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The Society of Jesus began, appropriately enough, with a bunch of college students living far from home.

During the 1530s, Ignatius of Loyola gathered up a small band of fellow students at the University of Paris. They called themselves “amigos in el Senor,” Friends in the Lord. The companions took vows of poverty and pledged to stay together and keep serving Christ and the world, after earning their degrees.

A little over a decade later, the first Jesuit school opened, in Messina, Sicily, in 1548. Today, 3,730 schools carry on this tradition all around the world, caring for 2.5 million students in places ranging from Egypt and Kenya to Nepal and Belize. In Canada and the United States, there are 30 Jesuit colleges and 91 pre-secondary and secondary schools with a shared goal of developing competent, compassionate and committed leaders in the service of the Church and society.

The schools foster not only intellectual development, but also moral and spiritual growth. At the high schools, the aim is to produce students who are “open to growth, intellectually competent, religious, loving, and committed to doing justice,” by the time they leave. Those are five characteristics pinpointed by the periodically updated Profile of the Graduate of a Jesuit High School at Graduation, better known as the “Grad at Grad” report.

In recent decades, Jesuits have broadened this mission in part by reaching out to high school students in urban America. Dozens of these schools — either sponsored by the order or otherwise modeled on Jesuit education — have been started around the country. Geared toward students in high-poverty neighborhoods, the schools offer high-quality education and charge little or no tuition. Their graduates go on to selective colleges — ready to serve and develop their full potential.

And so, these and other Jesuit-related schools reflect a contemporary Jesuit mission: advancing the faith through the promotion of justice.

Use the interactive map below to learn more about the Jesuit educational organizations in North America or click here to find an educational organization by type, geographical location or name.

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What is Jesuit Education?

Your guide to jesuit education.

FAQS | History | Colleges and Universities | Glossary

Millions of people across the globe have experienced the transformative power of a Jesuit education. This guide answers frequently asked questions about Jesuit education, including its characteristics, history and values. It also provides a directory of Jesuit universities and colleges within the United States and an index of common Jesuit terms.

Jesuit Education is based on a 450-year-old tradition that aims to form high school and college students intellectually, morally and spiritually toward lives of solidarity, service and professional success. Emphasis is placed on learning through community service, interdisciplinary courses and the engagement of faith, theology, philosophy and ethics studies.

The phrase “Jesuit education” indicates that a given school was founded and staffed by members of the Society of Jesus. More significantly, it refers to a way of doing things—the style, goals and values that are expressed by teachers, administrators and staff. 

The goal is to help shape students’ minds and hearts into a habit of reaching out to the needs of today's and tomorrow's global society and, in the process, reaching out to God.

What is a Jesuit school?

Simply put, Jesuit schools are Catholic high schools and colleges that are run by the Jesuits (members of an apostolic Roman Catholic community known as the Society of Jesus). 

Across the United States, there are 27 Jesuit colleges and universities and 62 Jesuit high schools. American Jesuit colleges and universities are part of a network of about 133 Jesuit institutions of higher education in 31 countries around the world.

Jesuit Schools Network- Member Schools (USA)

Association of Jesuit Colleges and Universities- Instuitions (USA)

International Association of Jesuit Universities- Institutions (Global)

What are the Jesuit values of education?

The values of Jesuit education are rooted in the vision of St. Ignatius, founder of the Jesuit Order (learn more about his life in the ‘history’ section). These values prepare students to be wiser and more compassionate as they take the next step in their life journey as men and women for others.

• Cura Personalis . Jesuit education emphasizes the view that each person is a unique creation of God. Cura Personalis (meaning ‘care for the whole self’ in Latin) is demonstrated by personal attention in the classroom, a deep respect for diversity and difference and an emphasis on holistic care for the mind, body and spirit.
• Discernment. Discernment encourages students to be open to God’s spirit as they make decisions and take actions that contribute to the greater good. Discernment is practiced through prayer, reflection, consultation with others and considering the full impact of actions from diverse angles.
• Finding God in all things. A Jesuit education is one grounded in the presence of God, and encompasses imagination, emotion and intellect. The Jesuit vision encourages students to seek the divine in all things—in all peoples and cultures, in all areas of study and learning and in every human experience.
• Magis . A commitment to the concept of Magis (Latin for ‘more’) is a hallmark of Jesuit education. It challenges students to go beyond what is expected, interacting with the world with generosity, excellence and empathy. Magis is modeled by personal accountability and high expectations of achievement.
• Reflection. A foundational value of Jesuit education is the practice of reflection. Students are invited to pause to consider the world around them and their place within it before making decisions. This includes challenging the status quo, acknowledging biases and accepting responsibility for actions.
• Service rooted in justice and love. Jesuit education cultivates critical awareness of social and personal evil, but points out that God’s love is more powerful. This value is illustrated through community service programs, service learning semesters, immersion experiences and various volunteer opportunities for students.
• Solidarity and kinship. Students work together for the greater good. They develop relationships with their surrounding communities and share their talents and skills to help and serve others. This value is practiced through community engaged learning, where students work with community members to come up with innovative solutions.

Why is a Jesuit education important?

Jesuit education inspires students to live purposeful and fulfilling lives of leadership and service to others. In short, it helps create a better world. Among its many benefits and characteristics, Jesuit Education

• Prepares students for lifelong learning
• Explores the intersection between faith and culture
• Embraces interfaith engagement and collaboration
• Is comprehensive and rooted in the liberal arts tradition
• Pays special attention to values, ethical issues and the development of moral character
• Stresses the importance of social and environmental justice
• Maintains an optimistic view of human nature and of its possibilities
• Encourages critical, analytical and creative approaches to solving problems
• Promotes interfaith engagement and diverse faith traditions
• Prepares students for a rapidly changing and diverse society
• Develops responsible citizens who are sensitive to the needs of our time
• Encourages critical, analytics and creative approaches to solving problems
• Incorporates a global and international dimension for growth and learning
• Inspires students to change society and the world for the better

Directory of Jesuit Colleges & Universities (U.S.A.)

Today, there are 27 Jesuit universities and colleges within the United States. Schools range from major research universities to small liberal arts colleges. Programs include business schools, schools of law, schools of medicine and schools of nursing. 

Seminaries and high schools are not included in this list.  For more information about the individual Jesuit colleges and universities in America, explore the  Association of Jesuit Colleges and Universities (AJCU). Contact information below. 

Association of Jesuit Colleges and Universities One Dupont Circle — Suite 405, Washington, D.C. 20036 (202) 862-9893 www.AJCUNET.edu

History of Jesuit Education

Who was st. ignatius.

St. Ignatius Loyola (1491- 1556) was the founder of the Jesuit religious order. He was born Iñigo Lopez de Oñaz y Loyola in the Basque country of Northeastern Spain, where he eventually became a soldier. During a battle with the French, his leg was shattered by a cannonball. He spent his time in recovery reading books about Saints legends and an illustrated Life of Christ.

He became especially inspired by the teachings of St. Francis of Assisi and St. Dominic. When he recovered, he decided to make a pilgrimage to Jerusalem, where he felt he could be closer to God. During his journey, he spent much of his time in Manresa, Spain, in prayer (sometimes for as much as 7 hours a day). He began to write down his insights about God and who God was for him, forming the basis for his spiritual exercises which are still practiced today. 

After returning from his pilgrimage to Jerusalem, Ignatius decided he needed an education in order to “help souls.” In Barcelona, he went to school with boys a quarter his age to learn the rudiments of Latin grammar, and then moved on to several other Spanish university cities. In each he was imprisoned and interrogated by the Inquisition, because he kept speaking to people about spirituality without having a theology degree or priestly ordination.

Eventually, Ignatius enrolled at the University of Paris, where he earned his master’s degree. While in school, he became close friends with like-minded men who decided to bind themselves together in an apostolic community that became the Society of Jesus.

Unanimously elected superior by his companions, Ignatius spent the last 16 years of his life in Rome leading the order, while the others traveled around the world and founding schools as a means of helping people “find God in all things.”

Source: Biography of St. Ignatius Loyola (Jesuit Resource)

How was Jesuit education started?

Ignatius of Loyola and his companions founded the Society of Jesus in 1540. Once the order was founded, they organized and opened colleges for the education of the young men joining the Jesuit religious order. Seven years later, Ignatius opened the first Jesuit school for young lay men. 

At the time of Saint Ignatius’ death, there were 1,000 Jesuits, a good number of them involved in the 35 schools that had been founded. Twenty-five years later the number of schools rose to 144, and another 35 years after that, it approached 400. By the end of the 1700s, there were more than 800 Jesuit colleges and universities throughout the world.

Until the nineteenth century, Jesuit schools were almost exclusively staffed and administered by the Jesuits themselves. Today, many non-Jesuit teachers and administrators work alongside Jesuits in high schools, colleges and universities.

Source: Jesuit Education (Jesuit Resource Term Index)

Short for the Latin phrase “Ad Majorem Dei Gloriam,” which translates “For the Greater Glory of God.” It is the motto of the Society of Jesus as mentioned by Ignatius of Loyola in the Constitutions of the Jesuits.

Discernment

A process for making choices, in a context of faith, when the option is between several possible courses of action, all of which are potentially good. For Ignatius, discernment involved prayer, reflection and consultation with others—all with honest attention not only to the rational, but also to the realm of one’s feelings.

A member of the Society of Jesus.

Religious Order

In Eastern Orthodox, Roman Catholic and some Anglican and Episcopalian traditions, a religious order is a community of men or women bound together by the common profession through religious vows of chastity, poverty and obedience.

Society of Jesus

A Catholic religious order of men founded in 1540 by Saint Ignatius of Loyola and a small multinational group of his peers from the University of Paris. They saw their mission as one of being available to go anywhere and do anything to “help souls,” especially where the need was greatest.

The Spiritual Exercises

An organized series of spiritual exercises put together by Ignatius of Loyola out of his personal experience and others. The Exercises invite the reader or participant to meditate on central aspects of Christian faith, such as creation, sin, forgiveness, calling and ministry and the life, death and resurrection of Jesus.

Ignatius wrote this in his book, The Spiritual Exercises, a handbook designed to help the spiritual guide advise an individual performing the Exercises. The goal is to attain spiritual freedom, the power to act—not out of social pressure, personal compulsion or fear, but out of the promptings of God’s spirit, in the deepest truest core of one’s being, to act ultimately out of love.

As originally designed, the “full” Spiritual Exercises would occupy a person for four weeks full time, but it is possible to make the the “full” Exercises part time over a period of six to 10 months—known as the “Spiritual Exercises in Daily Life.” In that case, the participant, without withdrawing from home or work, devotes about an hour a day to prayer and sees a guide every week or two to process what has been happening in prayer and in the rest of their life. 

Source: The Spiritual Exercises (Jesuit Resource Term Index)

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The core of Jesuit Education

The spotlight is on Ignatian schools, the proposal, the educational method. But what does it mean to study with the Jesuits? A reflection on Ignatian pedagogy by Fr Eraldo Cacchione SJ, head of school pastoral work at the Fondazione Gesuiti Educazione.

Ignatian education, or Jesuit education, is a form of education that places the person at the centre: both the person of the teacher and the person of the student, each with their own contribution. In fact, therefore, it is an education that proposes a ‘personal encounter’ which triggers, so to speak, paths of academic, human and spiritual growth through a broad and articulated series of cognitive and affective inputs, individual and communal, that work in depth. As far as the student is concerned, living an Ignatian education to the full enables him/her to gradually become aware that he/ she is more than gifted by God with talents that make him/her a person “of value”, and aware that he/she is fully adequate to take an active part in adult life, in a community where he/she can be of service for and with others, giving him/her competent, conscious, compassionate, faith-filled and justice-loving contribution.

From its origins to today

Initially the emphasis of Ignatian education was on carrying out a curriculum that was entirely ‘our own’. It was the Ratio Studiorum, that is the result of the elaboration of the heritage of Christian Humanism (a Renaissance synthesis of the Christian tradition and the classics of Latinity and Greekity, integrated with a philosophical passion for science, linguistics and a concern for ‘peformance’ through theatre, dance and music) articulated by groups of Jesuits from different parts of the world into a school system for a society that no longer exists: schools with not very high numbers of students (in many cases even ‘insiders’), educating communities formed practically only or almost only by Jesuits who were present at school to teach the children in Latin, morning and afternoon six days a week. After the French Revolution, with the birth of the nation-states, each nation adopted a system of education for all, with a state-controlled school curriculum in the language of that state. This made the curriculum of Jesuit schools no longer ‘unitary’, creating an enormous variety of Ignatian educational institutions. On the other hand, Jesuit education has become inculturated in every part of the globe, with a common core and many differences due to local cultures and the demands of state curricula. Moreover, in the latter part of the 20th century, the reduced number of religious vocations made the direct contribution of Jesuit fathers less (and sometimes minimal), favouring the arrival of lay people trained in Ignatian spirituality and pedagogy, and changing both the approach to the school curriculum and the shape of the educating community.

I believe that the “common core” that remains over time, almost like a “stamp” or a “signature” of Ignatian education, is the following: an education that sees the curriculum and the academy not as an end but as a means, and the person of the student to be “educated” (and not just “instructed”) as the heart of every formative process that takes place in our schools. All this emerges clearly in the definition I gave earlier. Another factor that in my opinion constitutes the “sign” of Ignatian education is the enormous amount of time and energy devoted by those who educate to the children: Ignatian education is not exhausted in the school hours spent in the mornings in the classroom, but also has as an integral part the afternoons, Saturdays, Sundays, formative outings, participation in Christian formation groups or other activities (sports, music…). All these activities are intentionally conceived as educational opportunities, and all of them contribute to the ” formation of the whole person”… All this requires an enormous amount of time on the part of the educators, so much so that the educator in fact gives himself/herself to the student, and it is precisely through this “excess of giving” that a life-giving personal relationship is created, which makes the journey made by the students in our educational institutions unique. In the end, it is the time spent together, it is the friendship generated and cemented in the hours, days, weeks of “educational time” what makes Ignatian/Jesuit education “Ignatian”, or “Jesuit”. This sign transpires in a “social” attitude towards knowledge, that remains deeply embedded in the person of the past student after the school years in a Jesuit school: knowledge, which has become a “flavour” through the countless opportunities for discussion and dialogue among peers and with educators, ceases to be conceived as an individual good and becomes rather a “social” good to be put at the service of others.

Eraldo Cacchione SJ

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Learning to find God in all things, advocating for the poor and underserved, and using rigorous scholarship to engage with global issues—these are a few of the hallmarks of a Jesuit education, inspired by the life and teachings of St. Ignatius Loyola.

A Pocket Guide to Jesuit Education

The Ignatian Approach

Drawing on the Ignatian spiritual and educational tradition assists us in meeting the challenge of the Magis : to be ever more attentive, reflective, and loving women and men for others as we engage in the serious study of theology—understood as “faith seeking understanding” (St. Anselm).

Who are the Jesuits?

A Basque courtier and soldier, Iñigo de Loyola was gravely wounded during the battle of Pamplona in 1521. During convalescence, he experienced a profound spiritual conversion that began his lifelong commitment to God and service. Under his direction, the Society of Jesus established schools and, over time, emerged as the largest religious order in the Catholic Church. From his personal experience and prayer, St. Ignatius Loyola articulated a guide for finding God and self called the  Spiritual Exercises  that for centuries has enabled individuals to grow in faith and willingness to work for the greater glory of God. Today, the Society of Jesus ministers in more than 100 countries.

What distinguishes the Ignatian tradition?

The Ignatian tradition, originating mostly from St. Ignatius Loyola's Spiritual Exercises,  emphasizes finding God in all things—discerning God’s presence in our lives, every day. The Ignatian tradition—both a spirituality and a way of being—is characterized by:

Discernment & Freedom

Jesuit education involves commitment to seeing God in all things, learning to distinguish those choices that lead to God from those that lead away from God. The art and skills of discernment play a central role in sensitizing our minds and hearts to imagine God’s desires for the world so that as individuals in community we can work for a world of justice and peace. A spirit of deep freedom must ground this life stance so that the individual and the community desire only what God desires. 

Presuming Good Will

We recognize the passion and depth of conviction that all at CSTM bring to the study of theology and ministry and presuppose the good will of our teachers and fellow students. In keeping with the spirit of generosity and trust, we are called to discover the truth as a community of learners so as to follow Christ and serve God’s people and the world.

Learned Ministry

In Ignatian spirituality, God and the world, as well as faith and reason, are never opposed to one another; rather, God is to be found in the world for those who know how to study and discern God’s ways. Learned ministry calls us to critical thinking about faith, history, doctrine, Scripture, pastoral realities, and the signs of our times, with appreciation for all areas of human inquiry, which is essential to being ministers who can faithfully lead God’s people in a just engagement with the world.

Contemplative Imagination

Imagination is vital for a contemplative reading of Scripture, helping to personalize the stories. Adapted and expanded, this approach invites us to place ourselves in the “story” of our community: It calls us to be fully present together. It calls us to implicate ourselves in the theologies we teach and learn—to find where our beliefs fit into those theologies and vice versa.  It calls us to be attentive to our peers' lived realities—to strengthen community by honoring the details of each other’s lives.

Union of Minds & Hearts

Ours is an international community where students unite for formation in the Ignatian tradition, serving as learned ministers, scholars, and leaders. We strive to embody St. Paul’s vision of unity in diversity in our shared mission to serve the people of God. As an alternative to the competition that is characteristic of many contemporary cultures, we are called to a spirit of collaboration and mutual support in all aspects of our common life—in the classroom, the liturgy, and social and pastoral activities.

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Jesuits & Social Justice

St. Ignatius Loyola emphasized improving the world through education, advocacy for the poor, and missionary work—establishing a precedent for the Jesuits to work toward reducing the gap between rich and poor, combatting hatred, and helping those who have suffered or are still suffering to heal.

What kinds of work do Jesuits focus on?

In 2019, the Church established four Universal Apostolic Preferences—focus areas for service to God and the world. These include showing the way to God, accompanying young people in the creation of a hope-filled future, caring for our common home, and walking with the poor, the outcasts of the world, and those whose dignity has been violated—in a mission of reconciliation and justice.

How does CSTM address racial justice?

At the conclusion of a school-wide assessment involving faculty, staff, administrators, students, and alumni, the CSTM Committee on Race and Ethnicity developed the Formation for Racial Justice Strategic Plan, which established four focus areas:

Curriculum & Pedagogy: The CSTM curriculum requires students to engage with scholars of color and to minister to multiracial and multicultural communities. 

Formation & Training: The CSTM community engages in critical reflection and honest dialogue around issues of racial injustice and works to create racially just communities of faith.

Representation: Students, faculty, staff, and administrators reflect the multiracial, multicultural communities that make up the global church.

Communication & Accountability:  CSTM publications, reports, physical spaces, and social environments define our commitment to and identity as a racially just theological institution.

• An Ignatian Approach to Anti-Racism
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• STM Formation for Racial Justice Strategic Plan

Contemplatives in Action

Jesuits are contemplatives in action who use rigorous scholarship and sustained intellectual inquiry to engage with the world's most pressing challenges. Jesuits look inward and turn outward, transforming their reflection into action through ministry and service  to the Church and world. God has endowed each of us with gifts and aspirations to be channeled through a life of service to His vision of love and justice—nurtured, cultivated, handed down, and practiced in the context of an ecclesial community.

What do we mean by "ministry"?

Ministry is service rooted in faith and marked by a sense of vocation. Such leadership can manifest in ways we might traditionally understand as ministry: working at a parish, teaching theology/religion, or serving as a chaplain in a school or hospital. Our understanding of ministry includes these paths and extends beyond them. To us, ministry is as diverse as the backgrounds and experiences of our students and includes the academy, social services, non-profit work, and even digital media.

Learn about supervised ministry at CSTM.

Vocation & Career Development at CSTM

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Seek something greater. 

A Jesuit education goes beyond the classroom walls. It takes students into the communities to serve with and for others—to use their talents to address the world’s greatest needs. At the same time, students earn a high-quality and rigorous education leading to personal and professional success.  

An education at Creighton University shapes the whole person—emotional, spiritual, intellectual physical, social. Whatever our students do, they do it with justice. 

Our Jesuit Values

Creighton captures the distinctive qualities of a Jesuit education through seven unique values. They are at the heart of everything we do, individually and as a university. 

Cura personalis,  translated as “care for the individual person.” Every individual—every one of God’s creations—is unique and worthy of our respect and understanding. To care for each other, we must first truly know each other.

A kind heart, an open mind, and a strong purpose work together as a personal and communal triumvirate: all three are essential to becoming one’s strongest self and to creating community.

Magis , translated as “more.” By rising above expectations and striving for “more,” for others and for God, we can serve as a lasting part of something greater than ourselves.

When we learn to see every part of life—from success to adversity—as a lesson from God, we are never far from the opportunity to realize the gifts we are given.

Translated as “For the Greater Glory of God.” The inspiration behind everything we pursue transcends our own humanity, and those we serve in our community. It’s all for a higher purpose: the greater glory of God.

Identifying passions and honing skills are the first steps toward making a meaningful, lasting difference. We believe learning and leading are two sides of the same transformative coin.

Through selfless action, we can all achieve more. When we all step forward with the best versions of ourselves, we invite and enable others to do the same.

Who was St. Ignatius?

St. Ignatius of Loyola was born in 1491 in the Basque country of northern Spain. He was devoted to chivalry and suffered a severe leg wound in battle. During an extended recovery period, he experienced a profound conversion, and devoted the rest of his life to serving God. Ignatius died in 1556 and was canonized a saint in 1622.

Ignatius left two great legacies. He founded the Society of Jesus in 1540, together with nine companions, and became their first Superior General with headquarters in Rome. He also wrote the  Spiritual Exercises , a treatise on prayer. Its genius lies in the method of prayer it teaches, helping those who engage sincerely to follow Jesus and to seek God’s will in all circumstances. Today it is the basis for a growing apostolate of retreats and spiritual direction.

Association of Jesuit Colleges and Universities

Creighton University is one of 28 Jesuit colleges and universities that comprise the Association of Jesuit Colleges and Universities (AJCU). The American network includes 27 institutions within the United States and one in Belize.

The institutions range from major research universities to comprehensive universities; from smaller colleges and universities that combine the liberal arts and professional studies to one strictly liberal arts college.

AJCU institutions are part of the International Association of Jesuit Universities (IAJU), a network of regional associations representing Jesuit institutions of higher learning throughout the world.

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