we are the moderators spiritual tradition. If we want
of God’s goodness. Ignatian pedagogy, 3. THE COMPASSIONATE PERSON a more just society and indi-
inspired by St. Ignatius’ Spiritual Exer- Students who are capable of evol- viduals who are more who-
cises, begins with the person and their ving from feelings of charity and le, we need to educate from
emotions, readying them for learning. compassion towards a sense of jus- the point of view of the global
It then leads them towards an aware- tice and solidarity, which encoura- world we live in, and we need to
ness of their surroundings, and makes ges them to contribute to changing flee conformism and mediocrity.
them capable of understanding society unjust structures. The Jesuit educa-
so that they can become agents of per- tional proposal combines reflection and
manent change.
an active stance against inequality and
the suffering of others.
1. THE PERSON OF CONSCIENCE Ignatian pedagogy promotes experien-
ces with poverty that push students
Well-rounded
Education is the ideal path to open up life
perspectives. It’s a process of growth, to put themselves in the position of individuals
others. For us, the perfect example of
which we could also call salvation, from
the perspective of the student’s own the compassionate person is Jesus, for a different
in his most human aspect, when he is
context. For this to be possible, we
need to work on the formation of the most understanding of our weaknes- society:
individual beyond what is purely acade- ses, but also more committed to de-
mic or technical. We need students who nouncing injustice.
use their intuition as an antecedent and
a complement to the formation of their
4. THE COMITTED PERSON
Competent
conscience.
We need people of conscience who
come out of themselves to interact
The committed person is one who un-
derstands that we are all interconnected,
Conscious
and that were are all interconnected with
with others. The person of cons-
cience ponders their surroundings, the Earth. We need to help students to Compassionate
reflecting on what happens around realize that we have been entrusted with
them, has a critical point of view and
offers creative responses.
nature, and we need to act responsibly,
conscious of the impact consumerist be-
Committed
havior can have. We need to give trans-
Ignatian pedagogy offers flexible strate-
cendence to our actions on Earth.
gies, encouraging the student to promo-
te spaces for interior life that help them We need to be able to understand Crea-
build a habitat where they can think tion as a God-given resource and a link
about who they are, where they are to him, so that we can find a path of har-
going, and why. mony with nature and take on the respon-
sibility of curing nature. The challenge
of living sustainably in the 21st century
2. PERSONA COMPETENT connects Ignatian spirituality with eco-
The competent person is capable of logy to defend life in the world where
developing themselves in the com- we live, educating students to reconcile
plexity of the 21st century, guiding the dichotomy of spirit and matter.
9
The NEI and the MOPI PIEP MCEFE Our dreams move forward. The
New intermediate level and the new The teachers that are leading New spaces for a new educational managers of the schools in the state
preschool oedagogical model. the way. model. of dream summary of its school year
after.
PAGE 10 & 11 PAGE 12 & 13 PAGE 14 & 15 PAGE 16
rson We’re Aiming For
FLEXIBLE The path towards globalization is 10. CINDIVIDUALS CAPABLE
autonomous and
strengthened by the explosion of social
OF TAKING PART IN COMPLEX
INDIVIDUALS OPEN networks and the Internet. Our students
capable of working
REALITIES AND EVOLVING
TO CHANGE need to be able to learn how to dominate
WITH THEM
together and as a
a series of tools that are transforming the
The evolution of our world brings us The fundamental objective of educa-
world, that serve both the best and worst
network to accentuate the capacity for perma-
nent learning and to offer solutions for
interests. Jesuit education encourages tion is the construction of the person.
When our students finish school, they
students to be conscious of the digital
unseen changes. Our century puts the shouldn’t find themselves at the end of
world and to learn how to use it prop-
flexibility of our capacities and abili- a road. They should find themselves at
erly. We need to realize that our stu-
ties to the test, making us adopt a per- the beginning of a journey they’ve been
dents live in a digital world, and devel-
manent openness to change. training for. The 21st-century world re-
multicultural,
op their capacity for innovation in it.
Jesuit education is based on opening quires an experiential education that
systemic and
ourselves to the world, from a com- prepares students for understanding
8. AUTONOMOUS INDIVIDUALS, the complex realities they’ll have to
digital
passionate and committed point of
view. This ability to think about our CAPABLE OF WORKING work with, in which they’ll have to de-
own talents and adapt them to chang- TOGETHER AND AS PART OF A velop their life projects.
ing circumstances is an educational NETWORK A Jesuit school should be the space
necessity that we would like to make where students train and prepare the
Personal autonomy is the characteristic
attitudes and abilities they need to be
capable of
reality, so that we can improve our stu- trait of the Ignatian tradition. It becomes
dents’ education and help them to un- themselves, to move towards a more
essential in a world oriented towards con-
taking part in derstand life as a permanent learning complete satisfaction and to grow with
stant career changes, and constant geo-
criteria and values acquired from the
complex realities
process. graphic mobility. In order to be able to
teaching process we offer.
and evolving with
work with different types of people and
6. GLOBAL, MULTILINGUAL adapt to working with different teams,
them INDIVIDUALS we need an education that encourages
work as part of a team and a network.
Together, We’ll Help
Global individuals are capable of seeing
We want teamwork and group responsi-
Them to Grow
things in perspective, as a whole, be-
bility to be at the center of our students’ Mireia Abad
yond specific circumstances or concrete
educations; we feel that this is a path to- Communications director
limitations. They are capable of interact-
flexible and open
wards the natural way of working in the
ing and understanding different points of
21st century. Our students need to be
to change
view, cultures and contexts. They under- This phrase was the slogan of our
able to identify the spaces where they can network’s publicity campaign this
stand that their home is the world.
work on their personal and professional year. For us, helping students to
Because of this, we promote a wide
projects within an interconnected world. grow means accompanying them
range of experiences with other coun-
tries and continents, and we facilitate with a well-rounded education, so
the understanding of other worlds while 9. SPIRITUAL INDIVIDUALS, that they can become individuals of
conscience, competent, compassi-
being conscious of our own identity. CAPABLE OF DIRECTING THEIR
onate and committed. They need to
Students should be capable of open- OWN LIVES be capable of developing their own
ing themselves to learning and com-
global and
The risk of globalization, of the increasing life projects, open to others. And
municating in different languages, so
mobility of individuals for professional or
multilingual
so, the slogan meant to attract new
that they can develop their own per-
personal motives, is the inability to adapt students is also the definition of the
sonal and professional lives.
and the possibility of becoming isolated in kind of person we want to educate.
the noise of the world. Jesuit education’s
7. MULTICULTURAL, SYSTEMIC response is the strengthening of spir-
AND DIGITAL INDIVIDUALS itual life, which leads students to the
depths of their interior life, which in turn
An education aimed at a more complex
spiritual and
strengthens their values and criteria.
world, that asks for systemic answers
capable of
that go beyond simple or technical an- We want our students to be able to direct
swers to specific situations. In order to their own lives as testimonies to the work
directing their understand the point of view of different of God. They need to be committed to
own lives
cultures, customs and ways of express- cultivating their own talents and putting
ing oneself and relating with others, we them at others’ service. Our students
need to constantly experience multicul- need to find their own happiness through
turalism. interior inspiration and exterior action.
10
THE NEI
New Intermediate Level
Our Management Team Explains the Basics
One Pilot Experience from the contributions of all our educa-
tors and the work done at our internal
Working Through • It’s based on learning through gui-
ded discovery, through both individual
for the Whole seminars. Projects work and teamwork.
Network 3. The application of a single pilot ex-
Minerva Porcel
• It incorporates knowledge from
perience in three schools. Starting with across subjects.
a general framework and a profound NEI Director • It promotes teamwork among peers
Joan Blasco
vocational and pedagogical preparation Col·legi Claver Raimat while promoting each individual’s multi-
Director of EP (Primary
Education) for MEJE (NEI) of our teaching staff, this pilot experien- ple intelligences.
ce will bring MEJE to our pilot schools’ MENA’s principal objective is to • It allows students to develop abili-
classrooms and make it a reality through place students at the center of a ties and strategies and puts emphasis
Our schools have always been charac- a guided process, that’s coordinated new pedagogical model that pro- on competencies related to investiga-
terized by introducing the pedagogical and flexible, based on learning by doing. motes a well-rounded education, tion and exploration, and learning and
changes needed to bring our educational making them into future citizens
4. Use of an external observer (CETEI) transmitting knowledge as part of a
project up-to-date and put it into context. capable of transforming society. It’s
and a methodology for observing and team.
What new aspects does NEI offer? essential that we accompany students
analyzing the pilot experience based on • Work on values and attitudes plays
1. Teamwork and collaboration through this process of personal and
the principles of investigation and action. an important role, and is considered a
among the educational communities professional growth. If we do, we’ll
This methodology will use the appropria- basic part of learning.
of eight JE schools, in order to define help them develop their full potential
te tools to gather, interpret and reflect on • It encourages students to know
a profound transformation of education in an autonomous way, and to discern
data, and will supply us with information themselves and be critical.
what will make them into better people
and build the school we want for the fu- that will allow us to better the experien-
for others. With this referential fra- • It makes it easier to track and evalu-
ture, our 2020 Horizon. ce, but most of all, to make conclusions
mework in mind, learning through ate student work and learning proces-
2. A full transformation based on a that we can confidently apply to all the ses.
projects offers us a magnificent
single educational model shared by schools in our network.
opportunity to work on the essence • It incorporates the use of techno-
our eight schools, the MEJE (with a life We have an excellent team to carry of MENA’s pedagogical criteria in a logy into everyday work in a natural
project, MENA, MCEFE and MEG), born out a profound renovation. deep and meaningful way, because: way. Technology becomes key to dis-
• PIt’s based on a center of interest covering and processing information
Prioritizing the Because of this, a team with repre-
sentatives of JE’s different schools has
in contact with students’ everyday re-
ality, in order to ensure plenty of inte-
and sharing new knowledge.
As a result, projects will be one of
Curriculum been working on determining what the- rest and motivation during their learning the key elements that will allow educa-
se fundamental parts of the curriculum process. tors to spark students’ curiosity for the
Guillem Fàbregas are and what their relationships are to • It stimulates curiosity and creativity world around them, making them the
NEI Director one another. In doing so, we’ve kept through challenges that students can true protagonists of their learning and
Escola Infant Jesús in mind that we want to put the emp- identify with and achieve. teaching process.
hasis on content to which we can
One of the values of our schools’ pe- apply the entire cycle of learning. In
dagogical tradition is the rigor with which other words, subjects where we can
work on retention, comprehension,
A New Relationship them. Far beyond the traditional school
meetings, we hope to involve parents
we work on the fundamental content of
each grade. Because of this, prioritizing and active application, while we also with our Families in their children’s education, and make
determine what subjects will be impor- sure school and parents are rowing in
the curriculum was one of the first steps
tant in the future and avoid, whenever Josep Lluís Martos the same direction in giving their stu-
in defining MENA and MEI. Of course,
NEI Director dents a well-rounded education.
the methodologies that our new peda- possible, spiral designs.
gogical model proposes demand time In facing the challenge of defining
Escola del Clot These tools are:
to discover, work together, and learn by and building NEI projects, we’ve star- • An INVENTORY OF PARENTS’ ABI-
cooperating as a group, and because of NEI aims to establish a renewed relati- LITIES AND COMPETENCIES to incor-
ted out with the JE team’s prioritized
onship with our families in order to: porate them into the learning and teac-
this we need to center our efforts on key curriculum.
hing process.
parts of the curriculum so that we can • Keep our parents better informed,
give them the importance they deserve. both of the new methodology and work • Ensure that families are GRADUA-
dynamic used to teach their children LLY INFORMED OF THE WORKINGS
and of the activities they do (projects). AND PRAXIS OF MENA (learning by
A Comic to Discover This will let them know what work stu- doing) through active learning sessions
dents are expected to do at home. with parents.
oour Adventure • Make parents part of the learning • Set up a new tool for REFLECTION,
and teaching process (PEA) through SUPPORT AND AWARENESS for the
Th students from 4th and 6th years of primary
The
their abilities, competencies and task and the criteria applied by parents
school from the three schools where the NEI will be put
sc at home, related to the new way of wor-
knowledge.
into place received a comic at the end of the year explai-
in king in NEI.
• Give more direct, integrated support
nning, in a fun, easy-to-understand way, what the changes
to families in their educational task. • Establish a new channel of commu-
tto our pedagogical model mean. Through this comic and nication and relation of NEI class groups
By doing so, within the framework
ttogether with their new tutors, the students got to know with families.
of NEI, we plan to establish a seri-
the methodological changes that will take place next year.
es of new tools for relating with fa- This way, we’ll be more of a school
milies, informing them and training than ever.You can also read
