|
|
Below are materials
under four headings: |
Spirituality
|
|
A guide for teenagers to know “how to
be” and “how not to be.” |
|
Three distinct kinds of guilt, and
their corresponding kinds of healing, based on the works of the Freudian
psychologists Karen Horney and Claudio Naranjo. |
|
Eight questions about what God is
like, given the reality that we all die. Based on the life of Matty
Ventresca, who was born with half a heart, and died at nine years old. |
|
Practical approaches for nourishing
the spirits of the dying. |
|
Rules for testing which interior
inspirations are likely from God and which are not. |
|
Rules for testing which stories
represent the movements of God in history and which do not. |
|
Exercises for experiencing the gift
of God’s love and of loving with God’s love. |
|
A correspondence over several years
with Jerry Graham, SJ, about spirituality and the arts, with particular
emphasis on Jesuit spirituality. |
|
A comparison of the culture of
Ignatius and our own as they affect people who undertake the program of
spiritual exercises developed by Ignatius Loyola. |
|
A book for spiritual mentors.
Suitable for reprinting in a 3-ring binder. Originally published by
HarperSanFrancisco, 1991 |
|
Spiritual Exercises (PDF) (Microsoft
Word) |
|
A book of spiritual exercises,
updated from the original “Spiritual Exercises of St. Ignatius.” Suitable for
reprinting in a 3-ring binder. Originally published by HarperSanFrancisco,
1991 |
|
A collection of passages from the
letters of St. Ignatius Loyola. An account of how Ignatius’ keen
sense of moderation in practical matters was the fruit of an extreme
vigilance over interior movements of thoughts and feelings. An account of how Ignatius’ intellectual realism grounded his sense of objectivity and enabled him to identify “grace,” “thoughts,” and “desire” as key categories in a spiritual theology. |
Health Care Management
|
|
Presents five levels of management —
mission, quality, objectives, planning, and behavioral. Focused on national
health care systems but applicable to most corporate enterprises |
|
Presents five ethical issues related
to managed care. Follows with five ethical principles applicable to these
issues. |
Philosophy
|
|
A History of Technology and the
Human Condition Sketches how the Axial Age (Jaspers),
modern science, and Lonergan’s notion of “praxis” relate to the development
of technology. Particular emphasis on how modern science and political
economies shape technologies. |
|
Exercises for noticing the norms in
consciousness. Part of an effort to provide a common ground for assessing any
ethical principles and moral views. |
|
An analysis of how artists make
artistic decisions, and how these decisions can be affected by biases. |
|
A discussion of
what objectivity means in moral opinions and decisions. |
|
An extension of Lonergan’s
generalized empirical method into the field of ethics. |
|
An analysis of the functions of
desire as it relates to spirituality. Originally published in The New Dictionary of Catholic
Spirituality, ed. Michael Downey. Liturgical Press, 1993, pp. 265-269. |
|
An analysis of
the meaning of “experience” as it relates to spirituality. Originally
published in The New Dictionary of
Catholic Spirituality, ed. Michael Downey. Liturgical Press, 1993, pp.
365-377 |
|
College and the Christian Vision Explores
Christian perspectives on social progress, on what “real” means, and on a
person’s “calling.”. |
|
An analysis of
how the Christian story is a “saving” story. |
|
An entry in the Internet Encyclopedia of Philosophy.
Covers the main ideas in Lonergan’s works, with special emphasis on ethics. |
|
Text of a presentation on the
revolution that a generalized empirical method can effect in ethics. |
|
A survey taken from recent literature
of ethical issues related to technology. |
|
|
Guidelines for Students
|
|
Promotes the ideal of “engagement.”
Presents instructors’ criteria for evaluating student papers. Summarizes
rules for citations. |
|
13 tips for writing clearly and
effectively |
|
Guidelines for asynchronous, online
discussions |
|
Guidelines for classroom discussions |
|
Guidelines for ensuring that essays
follow the assignment directives, with examples. Guidelines for setting goals and
meeting them effectively. |