5项清单.

• 开放成长

  耶稣会高中的学生在毕业的时候已经成熟为一个人-情感, 智力, 身体上的, 社会, 宗教上的——在某种程度上反映了对自己成长的一些有意识的责任. 这个毕业生在他的发展中开始有所作为, 寻找机会拓展自己的思维, 想象力, 感情, 以及宗教意识.

   

   

  虽然还在发展的过程中，毕业生已经:

   

  1. is beginning to take responsibility for growth as a person; desires integrity and excellence in multiple f人生的一部分.

   

  2. is learning how to accept self, both talents and 限制, with a sense of humility and gratitude.

   

  3. 认识到休闲娱乐的需要，并为这些活动预算时间.

   

  4. 经常锻炼身体，保持身体健康.

   

  5. 了解良好营养的原则和实践健康的饮食习惯.

   

  6. 了解和避免使用管制药物的危险.

   

  7. is more conscious of his 感情 and is freer and more authentic in expressing them and managing his impulsive drives.

   

  8. 是否对各种审美体验持开放态度, 并继续发展广泛的想象力.

   

  9. is becoming more flexible and open to other points of view; recognizes how much one learns from a careful listening to peers and significant others; and recognizes one’s biases, 限制, 思维模式.

   

  10. 培养一种反思经验的习惯会影响未来的行动吗.

   

  11. 是否开始寻求新的体验, 即使是那些有风险或可能失败的项目.

   

  12. 学会把批评和挫折看作是有趣的、具有挑战性的和能带来成长的吗.

   

  13. begins to practice leadership skills, 包括视觉, 良好的人际关系和协作能力, 正直行事.

   

  14. 将领导力视为为他人和社区服务的机会.

   

  15. 培养健康和适当的幽默感吗.

   

  16. 在信仰和价值观的框架内探索职业和生活方式的选择吗.

   

  17. 是否越来越意识到与成人问题有关的选择和后果.

   

  18. 理解基于技术的活动的影响和危害, 包括隐私问题, 社会隔离, 接触色情内容, 以及对技术本身的上瘾.

   

  19. 认为新兴技术对个人和职业发展有潜在的支持作用.

• 智力能力

  By graduation the Jesuit high school student will exhibit a mastery of those academic requirements for advanced forms of education. 虽然这些要求被分解成部门主题领域, the student will have developed many intellectual skills and understandings that cut across and go beyond academic requirements for college entrance. 学生也在培养智力探究的习惯, 以及终身学习的倾向. The student is beginning to see the need for intellectual integrity in his personal quest for religious truth and in his response to issues of social justice. (注:虽然本节讨论的是智力能力, elements from other parts of this Profile clearly presume levels of intellectual understanding consistent with those highlighted in this section.)

   

   

  到毕业时，学生已经:

   

  1. has mastered those academic skills required for college (or for some other form of advanced education).

   

  2. 培养逻辑和批判性思维的能力吗.

   

  3. 正在开发 precision and creativity in oral and written expression within and across disciplines.

   

  4. 是在培养探索想法和问题的好奇心吗.

   

  5. 培养在新情况下应用知识和技能的能力吗.

   

  6. 培养解决问题的能力吗.

   

  7. 能够在不同的环境下通过不同的教学方法学习吗.

   

  8. 培养作为团队积极成员的学习能力吗.

   

  9. 利用技术资源支持协作学习, 解决问题, 和沟通.

   

  10. 有效地利用各种媒体资源获取、创造和处理信息.

   

  11. 批判性地评估媒体和内容, 参加, 例如, 来源的可信度等问题, 表达或提倡的价值观, 还有礼貌和尊重他人.

   

  12. 开发一种有组织的学习方法吗.

   

  13. can present a convincing argument in written and oral form that evidences sound analytical reasoning and convincing rhetoric.

   

  14. is taking pride and ownership in his school accomplishments and is beginning to enjoy intellectual and aesthetic pursuits.

   

  15. has begun to develop a knowledge of central ideas and methodologies of a variety of academic disciplines.

   

  16. 已经开始将当前的问题和观点与其历史渊源联系起来了吗.

   

  17. is growing in knowledge and understanding of his cultural heritage and of cultural complexities in one’s local community and in a global society.

   

  18. 是否开始理解科学技术对公共政策的影响.

   

  19. 是否开始理解全球经济政策的相互依赖.

• 宗教

  By graduation the Jesuit high school student will have a basic knowledge of the major doctrines and practices of the 天主教 教堂. 已被介绍到依纳爵的精神, the graduate will also have examined his own religious 感情 and beliefs with a view to choosing a fundamental orientation toward God and establishing a relationship with a religious tradition and/or community. 这里说的是什么, 尊重个人的良心和宗教背景, 也适用于耶稣会高中的非天主教毕业生. The level of theological understanding of the Jesuit high school graduate will naturally be limited by the student’s level of religious and human development.

   

  到毕业时，学生已经:

   

  1. has read the Gospels and encountered the person of Jesus Christ as He is presented in the New Testament.

   

  2. 对教会靠谱电子游戏官网耶稣基督和祂救赎使命的教导有基本的了解吗, 以及这一使命在教会内部和通过教会的体现.

   

  3. 对世界宗教传统的多样性有了解吗.

   

  4. 开始为探索和肯定自己的信仰承担更多的责任吗.

   

  5. 是否越来越愿意让宗教信仰影响一个人的基本价值观, 生活方式, 职业兴趣.

   

  6. 明白作为一个完整的人，必须与神保持积极的关系.

   

  7. 是否意识到/欣赏到人类生活本质上是精神的.

   

   

  8. 经历过神的同在(凡事都有神);

  私下祈祷

  在静修

  在礼拜祈祷中

  在其他一些优雅的时刻

   

  9. 是在学习如何用各种祈祷方法来表达自我吗, 尤其是那些来自精神练习的人.

   

  10. 形成基督徒的良心, 评估道德选择, 通过越来越清晰的道德问题进行推理.

   

  11. 感谢圣体圣事对充满活力的基督徒团体的中心地位.

   

  12. 是通过他自己的罪性来学习需要被朋友治愈和与朋友和解吗, 家庭, 教堂, 主啊.

   

  13. 认识到任何罪恶都会影响整个人类社会.

   

  14. 理解在耶稣里的信仰和做一个“为他人而为人”之间的关系.”

   

  15. 了解教会在道德问题和社会正义方面的教导.

• 爱的

  到毕业时，这位耶稣会高中学生正在继续形成自己的身份. 在亲密关系中，他正在超越自我利益或自我中心. The graduate is beginning to be able to risk some deeper levels of relationship in which one can disclose self and accept the mystery of another person and cherish that person. 尽管如此, 毕业生爱的尝试, 虽然显然已经超越了童年, 也许还不能反映出一个成年人的自信和自由.

   

  到毕业时，学生已经:

   

  1. 学习信任朋友、家人、学校和更广泛社区的成年人吗.

   

  2. 亲身经历过神的爱吗.

   

  3. 在自我接纳和认识到他或她被上帝和他人所爱方面的成长.

   

  4. 负责保持个人健康.

   

  5. 是否注意到压力的来源，并运用健康的策略来维持生活的平衡.

   

  6. is alert to the signs of emotional and mental distress in others and follows appropriate referral measures.

   

  7. has begun to identify and work against personal prejudices and stereotypes; is open to and able to communicate with others, 尤指另一个种族的人, 性别, 宗教, 国籍, 社会经济背景, 或者性取向.

   

  8. 是否亲身经历过来自学校社区成员的支持.

   

  9. 是否为学校社区建设做出了具体贡献.
  
  

  10. 在与不同性别的人交往时是否变得越来越舒适和成熟.

   

  11. 开始把性融入他的个性.

   

  12. 开始欣赏更深层次的个人友谊了吗, 同时也知道不是所有的关系都是深刻和持久的.

   

  13. is beginning to appreciate the satisfaction of giving of oneself through service for and with others.
  
  

  14. 越来越有同理心.

   

  15. 在做决定时考虑并重视他人的感受.

   

  16. 对创造的宇宙的美丽和脆弱敏感，并行使管理.

   

  17. 深切关心保护人类生命.

• 致力伸张正义

  The Jesuit high school student at graduation has acquired considerable knowledge of the many needs of local, 国家, and global communities and is preparing for the day when he will take a place in these communities as a competent, 关心和负责任的成员. The graduate has been inspired to develop the awareness and skills necessary to live in a global society as a person for and with others. 虽然这种对正义的承诺会在成年后开花结果, 有些倾向会更早地开始显现.

   

  到毕业时，学生已经:

   

  1. is growing in awareness of selfish attitudes and tendencies which lead one to treat others unjustly; consciously seeking to be more understanding, 接受, 对他人慷慨大方.

   

  2. 开始认识到基督教信仰意味着对公正社会的承诺.

   

  3. 对人权等许多社会问题的全球性质的认识是否在增长, 人口迁移, 资源分配, 战争和恐怖主义, 等.，以及它们对人类社会的影响.

   

  4. 实践基于社会意识的可持续生活方式, 经济和环境后果.

   

  5. is working to be environmentally responsible by limiting the use of non-renewable resources and maximizing sustainable resources.

   

  6. 是否开始参与有关环境问题、实践和解决方案的公众对话.

   

  7. 开始理解社会制度中不公正的结构性根源吗, 态度和习俗.

   

  8. 获得了, 透过对基督教服事的经验和反思, 对社会边缘成员的理解和声援.

   

  9. 正在开发, 从对边缘化经验的反思, a sense of compassion and a growing understanding of those social changes which will assist all in attaining their basic human rights.

   

  10. 意识到, 通过学习和反思, 公共政策的备选方案，以规范向社会各阶层提供的服务.

   

  11. 已经开始思考未来职业对社会公正的影响了吗.

   

  12. is beginning to understand the justice implications inherent in Christ’s commandment to love one another.

   

  13. is beginning to recognize the importance of public opinion and voter influence on public policy in local, 区域, 国内和国际舞台.

   

  14. is beginning to understand the complexity of many social issues and the need for critical reading of diverse sources of information about them.

   

  15. is beginning to confront some of the moral ambiguities embedded in values promoted by Western culture.

   

  16. 开始做决定了吗, 基于福音价值观, 这有时与物质社会的价值观相冲突.