Mission & Identity

The Characteristics of Jesuit Education was written in 1986 to help identify and articulate the fundamental characteristics of contemporary Jesuit education. Very Reverend Peter Hans Kolvenbach, SJ, the 29th Superior General of the Society of Jesus, amplified the content of that document in his description of the goal of Jesuit education:

The pursuit of each student's intellectual development to the full measure of God-given talents rightly remains a prominent goal of Jesuit education. Its aim, however, has never been simply to amass a store of information or preparation for a profession, though these are important in themselves and useful to emerging Christian leaders. The ultimate aim of Jesuit education is, rather, that full growth of the person which leads to action — action, especially, that is suffused with the spirit and presence of Jesus Christ, the son of God, the Man-for-Others. This goal of action, based on sound understanding and enlivened by contemplation, urges students to self-discipline and initiative, to integrity and accuracy. At the same time, it judges slip-shod or superficial ways of thinking unworthy of the individual and, more important, dangerous to the word he or she is called to serve.

In one sense, the graduate is a threshold person: he or she is on the threshold of adulthood. The world of childhood has been left behind. The movement from childhood toward adulthood has involved physical, emotional and mental development which has brought out strengths, abilities, and characteristics which adults and peers began to appreciate. The adolescent during those four or five years prior to graduation began to realize that he or she could do some things well and some things very well. There have also been failures and disappointments. Even these, however, have helped the student to move toward maturity.

For descriptors, we chose those qualities which seem most desirable not only for this threshold period, but those which seem most desirable for adult life. These six general categories sum up the many areas of life most in accord with a full adult living of the Christ life. These characteristics are RIPLOC:

• Religious
• Intellectual
• Physically & Socially-Emotionally Fit
• Loving
• Open to Growth
• Committed to Doing Justice

All of the characteristics described are in dynamic interaction. The division into the six categories simply provides a helpful way to analyze and describe the graduate.

By graduation, the Ignatian learner practices Ignatian, Catholic values through loving acts of service, equipped with the tools necessary to cultivate a life of faith, discernment, and action. The Ignatian learner knows the teachings and practices of the Catholic Church with an emphasis on the Ignatian spiritual tradition. Catholics and non-Catholics alike manifest their spirituality within their religious traditions and actions, including their response to being a servant leader.

Therefore, the Ignatian learner:

By graduation, the Ignatian learner is a curious and creative problem-solver who develops knowledge and skills in a range of disciplines. The Ignatian learner can contextualize knowledge and skills, addressing important issues facing past, present, and future societies. The Ignatian learner develops and communicates thoughtful solutions. The Ignatian learner solves problems independently and collaboratively and develops habits of intellectual inquiry with integrity.

Therefore, the Ignatian learner is developing:

By graduation, the Ignatian learner is aware of what constitutes a healthy physical and social-emotional lifestyle. The Ignatian learner develops habits to live this balanced lifestyle.

Therefore, the Ignatian learner:

By graduation, the Ignatian learner develops one’s own identity as a selfless and empathetic person and appreciates and accepts oneself. The Ignatian learner embraces the dignity of all of God's diverse creation. The learner understands the uniqueness of every person who is made in the image of God, is unconditionally loved by God, and is worthy of love by others. The Ignatian learner begins to engage in deeper levels of relationships in which one can share oneself and accept and cherish the mystery of other persons. Thus, the Ignatian learner embraces differences and affirms the dignity of all.

Therefore, the Ignatian learner:

By graduation, the Ignatian learner reaches a level of intentional responsibility for one’s own growth, seeking opportunities to expand one’s mind, emotions, imagination, intellect, religious consciousness, and leadership. The Ignatian learner develops habits o f reflection, curiosity, and openness to other points of view. The Ignatian learner embodies the magis and disrupts one’s complacency by a willingness to discern and take measured risks when determining their actions.

Therefore, the Ignatian learner:

By graduation, the Ignatian learner, in order to promote a just society, advocates for the dignity of all and cares for our common home. The Ignatian learner is a conscientious, competent, and compassionate member of a just society. The Ignatian learner begins to acquire the motivation necessary to live as a person for others.

Therefore, the Ignatian learner:

The image of two wolves eating at a cauldron is derived from the heraldic crest carved into the lintel of the St. Ignatius family home in Loyola, Spain. The image is symbolic of the generosity and prosperity of the House of Loyola — a place so hospitable that even the wolves (a symbol of nobility) found food in the kettle after family members, followers and soldiers had eaten their fill.

This acronym represents the motto of the Society of Jesus, Ad Majorem Dei Gloriam . The motto, which means “For the Greater Glory of God,” remains in the original Latin because Latin is an integral part of the Jesuit educational tradition and reflects Loyola Academy’s commitment to a classical liberal arts curriculum.

The square field with seven stripes represents the bravery of the seven Loyola brothers from the maternal side of the family who distinguished themselves in the famous battle of Boetibar in 1321.

The shield shape of the school logo represents the heraldic traditions of the great universities of Europe, where Jesuit education began.