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Jesuit and Feminist EducationIntersections in Teaching and Learning for the Twenty-first Century$
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Jocelyn M. Boryczka, Elizabeth A. Petrino, Jeffrey P. von Arx, and Charles L. Currie

Print publication date: 2012

Print ISBN-13: 9780823233311

Published to Fordham Scholarship Online: May 2012

DOI: 10.5422/fordham/9780823233311.001.0001

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PRINTED FROM FORDHAM SCHOLARSHIP ONLINE (www.fordham.universitypressscholarship.com). (c) Copyright Fordham University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in FSO for personal use.date: 04 July 2022

“Do as I Do, Not as I Say”: The Pedagogy of Action

“Do as I Do, Not as I Say”: The Pedagogy of Action

Chapter:
(p.21) 1 “Do as I Do, Not as I Say”: The Pedagogy of Action
Source:
Jesuit and Feminist Education
Author(s):

Elizabeth A. Dreyer

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823233311.003.0002

This chapter has two primary goals. First, it lifts up the active engagement of women in the ministries of the Society of Jesus, through which they became teachers by example—keeping in mind the social, ecclesial context of sixteenth-century Europe. Second, it contrasts this portrait with the image of women found in Hugo Rahner's Saint Ignatius Loyola: Letters to Women. There are 139 extant letters exchanged between Ignatius and women—89 written by Ignatius, 50 written by women. The chapter focuses on the letters to and from Ignatius, and female royalty, nobility, and select friends.

Keywords:   Society of Jesus, women, ministries, teachers, Hugo Rahner, Saint Ignatius Loyola, letters

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