Saturday, October 22

Regional Presentation I

Asia, Australia, North America

Photo Albumof the day


Solid founding spiriit and clear vision
Goals fo Sacred Heart Education
Collaboration amongst Sacred Heart community
Positive acceptance of SH education
Presence of RSCJ

Academics results are a priority
Competition to enter prestigiousuniversities
Socie-economic background of students
Lack of freedom for curriculum

Areas of Focus
educational curriculum
global issues
extra-curricular activiies
exposure to the globe and abroad opportunities

Students from over 40 countries
Recent earthquake is the main issue at the moment (March 11th)
Influences are strong but a renewal of values is opening -- caring for each other -- volunteerism is frowing

SOFIS Study Meeting -- students travela nd study with other schools in different countries with representatives from five (5) schools -- acronym is taken from the names of each school -- studying global issues and raising awareness to promote peace, justice... Issues decided upon by the students (multi-cultural, environmental)
Input from profefssionals, scientists, universities
2010 Theme Realization of a Multicultural Society

From Mieko Uno
Asian regional presentation


1. There are 4 countries present today from the Asian region. I find it difficult to present the 4 countries together since we all have many socio-economic and cultural differences. I would be happy if you could read the responses from each country which is in the manual in order to grasp the true ideas which each country has answered. Then I would like to begin.

2. The Society of the Sacred Heart came to India in 1939 in answer to an invitation to open a university college for girls. Since then the rscjs have run their educational mission in various places. As you will see in the papers, at the moment various types of institutions are in the 4 cities which are in blue. One characteristic of the schools in India is that they are mainly for the financially lower income groups and for the socially marginalized.

3. For example, at St. Theresa Girls’ High School, around 95% of the students are from the socially “lower castes”.

4. The Children of the New Dawn School is in an area which has a large number of indigenous people belonging to around 4 major and 2-3 minor tribes.

5. Korea

6. Sacred Heart Girls’ High School is a Catholic private school, but because of the government policy we can say it is almost semi-governmental. As the students are sent to the school by the government, there is no need to worry about the number of students. But there is very little freedom to run our own curriculum as the school receives quite a big amount of government subsidy. 14 RSCJ are working in the middle and high school.

7. In 2011 a special class for the mentally challenged students was opened. One of the reasons for the decision to open this class was that living with mentally challenged students is a call for today, and a good way for ordinary students to learn how to live with diversities and differences.

8. Taiwan

9. Sacred Heart High School for Girls in Taiwan was founded 51 years ago. The school consists of students from primary school level to high school level. There is a strong relationship among rscjs, teachers and alumnae which nurtures a lively family spirit of SH education. We will surely experience this warm family spirit during these days of our stay.

10. Japan

11. There are 7 schools – from primary to tertiary level

12. Middle to high school students study in Fuji and Sapporo.

13. Tokyo and Obayashi have schools from primary to high school.

14. International school is from the kindergarten level. There are students from more than 40 countries

15. I would first like to thank all of you for the support we received in this time of disaster. We have received so many warm words and prayers, donations from many countries and also SH schools. Japan is now experiencing a change in the way of thinking, looking at life after the 3.11 earthquake. The waves of materialism, consumerism and secularism do still influence us strongly. But now we are feeling a slight change in values towards life among us. People are starting to question our way of life in various levels. People are realizing the need for solidarity and caring for each other.

16. There is high awareness of volunteering among our students and faculty too and we pray that we can maintain this spirit. This is a photo of our parents volunteering in this area.

17. The responses to the 3 questions.

18. Though there is a great diversity in the situation of each country the responses concerning the strengths were quite common among the 4 countries. One focused on the clear educational vision of SH education: - Education for the Whole Person - Priority to the development of each child and awareness towards society - Education that transforms – seeking a sense of meaning

19. The other was concerning the collaboration among the SH community: - Consensus building among the faculty - Sharing the conviction and vision of the spirit of Sacred Heart education -Positive acceptance of Sacred Heart education among the faculty, students and parents - Presence and relationship with rscjs - Collaboration with alumnae - the global Network of Sacred Heart schools

20. The challenges: The strong trend to give more priority to the academic results rather than the education of the whole person was mentioned in all 4 countries, but there is a mention of the unique challenges that each country is facing: * Socio-economic background of the students, influence of society affecting the lives and values of the students (India) * Lack of freedom to run own curriculum. Weakness in leadership of sub-leaders (Korea)* Decrease of religious, small number of Catholic lay staff Decrease in population of children (Japan)

21. Areas of focus in JPIC range around the curriculum and educational activities aiming (1) environmental issues• Studies in curriculum and extra-curricular activities• Raising awareness through daily life activities: Composting, Recycling of paper and plastic, Saving water, Planting trees, Reducing energy consumption, etc.and the other is (2) activities for solidarity and peace.• Studies in curriculum and extra-curricular activities• Volunteer work, Bazaar for charities, Donations• Exposure and Study programs• Prayer sessions for peace• Celebrations of different religions and language groupsEach country now will give a very short presentation on one of their unique activities.

celebrations of different religions

eco trip

EARTH project

SOFIS study meeting
SOFIS In Japan exposure and study programs to Asia and other countries have been implemented actively these past 25 years. And this has been a strong force to expose the students to the multi-cultural global world.
1. Besides, these 15 years we have continued a study program inside Japan where representatives of the 5 high schools gather annually.
2. This study meeting is called SOFIS, named by taking the initial of the names of the 5 SH high schools.
3. The aim is
・ To raise social awareness and a critical consciousness of global issues in their everyday lives.
・ To be able to make a positive contribution in response to these issues thus contributing to building a better world.
・ To create a Sacred Heart students’ network where through friendship and solidarity, they can work together to promote peace and justice in the world.

The topics are decided by the school which is in charge. They will choose the JPIC issues which are recognized in their living surroundings ; e.g. situation of the marginalized such as immigrants/homeless, ecological and environmental issues, multi-cultural and religious situations etc. There will always be field work, input from specialists and discussion. Sometimes the professors and students of Sacred Heart University join in this workshop.

4. Last year Fuji Sacred Heart which is located near Mount Fuji, surrounded with nature was in charge. The theme was Biological Diversity and Millennium Development Goals.5. This year it was held in Obayashi. Located near Kobe where historically many people from foreign countries have come The theme was realization of multicultural society.

Sacred Heart Girls
Strong relationship between RSCJ, teachers, students
EARTH project

Government has madated that students have four (4) hours of study on ecological issues

Teaching team
One School year -- 5 issues
Current issues using the acronym of EARTH
One issue per term, one practice to change

Focus of activities around each issue (Extreme Climates -- students create a solution or answer along with developing resources for understanding the issue)
Turn of AC for a time to underdstand the impact

World Food Crisis -- January 12-14, 2011 (Agriculture (compost and waste)
Recycle for a Better World -- March 8-9, 2011 (Conservation and recycling)
Bio-Engineering and Earth Engineering (debvelop reports)
Sustainable Life -- May 31-June 1, 2011 (Vegetarian meal day)

Republic Korea
DIfficult to develop independent curriculum as most education is impacted by the government
Seeks ways to promote Sacreed Heart educaitn and spirituality
Global issues and awareness
ECO Trip
Ecology -- Univeristy volunteers
Orientatiin of ecologiacl perspective
Students visit eco-friendly life (geography)
Attend energy presentations and study with SH Girls' School, and other universities/schools
Trip in 2011 -- Yondaedo, Tongyong
Recognize the importance of nature in order to assist in protection of the environment -- grow this as a natural process in their hearts and actions

1939 (Society to India)
Most schools are for the low income and marginalized children
Working toward harmony between the indivdual cultures and states -- peace and harmony -- political issues that over dramatize relationships in a negative manner
Working for dialo
Dialogue between religions, states, languages -- develop programs to celebrate differing festivals topromote awareness and tolerance, as well ass relationships
Hope that children take this attitude and change into their adulthood

Australia/New Zealand

Network of Australia and New Zealand

New Zealand
Success is how much we have imparted and impacted students
Video presentation
-freedom to embrace individual culture
-finding loves and passions through nurturing environment and community -- connecting and finding similarities between MSB as a girl/woman
-relationships with international students and cultural groups building community -- turn into famliy upon arrival at SH schools
-opens the mind and heart to what is happening in the world and around each student
-understanding the different dimensions and how they all connect to make the whole child -- learning much about oneself
One mind, One heart, in Jesus Christ

Diversity and understanding each other

Kincoppal Rose Bay video -


Faith goals -- silence and meditation, retreats, prayer (family masses -- 75% Catholic, but not necessarily practicing)
Challenge is to insure that students perform academically as well as celebrating the necessity of hte whle child

Debate team -- acceleration programs
Student involvement (competitions)

Community is key -- CIty to Surf "run" (KB is the "heart") -- school project raises funds for centers
Sacred Heart exchange involvement

Received a grant -- Easy PC -- service to seniors on computers

Junior school -- collected shoes for Ethiopia
Student Leadership Forums -- development of SH and making a difference in leadership

"Day of Hope" for all Australians

Drama, dance for all students

Philanthropy program -- research charities and present (Justice, Peace and Integrtiy) analyze programs to understand and discern
Women in Leadership -- bringing back Alums to share adult experiences and the impact of SH on their deciisons and life

Challenge is affordability -- no government funding

(See booklet for information)
Name "Focus " goals -- develop possibliites and build annual theme andplan (curriculum and initiatives)

Presentation from Stuartholme
Maureen Ryan presentation

United States and Canada

Only one school in the US and Canada is funded by any government monies (Montreal)
Diverse educational environments - -boys only, girls only, coed, co-institutional, boys and girls

Many students are provided financial aid -- schools are committed to enroll students of diverse nature

Competition is strong against schools in each city where competitor schools have more endowment than SH schools -- issues with economic downturn has had strong impact

Each school operates in a different context -- yet exposing the SH values and foundations
Great wealth coexists with great poverty that is not visible to students

Foundation of Philippine Duchesne -- oldest outsde Europe

SH will perish if NOT -- active prayer life and love for the poor and marginalized

1818 -- Society came to America
Reputation for serving the wealthy as also identified by Philippine's journey to America -- worry and anxiety with the new foundation

Important things....
Nothing is too good for the Chapel.
Nothing is too good for the children.

Focus was to bring Christ to America -- began schools because the Bishop asked -- then grew more due to the mission of Sacred Heart (strength and perseverence)

Education is the great escalator and great opportunity to open the eyes of students to the oppression around each community and the world -- curriuclum is Service Learning...not community service....which envelops reflective processes to bring the heart of service to reality

How SH Schools remain Christ centered in a world of secularism? the children for Christ, or I will die... (MSB)