Spiritual and Historical Foundat : simplebooklet.com

IntroductionThe phrase, “…that all may have life, that all may be one, for the greater glory of God,” is part of a soulful piece composed for the LMU community by composer Tony Alonso in honor of the university’s 100th year celebration.1 It conveys the apostolic nature and animating charisms of the three religious communities--the Religious of the Sacred Heart of Mary (RSHM), the Society of Jesus (SJ), and the Sisters of St. Joseph of Orange/Congregation of St. Joseph (CSJ)--that collectively represent the spiritual legacy and religious ethos of Loyola Marymount University. Over centuries, these religious orders2 have continually expressed their passion and devotion to God through their action in the world, expressing their love of God through their care and commitment to those living on the margins of society.The arrival of Marymount College on the Westchester campus of Loyola University in 1968 and the merger of these two institutions five years later in 1973, represented the union of Jesuit and Marymount educational traditions as well, each with their own form of academic excellence. The three religious orders brought rich spiritualities which expressed their distinct charisms. Over time, these varied influences coalesced to form a distinctive Catholic identity for Loyola Marymount University.The historical origins of each religious community, together with their contemporary collaborative partnership at the university, help explain the what, how, and why of an LMU education. Indeed, LMU’s mission draws from their shared values, namely, academic excellence, the integration of dierent aspects of the self, and the role of faith in shaping the relationship of the individual to society, to form the three pillars of our Mission Statement:• The encouragement of learning;• The education of the whole person;• The service of faith and the promotion of justice.1

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3That all may have life… The Religious of the Sacred Heart of Mary (RSHM) and the what of an LMU educationThe Institute of the Religious of the Sacred Heart of Mary was co-founded on February 24, 1849, in Béziers, France by Fr. Jean Gailhac and Appollonie Pélissier-Cure (who became known as Mére St. Jean). From its beginning, the RSHM Institute has been oriented towards educating and empowering women, children, and those on the margins, thereby opening possibilities for their futures. Thismovement towards what is most enlivening is reflected in the RSHM charism that seeks “to know and love God so that all may have life to the full.” The early RSHM community included women of dierent social classes and varied cultural backgrounds. From this history, respect for and inclusion of allpeoples, cultures, and faith traditions has been deeply embedded in the RSHM charism.The RSHM look to Mary, the mother of Jesus, as their model. As his first disciple, Mary cooperated most faithfully in the work of redemption.Because her faith was so deep and receptive, Mary was empowered by the Spirit to say “yes” to God in the face of the unpredictable and even impossible. This sense of risk is reflected in the RSHMcommitment to be attentive and responsive to the signs of the times and the call of the Church,placing themselves and their resources at the service of those most in need of justice.Inspired by Mary’s radical receptivity and love, a transformative education is one that involves the whole person, integrating heart and spirit with mind and imagination. The RSHM educational tradition (“Marymount” in name) evolved to include the importance of appreciating and generating beauty through the fine and performing arts within the context of a liberal arts education.3That all may have life…The Religious of the Sacred Heart of Mary (RSHM)and the what of an LMU educationThe Institute of the Religious of the Sacred Heart of Mary was co-founded on February 24, 1849, in Béziers, France by Fr. Jean Gailhac and Appollonie Cure Pélissier (who became known as Mére St. Jean). From its beginning, the RSHM Institute has been oriented towards educating and empowering women, children, and those on the margins, thereby opening possibilities for their futures. This movement towards what is most enlivening is reflected in the RSHM charism that seeks “to know and love God so that all may have life to the full.” The early RSHM community included women of dierent social classes and varied cultural backgrounds. From this history, respect for and inclusion of all peoples, cultures, and faith traditions has been deeply embedded in the RSHM charism.The RSHM look to Mary, the mother of Jesus, as their model. As his first disciple, Mary cooperated most faithfully in the work of redemption. Because her faith was so deep and receptive, Mary was empowered by the Spirit to say “yes” to God in the face of the unpredictable and even impossible. This sense of risk is reflected in the RSHM commitment to be attentive and responsive to the signs of the times and the call of the Church, placing themselves and their resources at the service of those most in need of justice.Inspired by Mary’s radical receptivity and love, a transformative education is one that involves the whole person, integrating heart and spirit with mind and imagination. The RSHM educational tradition (“Marymount” in name) evolved to include the importance of appreciating and generating beauty through the fine and performing arts within the context of a liberal arts education.

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4…That all may be oneThe Sisters of St. Joseph of Orange (Congregation of St. Joseph, CSJ) and the how of an LMU educationThe Congregation of St. Joseph began in 1650 with a group six women who wished to help their “dear neighbor without distinction” in the city of Le Puy, France. Fr. Jean-Pierre Médaille, S.J., helped to establish their religious order and gave them “Maxims” to aid in their spiritual formation as individuals in a relationship with God (“state of the heart”) and as members of a religiouscommunity in relationship with each other (“order of the house”).Their mission was to bring all people into union with God and with one another, so that in their work a profound love for neighbor was never separate from loving God. This work was to be done in the spirit of St. Joseph, a model of “bold faith, foresight, and flexibility, along with profound humility and cordial charity.” For the CSJ sisters, including the Sisters of St. Joseph of Orange, this call has translated into living simply, identifying closely with the poor, and engaging in the struggle for justice.In California, the primary focus of the CSJ sisters historically has been in education, as well as in health care, stemming from their presence and ministry during the 1918-20 influenza pandemic. Across the centuries, the CSJ community has continually sought to be an active force in “bringing heartstogether” through serving others. This ethos has permeated the university: it has provided LMU with a model for how to proceed in all its endeavors--that is, always prioritizing relationship, bridge-building, collaboration, and partnership with a focus on the common good.4…That all may be oneThe Sisters of St. Joseph of Orange (Congregation of St. Joseph, CSJ) and the how of an LMU educationThe Congregation of St. Joseph began in 1650 with a group of six women who wished to help their “dear neighbor without distinction” in the city of Le Puy, France. Fr. Jean-Pierre Médaille, S.J., helped to establish their religious order and gave them “Maxims” to aid in their spiritual formation as individuals in a relationship with God (“state of the heart”) and as members of a religious community in relationship with each other (“order of the house”).Their mission was to bring all people into union with God and with one another, so that in their work a profound love for neighbor was never separate from loving God. This work was to be done in the spirit of St. Joseph, a model of “bold faith, foresight, and flexibility, along with profound humility and cordial charity.” For the CSJ sisters, including the Sisters of St. Joseph of Orange, this call has translated into living simply, identifying closely with the poor, and engaging in the struggle for justice.In California, the primary focus of the CSJ sisters historically has been in education, as well as in health care, stemming from their presence and ministry during the 1918-20 influenza pandemic. Across the centuries, the CSJ community has continually sought to be an active force in “bringing hearts together” through serving others. This ethos has permeated the university: it has provided LMU with a model for how to proceed in all its endeavors--that is, always prioritizing relationship, bridge-building, collaboration, and partnership with a focus on the common good.

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5…For the greater glory of GodThe Society of Jesus (SJ) and thewhy of an LMU educationThe Society of Jesus was founded in 1540 by St. Ignatius of Loyola and his companions, the earlyJesuits. Ignatius was born in 1491 in the Basque country of Spain. As a soldier wounded in battle, he was transformed by his reading about and reflection on the lives of the saints during a longrecovery process. Ignatius paid close attention to his inner life, dierentiating between various kinds of “movement of spirits” and their consequences. His insights into this process took form in theSpiritual Exercises, an instruction for helping people gain greater awareness of their spiritual life.Ignatian spirituality, as reflected in the Spiritual Exercises, places high value on respecting eachperson’s particular experiences and desires, using one’s imagination to help kindle greater intimacy with God. The Society of Jesus made education their main locus of activity, viewing it as a sacred,purpose-driven ministry (an “educational apostolate”) to help individuals develop self-awareness about who they are, who God is, and how they could contribute their gifts, collaborating with God’s work in the world. For the Jesuits, this can happen in any way, through any form.Intrinsic to the Jesuit educational endeavor is “seeking and finding God’s will in all things.” In thistradition, the sacred can be discovered in scholarly exploration, with faith and reason seen as companions to one another. Here, critical questioning and doubt are part of an authentic spiritual and intellectual journey. From this perspective, Jesuit education becomes an invitation into endlesslearning, so that “vocation” represents more than acquiring a set of skills: rather, it is aboutcontinually rediscovering one’s purpose and particular way of being fully human. In this tradition, each person’s growth into the fullness of their own gifts and into their own life reflects anexpression of praise “for the greater glory of God.”5…For the greater glory of GodThe Society of Jesus (SJ) and the why of an LMU educationThe Society of Jesus was founded in 1540 by St. Ignatius of Loyola and his companions, the early Jesuits. Ignatius was born in 1491 in the Basque country of Spain. As a soldier wounded in battle, he was transformed by his reading about and reflection on the lives of the saints during a long recovery process. Ignatius paid close attention to his inner life, dierentiating between various kinds of “movement of spirits” and their consequences. His insights into this process took form in the Spiritual Exercises, an instruction for helping people gain greater awareness of their spiritual life.Ignatian spirituality, as reflected in the Spiritual Exercises, places high value on respecting each person’s particular experiences and desires, using one’s imagination to help kindle greater intimacy with God. The Society of Jesus made education their main locus of activity, viewing it as a sacred, purpose-driven ministry (an “educational apostolate”) to help individuals develop self-awareness about who they are, who God is, and how they could contribute their gifts, collaborating with God’s work in the world. For the Jesuits, this can happen in any way, through any form.Intrinsic to the Jesuit educational endeavor is “seeking and finding God’s will in all things.” In this tradition, the sacred can be discovered in scholarly exploration, with faith and reason seen as companions to one another. Here, critical questioning and doubt are part of an authentic spiritual and intellectual journey. From this perspective, Jesuit education becomes an invitation into endless learning, so that “vocation” represents more than acquiring a set of skills: rather, it is about continually rediscovering one’s purpose and particular way of being fully human. In this tradition, each person’s growth into the fullness of their own gifts and into their own life reflects an expression of praise “for the greater glory of God.”

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The Merger. The formal institutional merger of Marymount College and Loyola University in 1973 solidified the union of two dierent educational traditions, Jesuit and Marymount3 creating a synergistic educational experience for LMU students. Prior to the merger, however, the three religious orders had been oriented towards dierent student populations. For instance, the CSJs, in addition to running elementary and secondary schools, operated a small campus for its own women religious, St. Joseph College (Orange, CA). These sister-students joined the lay population of women students at Marymount College when they came to the Westchester campus of Loyola University in 1968. Between 1968 and 1973, although the students of Marymount College and Loyola University were all housed on the Westchester campus, the institutions operated independently, with separate administrations, boards, and departments. In 1973, the two institutions merged to form a single entity, Loyola Marymount University.The Marymount tradition of education, historically rooted in the RSHM charism, supports the education of the whole person, explores the demands of a faith that does justice, and fosters developing leaders capable of transforming society. At the time of its merger with Loyola University in 1973, Marymount College included both RSHM and CSJ sisters: as a result, the Marymount tradition at LMU uniquely represents both women’s religious communities. As part of their close collaboration with each other, the CSJ and RSHM sisters brought dierent gifts, with the CSJ providing many of the faculty and the RSHM bringing faculty and key leadership to this historic merger of institutions and educational traditions. As part of a global network of Catholic colleges and universities founded by women religious,4 Marymount College brought to the Blu an emphasis on the liberal arts and finearts, highlighting internationality, interdisciplinarity, inclusion, and cultural diversity. Historically, their holistic approach to education oriented towards empowering women, but then contributed to the LMU ethos of educating of the whole person.The Jesuit tradition of education is renowned worldwide for its 500-year-old history of excellence in higher education, integrating a commitment to scholarship, faith, and social justice. The Jesuit tradition is known for its rigorous academic standards that foster critical thinking and teaching, attending closely to the needs of each student (cura personalis), and guided by a faith that seeks justice. It is also defined by a distinctive pedagogical approach with roots in the spirituality of St. Ignatius. This rich legacy enables the global network of Jesuit institutions of higher education, including the 27 Jesuit institutions in the United States, in forming students to be discerning leaders, persons “for and with others” who contribute to the greater glory of God by harnessing their skills and passions towards the common good.7

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The spiritual ethos and historical legacy of LMU is richly multi-stranded. Simply put, LMU is a Catholic institution of higher education that continues a long legacy of faith-seeking understanding that defines the enduring Catholic Intellectual Tradition and that aligns itself with the precepts of Catholic Social Teaching. LMU is most accurately described as a Catholic institution in the Jesuit and Marymount educational traditions5. Among Jesuit universities, Loyola Marymount University is unique in upholding the RSHM legacy and including Marymount in its name.6 LMU as a Catholic institution oers students an education that synthesizes two distinct educational traditions (Jesuit and Marymount), which together reflect the spiritual legacy of three dierent religious orders (RSHM, CSJ, and SJ).For more information:https://mission.lmu.edu/9

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Endnotes1 Loyola University was founded in 1911, which is the year that is considered the founding of the university. The institutional merger of Loyola University and Marymount College was completed in 1973.2 In this document, religious “community” and “order” are used somewhat loosely and interchangeably even though, technically, the term “religious order” only applies to religious congregations in which members take “solemn” (as opposed to “simple”) vows.3 Although the Society of Jesus is closely identified with the Jesuit educational tradition, the Marymount tradition is associated with the RSHM, who, incidentally, do not identify themselves as “Marymount Sisters,” a common mislabeling. The RSHM founded schools in the Americas named “Marymount” thus enabling their schools to have a shared identity. This identity bonds other RSHM-founded schools internationally, comprising the Global Network of RSHM Schools.4 Historically, women were excluded from institutions of higher education, including from Jesuit colleges and universities. They were admitted to Jesuit institutions beginning in the late 60s and early 70s, part of a notable shift towards coeducational education.5 Note that this is a corrective to describing LMU as a “Catholic, Jesuit, and Marymount” university which implies three separate entities, rather than a common Catholic identity.6 Historically, some ten Jesuit colleges and universities entered into relationships with educational institutions operated by women’s religious orders, but only in Los Angeles in 1973 and Detroit in 1990, where the Jesuits and the Sisters of Mercy came together to form the University of Detroit Mercy, are women’s congregations memorialized in the names of the universities and celebrated as co-sponsors.10

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Postscript Presence at LMUThe Jesuits are the only one of the three religious orders who maintain residence on campus, with a robust community of over 35 members, most of whom who serve the University in teaching, administration, and ministry in the Westchester and Loyola Law School campuses. A number of Jesuits from other institutions serve as LMU Trustees. The Center for Ignatian Spirituality uplifts the charism of the Jesuit community.The RSHM no longer live on the Westchester campus but have a community in the Westchester neighborhood and a presence at LMU. The RSHM administrative oices are located in Montebello, CA. The Marymount Institute for Faith, Culture, and the Arts promotes the RSHM charism and Marymount educational tradition for the university. RSHM sisters serve on the LMU Board of Trustees.The CSJ sisters live near the Westchester campus, serving in Campus Ministry and Residence Life, the Coehlo Center for Disability Law, and the CSJ Center for Reconciliation and Justice. This endowed Center represents the CSJ charism on campus. The St. Joseph Center in Orange is home to the CSJ sisters and a number of their ministries that provide a wide range of programs and services. CSJ sisters serve on the LMU Board of Trustees.11

Spiritual and Historical Foundat

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