What we want to achieve, and how we plan to get there.
"Some things do not change, and the reason for Loyola is one of them. We are still driven by the same mission and sense of purpose as on the day when we started - give selflessly and shape great individuals."
- Rev. Fr. Chiluvuru Amar Rao SJ-Rector
The vision of Jesuit education is :
To impart higher education with integral formation which involves academic excellence, spiritual growth, social commitment and value based leadership.
The Philosophy of the Vision of Loyola Academy:
The Philosophy of the Vision of Loyola Academy:
It is to form “men and women for others” and mould our students as global citizens with competence, conscience and compassionate commitment. Special concern is shown towards the socially and economically underprivileged students.
Philosophy of Mission:
The education of men and women of competence, conscience, commitment, compassion and imbued with the desire to seek all things for the greater glory of God, representing the enduring aspiration of Loyola Academy.
The 4 "C"s of the Mission Statement are :
We fulfill this Vision-Mission:
For and through all this, we seek God's help.
Context-
Since human experience, always the starting point in a Jesuit education, never occur in a vacuum, educators must know as much as possible about the actual context within teaching and learning take place. Teachers need to understand the world of the learner, including the ways in which family, friends, peers and the larger society impact that world and effect the learner for better or worse.
Experience-
Teachers must create the conditions whereby learners gather and recollect the material of their own experience in order to distil what they understand already in terms of facts, feelings, values, insights and intuitions they bring to the subject matter at hand. Teachers later guide the learners in assimilating new information and further experience so that their knowledge will grow in completeness and truth.
Reflection-
Teachers lay the foundations of learning how to learn by engaging students in skills and techniques of reflection. Here memory, understanding, imagination and feelings are used to grasp the essential meaning and value of what is being studied, to discover its relationship to other facts of human knowledge and activity and to appreciate its implications in the continuing search for truth.
Action-
Teachers provide opportunities that will challenge the imagination and exercise the will of the learners to choose the best possible course of action from what they have learned. What they do as result under the teachers direction, while it may not immediately transform the world into global community of justice, peace and love, should at least be an educational step towards that goal even if it merely leads to new experiences, further reflections and consequent actions within the subject area under consideration.
Evaluation-
Daily quizzes, weekly or monthly tests and semester examinations are familiar instruments to assess the degree of mastery of knowledge and skills achieved. Ignatian pedagogy, however aims at evaluation which includes but goes beyond academic mastery to the learners well- rounded growth as persons for others. Observant teachers will perceive indications of growth or lack of growth in class discussions and students generosity in response to common needs much more frequently.