3.3.2. Analysis of items which collect less than 20% of answers
We thought it would be also interesting to have a look at the items which were mentioned less than 20% times, including those which are never mentioned in the documents. Of course, this can be done only using the Arango-Berleur grid, since the Harvanek-Berleur grid is inductive and based only on the reading of the documents!
a. According to the Harvanek-Berleur grid
Table 5: Results according to the Harvanek-Berleur grid (< 20 %)
| Nr. | % | |
| 1. Provides faith formation of Catholics, faith reflection and celebration (General) | 10 | 19.2 |
| 2. Specific place for Philosophy and Theology (Education) | 10 | 19.2 |
| 3. Relationships between and among professors and students, community of persons and groups; participation (Community) | 10 | 19.2 |
| 4. Social change of oppressive structures (Service) | 10 | 19.2 |
| 5. Service, promotion and development of society, modernity (Service) | 10 | 19.2 |
| 6. Transcendent values, truth and values based on Christian humanism (General) | 9 | 17.3 |
| 7. Rigorous attitude (Education) | 8 | 15.4 |
| 8. Humanism with science and technology, community between sciences (Education) | 8 | 15.4 |
| 9. Faith expressed in wisdom, service and worship (General) | 7 | 13.5 |
| 10. Strives for quality education with a faith response (Education) | 7 | 13,5 |
| 11. Education for the profession, graduate education, "Open University (Education) | 7 | 13.5 |
| 12. A Catholic and Jesuit University is before all a University (General) | 7 | 13.5 |
| 13. Strives for interfaith dialogue and ecumenism (Research) | 6 | 11.5 |
| 14. Research and communication of knowledge; research for truth (Research) | 5 | 9.6 |
| 15. Clarify and promote the whole of human culture (Service) | 4 | 7.7 |
| 16. Spread of culture (Education) | 4 | 7.7 |
| 17. Maintains Christian principles in professions (Education) | 1 | 1.9 |
Many of the items show that the pastoral work of formation of Catholics is not considered as a primary concern by most of our universities; even the explicit transmission of faith is not our first preoccupation or, at least, is not mentioned in the mission statements! Giving a specific place for philosophy and theology is only mentioned in 10 documents. Does this mean that our Universities will give them a "common place"? More than that, transcendent values, values based on humanism, faith expressed in wisdom, interfaith dialogue, promotion of culture seem to escape our mission, ideals and vision. Would it mean that this is so obvious that it has not to be mentioned in writing or would it mean that we are fully secularized and becoming more and more techno-scientists? These are questions that our study cannot answer!
b. According to the Arango-Berleur grid
Table 6: Results according to the Arango-Berleur grid (< 20 %)
Nr. |
% |
|
| 1. Interdisciplinarity (Operative mechanisms in the transmission of values) | 9+1 |
19.2 |
| 2. Development of initial thinking and values (Today's mission of the Society. Forma omnium: preferential love for the poor and solidarity with them) | 9 |
17.3 |
| 3. Reflection on values | 6 |
11.5 |
| 4. Interdisciplinarity studies (Today's mission of the Society. Forma omnium: preferential love for the poor and solidarity with them) | 5 |
9.6 |
| 5. "International conscience" and awareness (International Cooperation of Jesuit Universities ) | 5 |
9.6 |
| 6. Potential creation of values (The Jesuit University is essentially an apostolic work) | 4 |
7.7 |
| 7. Working method for discernment (The Ignatian Charisma) | 2+2 |
7.7 |
| 8. International vs. parochial and local (International Cooperation of Jesuit Universities ) | 4 |
7.7 |
| 9. Coherence of understanding concerning the self-same reality of man (Operative mechanisms in the transmission of values, Interdisciplinarity) | 3 |
5.8 |
| 10. Serious study of theology (Operative mechanisms in the transmission of values, Interdisciplinarity) | 3 |
5.8 |
| 11. Specific training in Ignatian tradition (Educational Community) | 3 |
5.8 |
| 12. Problems of importance in the life of the University (The Ignatian Charisma, working method for discernment) | 2 |
3.8 |
| 13. Preparing and deciding plan of action, ... (The Ignatian Charisma, working method for discernment) | 2 |
3.8 |
| 14. Specific role of the Jesuit Community (not the power, but its "authority", guaranteeing for the transmission of Gospel values and orientation of Evangelical life) (Educational Community) | 2 |
3.8 |
| 15. With effects on study programmes (Today's mission of the Society. Forma omnium: preferential love for the poor and solidarity with them) | 1 |
1.9 |
| 16. Care in choice of research projects (Today's mission of the Society. Forma omnium: preferential love for the poor and solidarity with them) | 1 |
1.9 |
| 17. Complementary workshops based on social, cultural and ethical responsibilities (Operative mechanisms in the transmission of values, Interdisciplinarity) | 1 |
1.9 |
| 18. Keep seeking how to mesh each particular science into a global concept of man and his world (Reflection on values) | 1 |
1.9 |
| 19. Rights of the third and fourth world (International Cooperation of Jesuit Universities ) | 1 |
1.9 |
| 20. Formation of multiplying agents (The Jesuit University is essentially an apostolic work) | 0 |
0.0 |
| 21. Weigh up the alternatives (The Ignatian Charisma, working method for discernment) | 0 |
0.0 |
| 22. Campus atmosphere (Today's mission of the Society. Forma omnium: preferential love for the poor and solidarity with them) | 0 |
0.0 |
| 23. Inserting what is idiosyncratically proper to each into the universal (Operative mechanisms in the transmission of values, Interdisciplinarity) | 0 |
0.0 |
| 24. Enormous potential of ex-alumni (Educational Community) | 0 |
0.0 |
The list of items which collect less than 20% of answers is somewhat larger when using the Arango-Berleur grid (24 vs. 17) although the total number of items is less than in the Harvanek-Berleur one (36 vs. 43 without counting the headers). This shows immediately a discrepancy between the discourses of the Frs. General and the statements of Jesuit Universities! Of course, many of these items belong to sub-sections whose section may have been ticked off: this would mean that, as for the Harvanek-Berleur grid, Universities are not spelling out in detail the ways to practice the recommendations of the Frs. General's discourses.
Table 6 shows that the number of items which collect very low figures is also much higher than in Table 5 (14 items below 4 answers vs. 3), and that 5 items are never mentioned in any statement (one in each of the section of the Arango-Berleur grid). Among them, the "working method for discernment" and its sub-items, although it is for us a priority topic of the Ignatian charisma, are not really favoured! The same applies for the sub-items of "Interdisciplinarity" and of "International cooperation among Jesuit Universities". Regarding the "Educational Community", specific training in the Ignatian tradition and the specific role of the Jesuit Community or of the ex-alumni seem not worth mentioning.
Chicago-Namur, June 1995-July 1996.
Rome, International Committee of Jesuit Higher Education, December 1996.