JESUIT EDUCATION AND INFLUENCE
The phrase "Men and women for others" reflects a fundamental principle of Jesuit education, urging students to lead lives of service driven by a commitment to justice. This idea challenges individuals to express their faith through acts of service and encourages young people to look beyond their own needs.
The Jesuit model of education emphasizes the development of the whole person—intellectually, spiritually, and socially. This holistic approach encourages students to reflect on their experiences and understand their responsibilities toward others, especially those in need. Central to the Jesuit mission is the concept of "cura personalis," which means "care for the whole person." This philosophy highlights the belief that each individual has unique needs and potential. Jesuits engage with communities not just as service providers, but as partners in development. They aim to empower individuals and groups by providing the tools and support necessary for them to lift themselves out of poverty. This method has resulted in various initiatives to enhance educational access, healthcare services, and advocacy for social justice, significantly improving many lives.
Dr. NIM's journey exemplified this philosophy. He devoted his life to teaching and mentoring young individuals, instilling in them a sense of purpose and a desire to contribute to their communities. By nurturing their potential, he transformed countless lives and fostered a spirit of service that would resonate through generations.
Calling to Serve
As a young man, Dr. NIM decided to join the Jesuit order. He was motivated by the mission of serving others and the pursuit of knowledge. His family's support for his vocation reflected their shared values, encouraging him to pursue a path that would allow him to make a meaningful impact on the lives of others.
The Jesuits' emphasis on serving the underserved deeply resonated with him, reinforcing the lessons he learned in childhood. His journey through the priesthood was marked by rigorous academic training and spiritual development, 5 during which he explored the philosophical and theological foundations of social justice. While in the seminary, he actively participated in community service projects, working alongside those in need. These transformative experiences provided him with valuable insights into systemic inequalities and highlighted the importance of advocacy. They laid the groundwork for his future endeavors and solidified his commitment to supporting marginalized communities.
