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Education Program Philosophy and Mission Statement

The Department of Education and Counseling’s Conceptual Framework emerges from the university’s tradition as a Jesuit Institution of Higher Learning. Teacher candidates are prepared to cultivate relational thinking, advocate for growth of the whole person, and develop a discerning mindset about their vocation to professional praxis. These underlying commitments are integrated into coursework, fieldwork, and clinical practice and make up one component of the program objectives. Teacher candidates also gain competence in professional teaching standards and the arts of pedagogy, a variety of communication methods, and collaboration skills. These program objectives are part of what makes preparing teachers at Loyola University New Orleans different from teacher preparation at another university.

Cultivation of Relational Thinking

Teacher education as cultivation of relational thinking promotes the 12 Ideals of Jesuit education. To that end, teacher candidates are provided opportunities to pursue excellence and develop a discerning mindset for finding God in all things. They are called to respect the universe, the world, and all life. Teacher candidates are encouraged to learn from experience and appreciate a contemplative vision formed by hope. Each candidate is provided opportunities to develop his or her own personal potential and critical thinking skills and to employ a variety of methods for personal and professional communication. Teacher education requires appreciation of things both great and small and commitment to service, with a special concern for the poor and oppressed. Teacher education links faith with justice in local and global perspectives. These ideals are honored throughout the education program, beginning with the core courses of philosophy, research, and statistics.

Advocacy for Growth of the Whole Person

The values that the Department of Education and Counseling espouse are consistent with the university mission, which states, “the person is central in a Catholic university.” The teacher education program provides a context for intelligent commitment to and advocacy for growth of the whole person in relation to teacher candidates and the P-2 students with whom they work. Education candidates realize their responsibility to respect and serve others through their diverse course, fieldwork and clinical practice experiences. Within these partnerships between pedagogical studies and clinical practice, teacher candidates strengthen their commitment to diversity and gain competence in advocating for those, human and non-human, who have been denied or provided limited opportunities for development of their full potential.

Vocation to Professional Praxis

Jesuit tradition holds that God calls each person to perform good deeds in the world, to be concerned for other human beings and life forms, and to be instruments of love, peace, and justice. The teacher education programs build upon the university’s commitment to the 12 Ideals of Jesuit education and seek to provide meaningful learning experiences that support the development of each candidate’s full potential for professional praxis. These diverse experiences are intended to assist candidates in developing, reflecting upon, and acting on their philosophy of education and a vision of themselves leading purposeful lives through their work with children, adolescents, or young adults.

Program Learning Objectives

In accordance with the program’s mission to cultivate relational thinking, advocate for the growth of the whole person, and develop each candidate’s vocation to professional praxis:

  1. To educate teacher candidates to be competent in professional standards and the
    practice of the pedagogical arts.
  2. To insure that all education candidates are critically aware and appropriately
    prepared to cultivate relational thinking, advocate for growth of the whole person,
    and develop their vocation to professional praxis.
  3. To provide teacher candidates diverse opportunities to communicate their
    knowledge, dispositions, and skilled actions through verbal, written, and performance
  4. To insure that all teacher candidates evidence the capacity for collaboration in
    relation to diverse communities.


Updated August 24, 2005