Loyola University Chicago

Transformative Education

What Are the Five "Hungers" We Identify and Choose to Foster in Our Students?

Adapted to the Context of Today's World

A JESUIT EDUCATION seeks to address the world in which we actually live as well as the hopes and challenges of that world. Indeed, one can view the current situation in the world against a backdrop of a whole range of key desires, really, "hungers" of the contemporary world for wholeness and peace. These are hungers which life and learning have helped us to identify in ourselves as well as in our students, hungers that our kind of education hopes to stir and meet:

  • A Hunger for Integrated Knowledge: Students today appreciate having so much information at their fingertips, and yet, they long for a more robust formation that integrates their intellectual, affective and volitional capacities and helps them to appreciate how the varied subjects and disciplines fit together;

  • A Hunger for a Moral Compass: Students today experience the limitation of a moral discourse that focuses almost exclusively on individual rights while almost ignoring the responsibilities we have to each other; not looking for recipes, our students display desire to acquire an ethical foundation and a method for moral discernment;

  • A Hunger for Civic Participation: After years of experiencing a certain disconnection from the political process, young people today display a new strength of passion and level of commitment; there is a sense among them that they have found their voice as change agents, and now they long to participate more actively;

  • A Hunger for a Global Paradigm: Having seen the limitations and the dangers of ethnocentrism, our students want to embrace a more cosmopolitan perspective; they see very clearly that each of us dwells in many communities, from the community of our birth to the community of the human family, and we have duties to all of them;

  • A Hunger for an Adult Spirituality: Tired of the polarized debates between a lifeless secularism, on the one hand, and a dogmatic fundamentalism, on the other, our students long for a spirituality that sustains and empowers, one in which there is ample room for both faith and reason.

This educational mission of the University lies precisely in the study, debate, conversation, and discovery that help students identify these hungers, form their own assessment of them, and decide how they might address them for themselves and the world they seek to shape.