By Russell Fiorella
Teach me to be generous,
Teach me to serve you as you deserve,
To give and not to count the cost,
To fight and not to heed the wounds,
To toil and not to seek for rest,
To labor and not to ask for reward,
Save that of knowing I do your will.
Prayer for Generosity, attributed to St. Ignatius
Teaching theology at a Jesuit high school has taught me grades are not God. Discovering the wonders and struggles of the world and growing into a deeper understanding of oneself is a divine experience. A student’s edification ought to reflect that. The most inimical word in Jesuit education is “reward.” While the average student is conditioned to perceive education as a transaction, “If I accomplish this, I will receive this,” a Jesuit educated student should learn out of love. For learning out of love allows students to enter into relationship with the greatest of wonders, the greatest of loves, and hopefully inspires action in love’s name in light of that experience. The illustrious Fr. Pedro Arrupe S.J. summarizes this utmost point better than anyone:
Today’s prime educational objective must be to form men and women for others; men and women who will live not for themselves but for God and his Christ…men and women who cannot even conceive of love of God which does not include love for the least of our neighbors.
Finding God in one’s education should be effortless, humbling, limitless, continual. Finding God should be about broadening one’s perception of reality, using questions big and small as tools for insight. Finding love also requires using one’s heart as a source of courage and a compass for discerning how to realistically make an impact on others for the greater good. Grades hamper this formational experience.
Jesuit educators ought to be honest about the effect grades have on the mission. These thoughts and questions I’m posing are meant to stimulate an extremely challenging yet necessary conversation among learning communities, from students to parents, teachers to administrators. This conversation requires a sizable amount of hard research, open mindedness, creativity, audacity, and a lot of time-time for contemplation, further conversation, and discernment. A starting point is untangling how words like “success,” “vocation,” “reward,” “desire,” and “failure” among others are understood in the context of Catholic Jesuit education. Such discussions could create a more refined and widespread understanding of Ignatius’ Prayer for Generosity among students at the end of four years. What follows can only be great.
I have had success intentionally directing my students’ attention away from grades. Rather than pinning numbers and letters to their performance, I regularly serve my students feedback in the form of detailed written comments or face-to-face consultations. At the end of each marking period, students take time composing reflective writing pieces. What they gleaned from their reflections helps them determine where they were in their journey before proposing a grade. Instead of me judging their performance, the student and I come to a conclusion together. Out of over five hundred grades put forward by students this past, perhaps ten were off the mark. Half of those ten probably lowballed. My students have responded to my less grade-centric approach to learning with resounding appreciation. At the conclusion of the year they celebrated how the questions, conversations, projects, writing pieces, the general investigation into the human experience made learning infinitely more meaningful.
No moment has been more inspiring than reading a final reflection from one of my quieter freshmen, Matt. He expressed how his first year had been difficult-there were problems unfolding at home, friends were hard to come by and so were good grades. Despite his forgettable struggles, my class proved a memorable adventure leaving a lasting impact:
“I truly looked forward to going to your class each day . . . It was challenging and fun and not about ‘getting the grade.’’ And although I wasn’t your best student, your class makes me want to look deeper into what we talked about this year. Thank you.“
Matt was certainly not the most intellectual student. But throughout he “learned to learn out of love” and will be returning for his sophomore year. Entering my third year teaching I continue to pray Saint Ignatius’ Prayer for Generosity, hoping its words become real for students like Matt and all students enrolled at Jesuit schools. But I also pray Ignatius’ prayer as a reminder of my mission as a Jesuit educator: to form students empowered and inspired to give themselves away to others, for the love of it.
-excerpt from Fiorella’s essay Save That of Knowing I Do Your Will: Grades Are Frightening Students Away From Mission
Russ Fiorella teaches Old and New Testament studies at St. Peter’s Preparatory, an all-boys Jesuit high school in Jersey City, New Jersey.