Ignacio de Loyola Study Guide

A Study Guide for Teachers, Instructors, and Formators
Published by Jesuit Communications Foundation, Inc.

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Quezon City, Philippines 1108

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Copyright 2016 by Jesuit Communications Foundation, Inc.
Modules prepared by Alarica A. Joven
THE LIFE OF IGNATIUS OF LOYOLA
(From Schooled by the Spirit by Ramon Maria Luza Bautista, SJ)

1491: Birth at Loyola, Spain
1506: Page at Arvalo (near Valladolid) to Juan Velazquez de Cuellar,

treasurer to King Ferdinand
1515: Youthful escapade in Azpeitia with charges subsequently brought against Ignatius
1517: Juan Velazquez de Cuellar dies;

End of the year Service with the Viceroy of Navarre
1521: Siege of Pamplona;

Ignatius convalescence at Loyola Castle
1522: Monteserrat;

Manresa; Vision at River Cardoner
1523: Pilgrimage to Jerusalem
1524: Begins studies in Barcelona
1526: Arrest at Alcal by Inquisition

1527: Arrest again at Salamanca
1528: Leaves Spain for University of Paris
1534: Montmartre: first vows with companions;

Pope III is pope
1535: April Ignatius leaves Paris for Spain (He was away from home for 13 years);

December Ignatius in Venice for more than a year
1537: Ordination at Venice;

Vision at La Storta
1538: Companions all gather in Rome
1539: Deliberation with companions
1540: Society of Jesus is founded
1541: Ignatius missions Francis Xavier to India;

Ignatius is elected superior general;

First solemn profession
1548: Paul III approves the Spiritual Exercises
1550: Society of Jesus is confirmed
1554: Ignatius is often ill;

Jerome Nadal is Vicar-General
1556: Death of Ignatius
1622: Canonization of Ignatius Loyola, Francis Xavier, Teresa of Avila, and Philip Neri
MODULE FOR MIDDLE SCHOOL STUDENTS

(2 sessions)
Context
Date: July 2016 (For 2 sessions)
Year Level: Middle School (Grade 4-6)
General Learning Objectives:
To discuss significant points of the film, Ignacio.
(Optional) To process other relevant parts of the film, as deemed necessary by the
teacher, in relation to current lessons and themes.
Theme: My identity
Activity: Coat of Arms
Suggested Materials:
Craft papers (bond, oslo, colored, cartolina, etc.)
Art materials (crayons, markers, watercolor, etc.)
Adhesives (glue, tape, etc.)
Experience (Session 1)
a. Pre-lecture
Subject: Ignacio (movie)
Objective: To discuss the importance of symbols and how it represents and
serves as reminders of values, principles, beliefs.
Brainstorming: (Teacher may ask the following questions about the movie)
o What did you enjoy in the film?
o Whos your favorite character?
o Did you notice the sword? How about the coat of arms?
o Can you describe it to me?
Options: (Pre-movie guide questions OR pre-lecture quiz)
o What did the blacksmith give to Ignacio father, Don Beltran, to honor a
son who died in battle? [Teacher to supplement with the importance of a
sword during that time]
o What was Ignacios life plan after that? (To be successful in the Spanish
court, get recognized as a captain, die a heros death)
o But what happened instead? How did Ignacio plan change? (His plan
changed when he started reading a book about the lives of saints)
o When Ignacio brother Martin went against Ignacio plan to go to the Holy
Lands, what did he use to help him explain why? (Coat of arms: generosity,
roles in the family, etc.)
b. Lecture
Explanation:
o Teacher should present the coat of arms. Explain the parts and its
meaning.
o Option to use the concept of logos of companies when explaining the
idea of a coat of arms.
Activity:
o If you were to make your own, personal coat of arms, how would it look?
What would be in it? And why?
o Make your own coat of arms. (Within class time)
o Teacher will collect after class.
c. Pre-lecture
Subject: Coat of arms
Recap and Processing of the Activity: (Teacher may ask the following questions
about the activity)
o How did you feel about the activity? Choose 5 volunteers.
d. Lecture
Teacher returns personal coat of arms.
Group sharing:
o Divide the class into groups, and instruct to share their personal coat
of arms to each other.
o Assign a leader/reporter and secretary per group.
o Secretary should take note of common themes, similarities, and other
interesting points from the sharing
Class reporting:
o Leader/reporter shares their group secretarys notes.
Teacher wraps up the sessions by stressing on the theme of knowing ones
identity. [Suggested sub-themes below:]
o The importance of knowing ones identity and in relation to ones role.
[Teacher can use Ignacio experience as an example. Like when his
brother explained the coat of arms to Ignacio when he didnt want him
to go on a pilgrimage.]
o The importance of respecting each others similarities and differences.
Teacher concludes:
o As Christians, our coat of arms is similar to Christs. [Scene where
Ignacio helps the merchant reflect about his day, and where he said:
God created us to be loved immensely by Him, and to love Him in
return. If this is true, then the best possible use of our lives is to take
what we have been given and use them to serve and glorify God.]
Reflection
[Day 1: My coat of arms]
If you were to make your own, personal coat of arms, how would it look? What would be in
it? And why?
[Day 2: Who am I, and what am I called to do?]
As Christians, our coat of arms is similar to Christs. We are all called to fulfill our mission
here on earth as guided by the first principle shared by Ignacio in the movie: God created
us to be loved immensely by Him, and to love Him in return. If this is true, then the best
possible use of our lives is to take what we have been given and use them to serve and
glorify God.
Analysis
[Connect coat of arms to identity]

How does Ignacio coat of arms speak of himself or of his family? What does your personal
coat of arms say about you?
The importance of knowing ones identity in relation to ones different roles in different
communities, and the importance of respecting each others similarities and differences.
Evaluation
Students submit their coat of arms. [For discussion tomorrow, day 2.]
Students share their coat of arms.
MODULE FOR MIDDLE SCHOOL STUDENTS

(1 session)
Context
Date: July 2016 (For 1 session)
Year Level: Middle School (Grade 4-6)
Theme: My identity
Activity: Coat of Arms
Craft papers (bond, oslo, colored, cartolina, etc.)
Art materials (crayons, markers, watercolor, etc.)
Adhesives (glue, tape, etc.)
Experience
a. Pre-lecture
Objective: To discuss out the importance of symbols and how it represents and
serves as reminders of values, principles, beliefs.
o What did you enjoy in the film?
o Whos your favorite character?
o Did you notice the sword? How about the coat of arms?
o Can you describe it to me?
o What did the blacksmith give to Ignacio father, Don Beltran, to honor
a son who died in battle? (Supplement with the importance of a sword
during that time)
o What was Ignacio life plan after that? (To be successful in the Spanish
court, get recognized as a captain, die a heros death)
o But what happened instead? How did Ignacio plan change? (His plan
changed when he started reading a book about the lives of saints)
o When Ignacio brother Martin went against Ignacio plan to go to the
Holy Lands, what did he use to help him explain why? (Coat of arms:
generosity, roles in the family, etc.)
b. Lecture
Explanation:
o Teacher should present the coat of arms. Explain the parts and its
meaning.
Teacher wraps up the sessions by stressing on the theme of knowing ones
identity. [Suggested sub-themes below:]
o The importance of knowing ones identity and in relation to ones role.
[Scene: Ignacios brother, Martin, explains the coat of arms to him to
dissuade him to go on a pilgrimage.]
Explanation in the movie: The red bars were granted by the King to
honor the bravery of the seven brothers Onaz. The wolves and the
pot stand for the generosity of the Loyola family where, after our
men have eaten, there is enough left for even the wolves.
Interpretation as also stated in the movie: It is a warning to all
descendants of the house of Loyola that, not all men are noble;
most are loyal only to the hand that feeds them. Without the pot,
the wolves will devour us whole. Meaning, the castle needs Ignacio,
or his brother needs someone he can trust to be the coin master.
o The importance of respecting each others similarities and differences.
Teacher concludes:
o As Christians, our coat of arms is similar to Christs. [Scene where Ignacio
helps the merchant reflect about his day, and where he said: God created
us to be loved immensely by Him, and to love Him in return. If this is true,
then the best possible use of our lives is to take what we have been given
and use them to serve and glorify God.]
Homework/Activity:
o If you were to make your own, personal coat of arms, how would it look?
What would be in it? And why?
Reflection
As Christians, our coat of arms is similar to Christs. Therefore, his mission is also ours.
Analysis
- How does Ignacio coat of arms speak of himself or of his family? What does your personal
coat of arms say about you, and ultimately, about your mission?
- The importance of knowing ones identity in relation to ones different roles in different
communities, and the importance of respecting each others similarities and differences.
Evaluation
- If you were to make your own, personal coat of arms, how would it look? What would be
in it? And why?
- Students submit their coat of arms, accompanied by a brief explanation of the parts
(symbols used, colors, etc.)
MODULE FOR JUNIOR HIGH SCHOOL STUDENTS

(2 sessions)
Context
Year Level: Junior High School (Grade 7-10)
Theme: My life plan
Activity: Life map / Reflection paper
Papers (bond, oslo)
Art materials (crayons, markers, pens)
Supplemental prayers, readings, songs: Jeremiah 29:11, I Have A Plan (BP album-To
Love and Serve), Prayer of Blessed Rupert Meyer.
a. Pre-lecture
Objective: To discuss the plans of Ignacio, both when he was younger and after
the accident; and to reflect about the changes in his choices and his reasons.
o What struck you while watching the film?
o Is there any scene in the film, or specific part of Ignacios life, that you
resonate with? How and why?
o What was Ignacios big dream when he was a child? (To be successful in
the Spanish court, get recognized as a captain, die a heros death)
o But what made him change his plans? (Canon ball experience, reading a
book on the lives of saints while he was waiting for his leg to heal)
o What did he want to do after the accident? What made him change his
mind? (He read about the lives of saints while recovering from the accident,
and wanted to go on a pilgrimage.)
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o Was it easy for him to change plans? Were there people who tried to sway
him? How did they reason with him? How did Ignacio respond? (It wasnt
easy, because there were other things to consider, like his role in the castle,
etc. But he still went on with his plans, exerting the same determination he
displayed when he was still a soldier preparing for the fight.)
b. Lecture
Explanation:
o Teacher should go through Ignacios life, highlighting points in his life that
determined his dreams and plans at certain points in his life. [Make a life
map for Ignacio. Use this as visual aid. Option to extend even until parts
of Ignacios life that werent shown in the movie.] (After the scene showing
his brothers death as a hero, he held on to the dream of being a heroic
soldier too. After the scene where he was injured, he struggled with dealing
with his current situation, but slowly became open to the changes that came
with reading about the lives of saints.)
Activity:
o If you were to look back and reflect on your plans when you were younger,
what were they? Did anything change? Was there any specific experience
that brought you to change your plans? How much did your plans change?
Is there any detail that remained the same?
o Make your life map. Give students that option to extend their map up to
5-10-20-30-50 years after, if they already have goals or plans for until that
time. (Within class time)
c. Pre-lecture
Subject: Life map
about the activity)
o How did you feel about the activity? Choose 5 volunteers.
d. Lecture
Teacher returns individual life maps.
Group sharing:
o Divide the class into groups, and instruct to share their life maps
to each other. [Additional reflection question for those who listed
plans for 10 years and beyond: Are these plans still open to change?
Have you thought about contingency plans should you encounter
roadblocks? Etc.]
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Class reporting:
Teacher wraps up the sessions by stressing on the theme of listening to the
movement of the Spirit. [Suggested sub-themes below:]
o The importance of listening to, being open to, and reflecting on the
movement of the Spirit. [Teacher can use Ignacios experience as
an example. Like when he became open to reading the only books
available for him when he was recuperating from the accident, and
how he still remained a soldier like what he originally wanted to be,
albeit a soldier of Christ, in the end. Scene where his sister-in-law said
that maybe it is time for a new dream.]
o The value of reflecting on how different experiences move us, and
exact change in our lives; and how our attitude (of resistance or
openness, etc.) dictates how things pan out.
Teacher concludes:
o As we proceed with life, we realize that not everything in our
original plans or lists can be fulfilled. But instead of worrying about
accomplishing these lists and goals, we should remember to focus on
how God has a bigger plan for all of us, and how he takes care of us
always.
Reflection
[Day 1: Gods plan]

If you were to look back and reflect on your plans when you were younger, what were they?
Did anything change?
[Day 2: Movement of the Spirit]
As we proceed with life, we realize that not everything in our original plans or lists can be
fulfilled. But instead of worrying about accomplishing these lists and goals, we are called to
fix our gaze on the Christ, and trust in the greater plan of God for us.
Analysis
[Connect life map to movement of the Spirit]
[Day 1: Gods plan]

How does Ignacios life map demonstrate the movement of the Spirit in his life? Does your
life map illustrate how the Spirit has been moving in your life?

The value of reflecting on how different experiences move us, and exact change in our lives;
and how our attitude dictates how things eventually turn out.
12
Evaluation
[Day 1: Gods plan]
Students submit their life maps. [For discussion tomorrow, day 2.]

Students share their life maps. [Option to ask for a reflection paper due on a later date.]
13
MODULE FOR JUNIOR HIGH SCHOOL STUDENTS

(1 session)
Context
Year Level: Junior High School (Grade 7-10)
Theme: My life plan
Activity: Life map / Reflection paper
Papers (bond, oslo)
Art materials (crayons, markers, pens)
Supplemental prayers, readings, songs: Jeremiah 29:11, I Have A Plan (BP album-To
Love and Serve)
Experience
a. Pre-lecture
o What struck you while watching the film?
o Is there any scene in the film, or specific part of Ignacios life, that you
o What was Ignacios big dream when he was a child? (To be successful in
the Spanish court, get recognized as a captain, die a heros death)
o But what made him change his plans? (Canon ball experience, reading a
book on the lives of saints while he was waiting for his leg to heal)
o What did he want to do after the accident? What made him change his
mind? (He read about the lives of saints while recovering from the accident,
and wanted to go on a pilgrimage.)
14
o Was it easy for him to change plans? Were there people who tried to sway
him? How did they reason with him? How did Ignacio respond? (It wasnt
easy, because there were other things to consider, like his role in the castle,
etc. But he still went on with his plans, exerting the same determination he
displayed when he was still a soldier preparing for the fight.)
b. Lecture
Explanation:
o Teacher should go through Ignacios life, highlighting points in his life
that determined his dreams and plans at certain points and places in his
life. [Make a life map for Ignacio. Use this as visual aid. Option to extend
even until parts of Ignacios life that werent shown in the movie] (After
the scene showing his brothers death as a hero, he held on to the dream
of being a heroic soldier too. After the scene where he was injured, he
struggled with dealing with his current situation, but slowly became open to
the changes that came with reading about the lives of saints.)
Activity:
o If you were to look back and reflect on your plans when you were younger,
what were they? Did anything change? Was there any specific experience
that brought you to change your plans? How much did your plans change?
Is there any detail that remained the same?
o Make your life map. Give students that option to extend their map up to
5-10-20-30-50 years after, if they already have goals or plans for until that
time. (Within class time)
Teacher wraps up the sessions by stressing on the theme of listening to the
movement of the Spirit. [Suggested sub-themes below:]
movement of the Spirit. [Teacher can use Ignacios experience as
an example. Like when his became open to reading the only books
available for him when he was recuperating from the accident, and
how he still remained a soldier like what he originally wanted to be,
albeit a soldier of Christ, in the end.]
o The value of reflecting on how different experiences move us, and
exact change in our lives; and how our attitude (of resistance or
openness, etc.) dictates how things pan out.
Teacher concludes:
o [Option to use famous people whose plans have changed, as a
springboard to the conclusion. i.e. Steve Jobs, etc.]
o As we proceed with life, we realize that not everything in our
original plans or lists can be fulfilled. But instead of worrying about
accomplishing these lists and goals, we should remember to focus on
how God has a bigger plan for all of us, and how he takes care of us
always.
15
Reflection
As we proceed with life, we realize that not everything in our original plans or lists can be
fulfilled. But instead of worrying about accomplishing these lists and goals, we are called to
fix our gaze on the Christ, and trust in the greater plan of God for us.
Analysis
- How does Ignacios life map demonstrate the movement of the Spirit in his life? Does your
life map illustrate how the Spirit has been moving in your life?
- The value of reflecting on how different experiences move us, and exact change in our
lives; and how our attitude dictates how things eventually turn out.
Evaluation
- Students submit their life maps, accompanied by a brief reflection on how their plans
changed, are changing, or if not, how they intend to face possible changes in the future.
16
MODULE SENIOR HIGH SCHOOL STUDENTS

(2 sessions)
Context
Year Level: Senior High School (Grade 11-12)
Theme: Sacrifice [The sword.]
Activity: Reflection paper
Supplemental prayers, readings, and songs: Take and Receive.
Experience (Day 1)
a. Pre-lecture
Objective: To discuss the plans of Ignacio, both when he was younger and
after the accident; and to reflect on the changes in his choices and the things
he had to give up in order for these changes to take place.
i. What struck you while watching the film?
ii. Is there any scene in the film, or specific part of Ignacios life, that you
i. What was Ignacios big dream when he was a child?
ii. What caused his plans to change?
iii. What was his new dream after the accident?
iv. What did he give up for his new dream to start being a reality?
b. Lecture:
Explanation:
o Teacher should go through Ignacios life, highlighting points that
determined his dreams and plans at certain points in his life. [Visual aid/
representation should include both dreams/plans side-by-side with the
things he had to give up. Option to extend even until parts of Ignacios life
that werent shown in the movie.]
17
o Focus on the sword as a symbol of the dreams and/or the life he was
leaving behind.
Activity: Reflection time
o Think back to a time when you had a grand plan, or a big dream you have
been preparing to make real for quite a while. It may be something like
completing a personal life project. It may also be something you have not
accomplished yet, or are still in the process of finishing.
o What were your feelings when you first decided to make that dream a
reality?
o What were your feelings when you actually started working or taking
steps toward this dream?
o Was there anything you gave up for you to keep moving closer to realizing
this dream?
o How important is this dream for you?
o How much are you willing to sacrifice for this dream?
o Teacher ends reflection time with a song. [Teacher may choose from the
suggested songs. Option to post lyrics while playing the song, or to play a
music video of the song if there are any available posts in YouTube, etc.]
o Homework: 1 page reflection paper.
Question: What are you willing to sacrifice for your big dream to
become a reality? Is there a specific symbol you can think of that
can represent this sacrifice?
Experience (Day 2)
c. Pre-lecture
Subject: Reflection time/ Reflection paper
about the activity)
o How did you feel about the activity? Was it an easy task? Choose 5-7
volunteers.
d. Lecture
Group sharing:
o Divide the class into groups, and instruct to share their reflections,
with focus on their dreams and the hardest thing they think theyll be
sacrificing for this dream to become a reality.
o Additional question for further reflection: What do you think is Gods
plan for you? How does your plan fit His? How is His plan similar or
close to yours?
Class reporting:
18
Teacher wraps up the sessions by stressing on the theme of sacrifice. [Suggested

sub-themes:]
o Ignacio had dreams of dying in battle and sacrificing his life for
his country. But God had greater plans for him, as he was called to
surrender his sword, and be a soldier of the Church instead.
o For God, it was Christ, His only son, which He had to sacrifice. For
Christ, it was his life. For Ignacio, it was his sword the symbol of his
dream since he was little. Gods plans are always bigger than our plans
for us.
movement of the Spirit. [Teacher can use Ignacios experience as an
example, specifically the scene in the cave. Teacher may mention the
Spiritual Exercises, or elaborate on this if there is time. ]
Teacher concludes:
o As we start our journey through self-reflection, we begin to realize
that Gods plans for us are surely bigger than what we can imagine.
We should always try to remain open to the Spirit, and generously
allow this greater plan to slowly take its place in our lives.
Reflection
[Day 1] What are you willing to sacrifice for your big dream to become a reality? Is there a
specific symbol you can think of that can represent this sacrifice?
[Day 2] Gods plans for us are surely bigger than what we can imagine. We should always
try to remain open to the Spirit, and generously allow this greater plan to slowly take its
place in our lives.
Analysis [Connect sword to sacrifice]

[Day 1] Ignacios life shows us how easy/hard it is to make space for Gods dreams and
plans for us in our lives, mostly depending on the things we have to give up for these to
become real. Focus on the sword as a symbol of the dreams and/or the life he was leaving
behind.
[Day 2] It is only in complete surrendering that we can fully embrace this bigger dream, this
greater scheme of things, and accept it with open arms and with a charged heart.
Evaluation
[Day 1] Students will go through guided reflection time; and will be tasked to submit a
written reflection with the same questions as that of the guided reflection time tomorrow.
[Day 2] Students share their reflections.
19
MODULE FOR SENIOR HIGH SCHOOL STUDENTS

(1 session)
Context
Year Level: Senior High School (Grade 11-12)
Theme: Sacrifice [The sword.]
Activity: Reflection paper
Supplemental prayers, readings, and songs: Take and Receive.
Experience
a. Pre-lecture
ii. Is there any scene in the film, or specific part of Ignacios life, that you
i. What was Ignacios big dream when he was a child?
ii. What caused his plans to change?
iii. What was his new dream after the accident?
iv. What did he give up for his new dream to start being a reality?
b. Lecture
Explanation:
o Teacher should go through Ignacios life, highlighting points that
determined his dreams and plans at certain points in his life. [Visual aid/
representation should include both dreams/plans side-by-side with the
things he had to give up. Option to extend even until parts of Ignacios life
that werent shown in the movie.]
20
o Focus on the sword as a symbol of the dreams and/or the life he was
leaving behind.
Activity: Reflection time
o Think back to a time when you had a grand plan, or a big dream you have
been preparing to make real for quite a while. It may be something like
completing a personal life project. It may also be something you have not
accomplished yet, or are still in the process of finishing.
o What were your feelings when you first decided to make that dream a
reality?
o What were your feelings when you actually started working or taking
steps toward this dream?
o Was there anything you gave up for you to keep moving closer to realizing
this dream?
o How important is this dream for you?
o How much are you willing to sacrifice for this dream?
o Teacher ends reflection time with a song. [Teacher may choose from the
suggested songs. Option to post lyrics while playing the song, or to play a
music video of the song if there are any available posts in YouTube, etc.]
Teacher wraps up the sessions by stressing on the theme of sacrifice and
generosity. [Suggested sub-themes:]
o Ignacio had dreams of dying in battle and sacrificing his life for
his country. But God had greater plans for him, as he was called to
surrender his sword, and be a soldier of the Church instead.
o For God, it was Christ, His only son, which He had to sacrifice. For
Christ, it was his life. For Ignacio, it was his sword the symbol of his
dream since he was little. Gods plans are always bigger than our plans
for us.
o Just like Ignacio when he started his pilgrimage, as we now start our
journey through self-reflection, we begin to realize that Gods plans for
us are surely bigger than what we can imagine. We should always try
to remain open to the Spirit, and generously allow this greater plan to
slowly take its place in our lives.
Teacher concludes:
o Homework: 1 page reflection paper.
Question: What are you willing to sacrifice for your big dream
to become a reality? Is there a specific symbol you can think of
that can represent this sacrifice?
Additional question for further reflection: What do you think is
Gods plan for you? How does your plan fit His? How is His plan
similar or close to yours?
Reflection
As we start our journey through self-reflection, we begin to realize that Gods plans for us
are surely bigger than what we can imagine. We should always try to remain open to the
Spirit, and generously allow this greater plan to slowly take its place in our lives.
21
Analysis [Connect sword to sacrifice]

Ignacios life shows us how easy/hard it is to make space for Gods dreams and plans for us
in our lives, mostly depending on the things we have to give up for these to become real. It
is only in complete surrendering that we can fully embrace this bigger dream, this greater
scheme of things, and accept it with open arms and with a charged heart.
Evaluation
Students will go through guided reflection time; and will be tasked to submit a written
reflection with the same questions as that of the guided reflection time tomorrow.
22
MODULE FOR COLLEGE STUDENTS

(2 sessions)
Context
Year Level: College (1st to 4th year)
Theme: The Church as the People of God
Supplemental readings: The Two Standards by: Horacio de la Costa, SJ. Thinking
With The Church by: St. Ignatius.
Some songs: Pilgrims theme. Take and Receive. Prayer for Generosity.
Experience (Day 1)
a. Pre-lecture
Subject: Ignacio
Objectives:
o To reflect on Ignacios faith journey as a pilgrim, with special focus on the
trial, from how it began to how it flourished and opened more doors for
growth.
ii. Is there any scene in the film, or specific part of Ignacios life, that
you resonate with? How and why?
o Describe the church during that time.
o Why or what was Ignacio tried for towards the end of the film?
o What were his struggles throughout the film? With whom was he
struggling?
23
b. Lecture
Explanation:
o Explain in brief how that period, the Period of Reformation, affected the
Church. Clarify terms mentioned in the film, like illuminati.
o Discuss how Ignacios life changes were affected by this period, and
what did his life changes bring to this period. What was his role in this
situation, and how did he play it?
Homework: Reflection (for more focus, the Teacher has an option to assign a any
relevant reading on the Church and its take on any current issue)
o Reflection questions
How would you describe the world today, keeping local,
international, etc. issues in mind?
How would you describe the Catholic Church today its reception
and response to these issues?
What is your role as a member of society? If applicable, what do
you think is your role as a member of the Church?
Experience (Day 2)
c. Pre-lecture
a. Subject: Reflection
b. Processing of the homework: (Teacher may ask the following questions about
the activity)
o How did you feel about the activity? Was it an easy task?
o Was there anything that changed in the way you perceive the Church?
Was there anything that changed in the way you see yourself as a
member of society, and of the Church?
d. Lecture
Explanation:
o Level off by identifying the Church, its roles, and its purpose.
o Discuss assigned article (homework).
o Connect with the idea of Thinking with the Church according to Ignatius.
Teacher wraps up the sessions by stressing on the theme of the role of the
Church and the role of the people in the Church. [Suggested sub-themes:]
o What does it mean to belong to the Church? [Knowing your role.
Teacher can focus on the choice of Ignacio to go through trial, to accept
the consequences, etc.]
o Reflect on the lines: Is this the end? How are we called to respond
to the movements in society and even in our own selves? [To choose
goodness.]
24
Teacher concludes:
o Often, we mistake the Church for the structure and the hierarchies
that govern the community. We tend to forget that we, too, are part of
the Church: that the Church is the People of God. And it is because of
this that we are also called to be active participants, given our everchanging world.
Reflection
[Day 1] What was the Church like during the time of Ignacio? Were there particular issues
or concerns they were going through?
[Day 2] We tend to forget that we, too, are part of the Church: that the Church is the People
of God. And it is because of this that we are also called to be active participants, given our
ever-changing world.
Analysis
[Day 1] Ignacios participation in the Church during the Period of Reformation was notable
because he chose to stand by the Church, and to do better so he can become the best
member of the Church he can possibly be.
[Day 2] The same dedication is called for us, especially in todays world.
[Day 1] Reflection paper.
[Day 2] Students share their reflections.
Evaluation
25
MODULE FOR COLLEGE STUDENTS

(1 session)
Context
Year Level: College (1st to 4th year)
Theme: The Church as the People of God
Supplemental readings: The Two Standards by: Horacio de la Costa, SJ. Thinking
With The Church by: St. Ignatius.
Some songs: Pilgrims theme. Take and Receive. Prayer for Generosity.
Experience (Day 1)
a. Pre-lecture
Subject: Ignacio
Objectives:
o To reflect on Ignacios faith journey as a pilgrim, with special focus on the
trial, from how it began to how it flourished and opened more doors for
growth.
iii. What struck you while watching the film?
iv. Is there any scene in the film, or specific part of Ignacios life, that
you resonate with? How and why?
o Describe the church during that time.
o Why or what was Ignacio tried for towards the end of the film?
o What were his struggles throughout the film? With whom was he
struggling?
b. Lecture
Explanation:
o Explain in brief how that period, the Period of Reformation, affected the
Church. Clarify terms mentioned in the film, like illuminati.
26
o Discuss how Ignacios life changes were affected by this period, and
what did his life changes bring to this period. What was his role in this
situation, and how did he play it?
o Level off by identifying the Church, its roles, and its purpose. Then
connect with the idea of Thinking with the Church according to Ignatius.
Teacher wraps up the sessions by stressing on the theme of the role of the
Church and the role of the people in the Church. [Suggested sub-themes:]
o What does it mean to belong to the Church? [Knowing your role. Teacher
can focus on the choice of Ignacio to go through trial, to accept the
consequences, etc.]
o Reflect on the lines: Is this the end? How are we called to respond to the
movements in society and even in our own selves? [To choose goodness.]
Homework: Reflection (for more focus, the Teacher may opt to assign a any
relevant reading on the Church and its take on any current issue)
o Reflection questions
How would you describe the world today, keeping local,
international, etc. issues in mind?
How would you describe the Catholic Church today its reception
and response to these issues?
What is your role as a member of society? If applicable, what do
you think is your role as a member of the Church?
Teacher concludes:
o Often, we mistake the Church for the structure and the hierarchies
that govern the community. We tend to forget that we, too, are part of
the Church: that the Church is the People of God. And it is because of
this that we are also called to be active participants, given our everchanging world.
Reflection
We tend to forget that we, too, are part of the Church: that the Church is the People of God.
And it is because of this that we are also called to be active participants, given our everchanging world.
Analysis
Ignacios participation in the Church during the Period of Reformation was notable because
he chose to stand by the Church, and to do better so he can become the best member of the
Church he can possibly be. The same dedication is called for us, especially in todays world.
Reflection paper.
Evaluation
27
GENERAL QUESTIONS
from the film, Ignacio de Loyola
(with suggested answers, which are not to be printed)

Prepared by Rene Javellana, SJ
1. What did the blacksmith give to Ignatius father, Don Beltran, to honor a son who died in
battle? (The blacksmith gave Don Beltran a swordthe sword of Loyola.)
2. What was Ignatius life plan before Pamplona? (His plan was to be successful in the
Spanish court, get recognized as a captain, and enjoy the perks of a courtly life.)
3. Who is Catalina? Why was her meeting with Ignatius a life saver? (She was a noble
woman but had difficult life because her mother was become more and more insane. She
wanted to end her life when she met Ignatius late at night.)
4. What happened in Pamplona that changed Ignatius life plans? (A cannon ball hit his legs,
shattered it, and condemned him to a life as a cripple.)
5. Why did Ignatius have his leg operated on when it was already healing? (He wanted to
look good in the court and dance with the ladies. He loved dancing.)
6. What did Ignatius read to while away the time when he was recovering from his battle
wounds? (He read about the lives of the saints and the life of Christ.)
7. Why was Ignatius brother, Martin, against Ignatius plan to go to the Holy Lands?
(Martin was against it because Ignatius is a Loyola; what would people say?)
8. How did Martin try to get Ignatius mind away from the plan to go to the Holy Lands?
(Martin brought Ignatius and his friends to a whore house.)
9. What are the three meanings of the pot and two wolves in the Loyola family coat of
arms? (a) The generosity of the Loyola family, so that even the wolves had something to
eat; (b) It is a dog-eat-dog, or wolf-world. If you dont keep the wolves well-fed, they will
destroy you; (c) For the wolves to eat from the hanging pot, the have to steady the pot, this
can be done by cooperation.
10. Why did Ignatius go to Montserrat? What did he offer to Our Lady of Monserrat?
(Ignatius wanted to begin the life of a pilgrim, but first, he had to dedicate his life to the
Virgin Mary and the Christ Child. He made a confession of his life over three days. He
offered his weapons as a symbol of his past life from which he was turning away.)
11. What did Ignatius wear to replace the rich clothes he wore when after he went to
Monserrat? (He wore a pilgrims tunic of rough cloth, and a walking stick.)
12. What is the name of the Doa who helped Ignatius? (Doa Ines Pascual)
28
13. Why did the Doa not get mad at Ignatius when her servant stole food to give to Ignatius
after he had heard him speak? (She didnt get mad because Ignatius said something that
made this useless servant do something good.)
14. Name one of the companions of Ignatius? (Calixto)
15. What is the purpose of human life according to Ignatius? (Man is created to praise and
reverence God our Lord. All things on this earth are toward this end.)
16. Why was Ignatius tried by the Inquisition? (They questioned his teaching and his
authority to teach because he was not a priest and had not studied theology. They
suspected him to be an Alumbrado [Illuminati] because they said he could hear the voice of
God.)
17. Why was Ignatius not afraid of the Inquisition? (He had faced death before.)
18. With whom did Ignatius struggle at the last episode of the movie? (Ignatius struggled
with his old self, proud and self-sufficient, who was in control of everything; his old self
which was the disguise of the fallen angel of light [Lucifer].)
19. In what form did Jesus manifest himself to Ignatius when he went to the River
Cardoner? (Jesus appreared to Ignatius as a child, who showed his wounded hands.)
20. How did God speak to Ignatius? (God spoke to Ignatius through his desires and their
successes and failures.)
21. Where did Ignatius go after he was acquited by the Inquisition? (He went to Paris to
begin his studies.)
22. What does Ignatius teach us about living? (Write a paragraph.)
29
GENERAL QUESTIONS
on the Life of Ignacio de Loyola
Prepared by Rene Javellana, SJ
1. What are the Spiritual Exercises?

a. What is the purpose of SpEx?
b. How is it organized?
c. What forms of prayer are taught in the SpEx?
2. What is the Society of Jesus?

a. Where can you find members of the Society of Jesus today?
b. What are their works?
c. Are there members of the Society of Jesus in the Philippines? Where can you find
them?
d. What works do they do?
3. Name places in Spain which Ignatius visited.
4. Ignatius pilgrimage
a. What is the role of Loyola in Ignatius life?
b. Why did Ignatius go to Monteserrat?
c. What did Ignatius do in Manresa?
d. Did Ignatius go to the Holy Lands? Why did he return to Spain?
5. Why did the Inquisition try Ignatius?
6. Who were Ignatius companions in Paris?

a. What was the name of the group Ignatius and his companions founded in Paris?
b. When the group could not go to the Holy Land, what did they decide to do?
7. What happened at the Chapel of La Storta?
8. What was the name of the Pope who approved the Institute or founding document of
the Jesuits?
9. Name some important historical events that happened during the lifetime of Ignatius.
30
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A Study Guide for Teachers, Instructors, and Formators

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THE LIFE OF IGNATIUS OF LOYOLA

(From Schooled by the Spirit by Ramon Maria Luza Bautista, SJ)

1506: Page at Arvalo (near Valladolid) to Juan Velazquez de Cuellar,

1524: Begins studies in Barcelona

1526: Arrest at Alcal by Inquisition

1528: Leaves Spain for University of Paris

1534: Montmartre: first vows with companions;

1538: Companions all gather in Rome

1539: Deliberation with companions

1540: Society of Jesus is founded

1541: Ignatius missions Francis Xavier to India;

1554: Ignatius is often ill;

MODULE FOR MIDDLE SCHOOL STUDENTS

[Day 1: My coat of arms]

MODULE FOR MIDDLE SCHOOL STUDENTS

MODULE FOR JUNIOR HIGH SCHOOL STUDENTS

[Day 1: Gods plan]

[Day 1: Gods plan]

[Day 2: Movement of the Spirit]

[Day 2: Movement of the Spirit]

MODULE FOR JUNIOR HIGH SCHOOL STUDENTS

MODULE SENIOR HIGH SCHOOL STUDENTS

Teacher wraps up the sessions by stressing on the theme of sacrifice. [Suggested

Analysis [Connect sword to sacrifice]

MODULE FOR SENIOR HIGH SCHOOL STUDENTS

Analysis [Connect sword to sacrifice]

MODULE FOR COLLEGE STUDENTS

MODULE FOR COLLEGE STUDENTS

(with suggested answers, which are not to be printed)

1. What are the Spiritual Exercises?

2. What is the Society of Jesus?

6. Who were Ignatius companions in Paris?

Jesuit Communications Foundation, Inc.

Tel.: (632) 4265971 to 72 Fax: (632) 4265970 publications@jescom.ph www.jescom.ph

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