Imagine a school where every student is the protagonist of their own future, in an environment that promotes academic excellence and personal growth.
For new challenges, new answers
1. A school that prepares for life: the great questions of the present and future of humanity enter the classroom
A first response that we want to offer in this direction is to bring into the classroom the crucial questions of our time (personal, social, psychological and spiritual) such as integral ecology and the future of our planet, conflicts, technological progress, the deepening of artificial intelligence, guaranteeing in all areas a solid humanistic basis typical of the Jesuit tradition and creating multidisciplinary contexts and paths on these great questions of the present and future of humanity.
2. Educate on Choices and Personalize the Curriculum
The second answer we want to offer students is the possibility of introducing a space of choice in their study path, identifying according to their interests and aptitudes, to better prepare for university and the world of work. With the optionality of some subjects and with the finalization to university, we have chosen to give the last three years of our high schools a clear orientation direction.
3. Immerse yourself in experiences: active and laboratory teaching
The third answer consists in offering meaningful experiences by combining traditional lectures with laboratory-based teaching, that is, rediscovering a learning methodology based on "gaining experience" that can be applied to all school subjects.
In this way, the school becomes less transmissive, but more of a place for research and exploration.
4. From high school to university: preparing for university tests during school hours
The fourth answer is to promote precisely this natural continuation of the path of cultural and personal growth of the students by inserting in school time a preparatory preparation for university tests, which instead is generally entrusted to extracurricular courses. This important innovation will ensure that a space is created in the three-year curriculum with a number of hours preparatory to university tests that will be part of the scholastic training path in all respects.
Gonzaga Campus High Schools
"Educate and innovate the world" this was the slogan of the first Jesuits who left themselves in the educational service to the young generations. A good education makes life more authentic and the world better: "change the person and change the world".
With this ideal the Jesuit schools were born in Sicily, the first in Messina in 1548 and the second in Palermo in 1549.
The Value of the Jesuits' Humanistic Formation
In the Jesuit tradition, the "cura personalis" is put at the center, which expresses the fundamental attention to the unique path of the student.
"At Gonzaga we do not feel like numbers, but we feel considered as people".
A decisive figure for the cura personalis is that of the tutor who is designed for each student.
Caring for the uniqueness of the person
In the Jesuit tradition, cura personalis aims to promote the magis of the person, understood as the best expression of his potential, to put it at the service of others. The Gonzaga Campus aims to promote and encourage the human excellence of its students so that they can test themselves and make the most of their talents in the challenges of life.
The "magis": promotes the best of each
The curriculum is conceived as the set of spiritual, formative, cultural and didactic choices that count the entire educational proposal and contribute to the integral formation of the person.
Global Citizenship, New technologies, tutoring and pastoral care also experienced within the dimension of the network of Jesuit schools.
The integral formation
The Iganziano Pedagogical Paradigm (PPI) method is summarized in five key words placed in progressive sequence:
1. Context: the context in which the pedagogical-didactic interaction develops;
2. Experience: "making feel and taste";
3. Reflection: activating a process of deepening the contents learned;
4. Action: moving from the knowledge acquisition phase to the use of the skills learned;
5. Evaluation: entering a mentality of "permanent evaluation";
An "active" pedagogy
The educational offer of the individual high school courses
The underlying perspective and the key to reading our high school proposal: a high school tailored to the talents of today's boys and girls
All high school curricula adopt a common scheme that underlines the importance of guidance along the way, as the talents of the students emerge, and that creates spaces of optionality where they can be cultivated, within a solid structure like that of the Italian high school curricula.
The first two years
The first two years are used to lay solid foundations to "then build the building of letters".
The two-year period is a period that requires spending time strengthening the tools of the "trade" that will then be used to set sail during the following years, that is, those of the three-year period.
The Three-Year Period
After the two-year period of solid foundations, we propose a three-year period that wants to prepare the students for their personal future life. Thus the three-year period serves to discover, rediscover and promote their personal inclinations, to know and recognize their intellectual personality. In this sense the idea of personalization of studies begins to take shape.
The Last Year
The final year is the culmination of the entire project and its philosophy: discovering one's personal originality to give the best of oneself, acquiring academic and human excellence put at the service of building the world. The goal is to train a person who lives his existence as a protagonist in the world and at the service of the world.