The Pastoral Coordinators of the Irish Jesuit schools met in Coláiste
Iognáid (the 'Jes') on Monday & Tuesday, 17-18 May. They discussed staff
formation, RE programmes, retreat programmes for students, staff and parents.

Pictured are (L-R) Brendan McManus SJ (Jes), Brian Flannery (Education
Delegate), Danny McNeilis (Gonzaga), Dermot Cowhey (Crescent), Helen Barden
(Belvedere), Frank Clarke (Clongowes) & Grainne Delaney (Crescent).

1. Statement of Core Values

This vision of Belvedere College S.J. for its graduates is given practical expression in its mission statement and requires a coherent, structured pastoral approach if it is to become a reality.

“The mission of the Belvedere Community – Jesuits, Board, Staff, Parents, present students and past pupils – is to ensure that graduates of the College by their relationship with Jesus Christ and through living Gospel values, shall be persons for others in leadership and example in the pursuit of a just world” (Mission Statement).

Belvedere College S.J., as part of the network of Jesuit schools worldwide, is animated by the Characteristics of Jesuit Education. These characteristics prioritise the following;
‘…the total formation of each individual’
‘…a religious dimension that permeates the entire education.’
‘…dialogue between faith and culture.’
‘…individual care and concern for each person.’
‘…a realistic knowledge, love and acceptance of self …and of the world in which we live.’
‘…Christ as the model of human life.’ and ‘…faith that does justice.’
‘…adequate pastoral care’ and the celebration of ‘…faith in personal and community prayer, worship and service.’
‘…education as an ‘apostolic instrument…preparing students for active participation in the church and local community, for the service of others.’
‘…lay-Jesuit collaboration.’

2. Pastoral Approach in Belvedere College SJ

A pastoral framework of education and discipline is necessary if schools are to carry out the functions outlined in the 1998 Education Act (Section 9). Due weight must be given to the multifarious influences and pressures that affect the lives of students if they are to be cared for properly and are to achieve their best in their educational endeavours. With all the pressures, we must not lose sight of the fact that, in essence, the school is about life-enhancement, developing the potential of all the individuals through a spectrum of educational experiences which affect pupils’ spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical development. A sensitive pastoral structure is required to meet the complex needs of adolescents in this period of profound economic, social, cultural and religious change.

School Pastoral Care implies caring for the quality of relationships between the partners in the school community. It involves the engagement of all the school policies, processes and programmes in the development of the appropriate systemic structures, roles and resources to support the development of the emerging adult (Monahan, 1996, p. 5). The term ‘pastoral’ is rooted in biblical imagery where the metaphor of Christ as the Good Shepherd (Jn 10: 1-2, Luke 15: 1-8) draws on the Old Testament image of God as the pastor for his flock (Isaiah 49:11, Ezek 34:16). For Christians this care is centered on Christ, present in the Christian community. Students encounter the person of Christ as friend and guide; they come to know him through Scripture, sacraments, personal and communal prayer, in play and work, in other persons; they are led to the service of others in imitation of Christ the Man for others (Characteristics of Jesuit Education, no. 63).