Values & Spirituality in University Classrooms: Discussant slides from the European Higher Education Area Charles T. Tackney, Ph.D., Associate Professor ct.ikl@cbs.dk Department of Intercultural Communication and Management Copenhagen Business School Porcelæanshaven 18A Frederiksberg, Denmark 2000

A few questions in regard to the survey: US/International/EU response breakdown? Any observables? Any observed patterns or variance between public / private higher educational institutions? What, if anything, goes on in regard to Ignatian spirituality principles in curriculum design within the expansive Jesuit university network for management and allied fields? More generally, how do private institutions manifest their origination spirit and spirituality in contemporary curriculum design for management and allied fields?

Background slides if of interest: The current university context in the EU. The particular goal of the EHEA. How ultimate values issues get into EHEA curriculum design at Copenhagen Business School. Sources: EHEA: http://ec.europa.eu/education/policy/higher-education/bologna-process_en.htm . Lonergan, Bernard J. F. (1992). Insight: a study of human understanding. Toronto: University of Toronto Press.  Lonergan, Bernard J. F. (1988). Cognitional Structure. In Collection., Vol. 4 of The collected works of Bernard Lonergan. Toronto: University of Toronto Press.

THE EUROPEAN HIGHER EDUCATION AREA The Bologna Declaration of 19 June 1999 Joint declaration of the European Ministers of Education A Europe of Knowledge is now widely recognized as an irreplaceable factor for social and human growth and as an indispensable component to consolidate and enrich the European citizenship, capable of giving its citizens the necessary competences to face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cultural space. The importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies is universally acknowledged as paramount….

Bologna Process Objectives: 1. Easily readable and comparable degrees...to promote European citizens employability and the international competitiveness of the European higher education system. 2. Two main cycles: undergraduate and graduate. 3. Establishment of a system of credits - such as in the ECTS system - to promote student mobility. 4. Promotion of mobility by overcoming obstacles to the effective exercise of free movement for students and teachers. 5. European co-operation in quality assurance: comparable criteria and methodologies. 6. Promotion of the necessary European dimensions in higher education, particularly with regards to curricular development, inter-institutional co-operation, mobility schemes and integrated programmes of study, training and research.

Every Course Needs a Slogan, here is a nice one: “Thoroughly understand what it is to understand, and not only will you understand the broad lines of all there is to be understood but also you will possess a fixed base, an invariant pattern, opening upon all further developments of understanding.” Lonergan, Bernard, J.F. (2005). Insight: A Study of Human Understanding. London: University of Toronto Press (p. 22). > I begin every course of instruction with this slogan. And, within the epistemology we briefly explore, the role and significance of ultimate values for human living, culture, and societies are clearly noted, if not independently explored. For EU students, this step should have long-term significance,

Knowing is the result of experience, understanding, and judgement. The Epistemological Theorum ( or, what is the relation between Person, a datum, and the universe? ) Knowing is the result of experience, understanding, and judgement. What is correctly known is that which can be known, and the knowable is intelligible being. The theorum: “knowledge in the proper sense is knowledge of reality or, more fully, that knowledge is intrinsically objective, that objectivity is the intrinsic relation of knowing to being, and that being and reality are identical” (Lonergan, 1988, p. 211). In comparative cultural studies, an insight-based critical realism approach facilitaties study of cultural phenomena as outcomes of emergent probabilities. These can be identified and traced through interdisciplinary studies, which recognize the complementarity between qualitative and quantitative method. 7