Winter 2005
Leadership for common good woven throughout GU curricula
By Father Robert J. Spitzer, S.J.
Gonzaga University President
In the past 10 issues of GONZAGA, I have been intermittently addressing current developments at Gonzaga and my philosophy of Jesuit education. With respect to the latter, I have addressed several topics: faith and retreats, the study of philosophy, the centrality of agap' (self-sacrificial love), and the study and practice of ethics. In the last issue, I spoke about ways in which we as Jesuit universities could help remedy the contemporary ethical situation. All of these topics lead to yet another theme in the Jesuit philosophy of education, namely, leadership for the common good.
Gonzaga has a myriad of programs in leadership: the Comprehensive Leadership Program (for undergraduates), the Master's in Organizational Leadership, the Doctoral Program in Leadership Studies, as well as 22 other programs (in academics, student life, residence life, ROTC, and the Gonzaga Student Body Association). The common thread that connects them all is a fundamental orientation toward the common good. How do we accomplish this at Gonzaga? By giving primacy to the development of core identity and character.
It is very tempting for leadership educators to launch immediately into skills development (strategy skills, quality optimization skills, communication skills, conflict resolution skills, etc.).
Important as these are, they are secondary to the development of core identity and character, for these two qualities give rise to beliefs and drives that not only utilize the above-mentioned skills, but also create cultures with a spirit of ethics, long-term vision, optimum quality, co-participation, "win-win" philosophy, and above all, a conviction about the common good.
Therefore, in the Gonzaga Comprehensive Leadership Program, we dedicate the first year to developing core identity and character, the second year to developing skills, and the third year to mentoring and internship.
How do we attempt to develop core identity and character within our curriculum and culture? Five themes are emphasized.
1.
Meaning and Purpose in Life: The intention here is to give students an awareness of some of the best systematic articulations of "what makes life worth living." Some of these are theological, others philosophical, and still others literary, artistic, musical, scientific, etc. Sometimes the topic is taken up very directly (as in my curriculum under the rubric of "Four Levels of Happiness"). Sometimes it is more tacit and indirect. The choices students make in this primary area will not only influence their leadership style, but also their personal and ethical decisions.
2. Faith:
Faith is important to the majority of Gonzaga students. Our objective is to build on this foundation by helping students to be more aware of God's unconditional love through retreats, the sacraments and other forms of prayer, worship, and education. We then help them to integrate their deepened faith and hope into their ideals, ethics, leadership style, and actions.
3. Virtue-Based Ethics:
If students develop a contributive core identity (as distinct from a merely comparative, ego-based, or materialistic one), and have a deepened sense of faith and love, they are likely to resonate with some form of virtue ethics. Our objective is to help them deepen their convictions about commonly held virtues (such as, love, justice, humility, prudence, self-control, and courage). These "habits of the heart" will prove invaluable in acting ethically, making tough decisions, creating vision, and resolving personnel problems.
4. The Ten Categories of Cultural Discourse:
Happiness, success, truth, freedom, love, ethics, meaning of suffering, personhood, rights, and the common good. The interpretation of these categories determines whether persons and cultures become more contributive or egocentric. Our objective is to help students become aware of the full range of interpretations (from the most base to the most edifying), so that they may grow toward what they believe is most worthy of themselves. This will enable them to better know themselves and give of themselves in their life and leadership.
5. A Conviction about the Common Good:
Our aim here is to orient students' studies, retreats, self-awareness, service projects, skills development, mentoring, opportunities, and internships toward a stakeholder mentality which not only seeks out "win-win" relationships, but also develops spirit and trust through a vision that transcends self-aggrandizement through being other-centered, organization-centered, community-centered, and culture-centered.
These five themes are not restricted to leadership courses and programs. They are integrated into every aspect of the Gonzaga culture. Hence, they are integral to virtually every academic program as well as to University Ministry, service learning programs, residence life programs, and extra-curricular activities.
When students leave Gonzaga, we hope that they have appropriated our special ethos of "leadership for the common good" and that they will share this throughout their lives with everyone they meet. This is what is meant by "Educating People the World Needs Most."
Editor's note:
Fr. Spitzer explains this Jesuit philosophy of leadership in detail in his book "The Spirit of Leadership," which may be obtained from Gonzaga's Bookstore, available on the Web at http://www.gonzaga.edu/store or by calling (509) 323-6390.
