Traditions That Are Each Very Important Approaches

¶ … traditions that are each very important approaches to the education of young people. The strategies presented in this paper -- culturally relative pedagogy, social justice and the Jesuit tradition -- are excellent approaches for a teacher learning how to lead morally and intellectually in the classroom.

The Jesuit tradition of education is described by Rev. Robert Spitzer as having been founded from the "Ratio Studiorum" of 1599. The goal of the Ratio Studiorum was, according to Spitzer, not just as an aid in developing thinking, writing, and rhetorical skills, but rather to "…help students understand and articulate the wisdom, knowledge, and habits" that can be of benefit to the souls of others, and to the students' souls (Spitzer, p. 1).

Through the study of philosophy, the student will increase the value and substance of his or her background, Spitzer contends. There are five reasons why Spitzer believes learning about philosophy leads to a good understanding of the Jesuit tradition; those five are: a) rationality ("evidence, consistency, valid argumentation, and systematic avoidance of omissions"); b) the actual existence of God and a deep appreciation for "God's love and justice"; c) the "ultimate" goals and ends of the human person; d) the "highest ends" of the society, the community, all for the common good; and e) the ethics of society, pursuing the best goals for the common good (Spitzer, p. 1). The Reverend Spitzer believes that without a foundation of rationality, a student will not be able to achieve "a rational awareness of God as Creator."

The basic bottom line regarding the Jesuit tradition is to "foster the cultivation of intellectual, aesthetic, moral, and spiritual values," according to Santa Clara University.

Social justice education brings into focus the study of inequities that certain social groups encounter through "…systems of constraint and advantage" that result from "…exploitation, marginalization, powerlessness, cultural imperialism, and violence" (UMass). Bringing a unit of social justice into the classroom wouldn't necessarily be enough for a teacher to do; theories and examples of social justice issues should be integrated into lessons on a regular basis. The process of teaching social justice issues in the classroom should include: a) "attending to social relations within and among families, schools, communities"; b) balancing cognitive & emotional approaches; and c) the interaction of families and students in multicultural situations (UMass).

A third important skill for teachers to develop is using culturally relevant pedagogy, and this simply means honoring diversity and empowering "…ethnically diverse students by simultaneously cultivating their cultural integrity, individual abilities, and academic success" (Oran, 2010).

Comparing differences and similarities: Culturally relevant pedagogy is concept and approach that is powerfully linked to social justice issues. Those who discriminate against others of different ethnicities are in fact guilty of social injustice. The question of why some people despise others who are different is important in any discussion of social justice. Also, the Jesuit approach is linked to social justice and culturally relevant pedagogy because the Jesuit concept embraces ideas that promote the greater good of the community and that advance the "highest ends" of society for the common good.