Teaching order - Wikipedia
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A teaching order is a Catholic religious institute whose particular charism is education. Many orders and societies sponsor educational programs and institutions ...

How the First Jesuits Became Involved in Education - Boston ...
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The Jesuits were a Roman Catholic religious order, and they of course retained their religious aims. ... Jesuit schools even in the beginning are usually described as catering to the rich, and there is no doubt that over the course of the years and then of the centuries most of the schools tended to move in that direction.

A Jesuit Education Reader - Page 44 - Google Books Result
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George W. Traub - 2008 - ‎Religion
Just as important as the work the Jesuits themselves accomplished in education has been their role, as the first teaching order within the Catholic Church, ...

Saints or Devils Incarnate?: Studies in Jesuit History
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John W. O'Malley - 2013 - ‎History
CHAPTER TWELVE HOW THE FIRST JESUITS BECAME INVOLVED IN ... role, as the first teaching order within the Catholic church, in inspiring other religious ...

Jesuit and Feminist Education: Intersections in Teaching and ...
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Jocelyn M. Boryczka, ‎Elizabeth A. Petrino - 2012 - ‎Religion
... secular education, given its establishment as the first teaching order Within the Catholic Church amid sixteenth-century Renaissance humanism.9 This context ...


In 1548, just a little over 450 years ago, ten members of the recently founded Society of Jesus opened the first Jesuit school in Messina in Sicily. That event would have immense repercussions on the character of the Society of Jesus, giving it a new and quite special relationship to culture; but it was also a crucial event in the history of schooling within the Catholic church and in western civilization.1 Within a few years the Jesuits had opened some thirty more primary / secondary schools, but also the so-called Roman College, which would soon develop into the first real Jesuit university (Gregorian University). In 1585 they opened in East Asia a school in Macau that also soon developed into a university; and about the same time they founded in Japan a remarkable art school and workshop in which local painters were introduced to Western techniques. In Rome they hired Palestrina as the music teacher and chapel master for their students, and later in Paris they did the same for Chapentrier. They were the teachers of Descartes, Moliere, and, yes, Voltaire. In Latin America they had constructed magnificent schools of stone and brick, with huge libraries, before any serious school of any kind had been founded in the British colonies. By 1773, the year the Society of Jesus was suppressed by papal edict, the Jesuits were in charge of some 800 educational institutions around the globe. The system was almost wiped out by the stroke of a pen, but after the Society was restored in the early nineteenth century, the Jesuits with considerable success, especially in North America, revived their tradition. Just as important as the work the Jesuits themselves accomplished in education has been their role, as the first teaching order within the Catholic church, in inspiring other religious orders to do the same. The seventeenth century saw an outburst of such foundations, as did the nineteenth. Most spectacular within the panorama, perhaps, is the model the Jesuits provided for women's Orders, beginning in seventeenth-century France. The Ursulines areonly the best known among the many such institutions that had such an impressive impact upon Catholicism and upon women's roles in society--an impact about which we were almost without clue until the recent outpouring of writings on it from a feminist perspective. I refer you especially to Elizabeth Rapley's book on the subject.2 A word of explanation may be in order. What is meant by the expression "the first teaching order within the Catholic church"? What about the monasteries of the Benedictines in the Middle Ages, and what about the great Dominican and Franciscan teachers at the medieval universities? The Jesuits differed from these and similar prototypes in three significant ways. First, after a certain point; they formally and professedly designated the staffing and management of schools a true ministry of the order, indeed its primary ministry, whereas in the prototypes it never achieved such a status. Second, they actually set about to create such institutions and assumed responsibility for their continuance. Third, these institutions were not primarily intended for the training of the clergy but for boys and young men who envisaged a worldly career. No group in the church, or in society at large, had ever undertaken an enterprise on such a grand scale in which these three factors coalesced. But here I want to deal more directly with how the Jesuit involvement in formal schooling originated, not about its impact. I do so because I believe there is something stabilizing, even invigorating, about being part of a long-standing tradition, if of course one understands both its achievements and its limitations and is therefore free to take from it what is life-giving and helpful and leave the rest. Like all traditions, the Jesuit tradition has, to be sure, its dark side. Its embodiment up to 1773 has been criticized for being elitist, paternalistic, backward-looking, religiously bigoted.In its restored form from the nineteenth century forward, it has been criticized for being reactionary and repressive, ghetto-enclosed.3 Such criticisms are too persistent not to deserve attention. I merely call attention to them here so that you know I am keenly aware of them. But this afternoon I do not stand before you to criticize the Jesuit tradition or to praise it. I am here to sketch with very broad strokes how it began, what it was trying to accomplish, and how it developed especially in the foundational years. There will perforce be a certain amount of overlap with my two presentations because there is no way of talking about how the Jesuits got involved in education without dealing with the humanistic tradition, the subject of my other contribution. I begin by describing for you two contexts for the founding of the school at Messina in 1548--the state of formal schooling in Europe at that moment, which I will develop more fully tomorrow, and the state of the nascent Society of Jesus. First of all, the state of formal schooling. Two institutions were confronting and trying to accommodate each other--the university, a medieval foundation, and the humanistic primary and secondary schools, which began to take shape in fifteenth-century Italy with great Renaissance educators like Vittorino da Feltre and Guarino da Verona.4 These two institutions were based on fundamentally different, almost opposed, philosophies of education. The universities, as you know well, sprang up in the late twelfth and thirteen centuries largely in response to the recovery in the West of Aristotle's works on logic and what we today would call the sciences--biology, zoology, astronomy, physics, and so forth. The universities almost overnight became highly sophisticated institutions with structures, procedures, personnel, and offices that have persisted with strikingly little change down to the present. They professionalized learning, something the ancient world had never really known, and that professionalization was most evident in the creation of what we today call graduate or professional schools like medicine and law. Their goal, even in what we might call the "undergraduate college" (the Arts Faculty), was the pursuit of truth. Their problem was how to reconcile Christian truth, that is, the Bible, with pagan scientific (or "philosophical") truth, that is, Aristotle. Great theologians like Aquinas believed they had achieved a genuine reconciliation, which meant recognizing the limitations and errors of "philosophy" in relationship to Revelation. The second institution was the humanistic schools first created in Renaissance Italy in the fifteenth century, created to some extent as a counter-statement to the university system.



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匿名 さんのコメント...

マツイくん 学校再開するって意気込んでますな

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Unknown さんのコメント...

「Teaching order」(教育命令 秩序)


① 学校の人員配置と管理を教育命令の中枢とする
② 多数の教育機関を世界中に設置した
③ これらの機関は、主に聖職者のためではなく世の中のキャリアを想定した少年と若い男性の



ミネ さんのコメント...