Recognition of Jesuit education has scaled heights to levels of having religious trainees and laymen in the education sector. A religious protocol is utilized to provide a reasonable path in shaping lives of students and believers. In an effort to support the norm, Fr. Adolfo Nicolas acknowledges Jesuit education, with an element of imagination that aids in characterizing a human being in a given society. Excellence, criticality, and intellect are majors that imagination systematically integrates a religious formation of a human being (Vital Speeches, 2012, p 236). In adaptive environments, imagination provides appropriate ways for on to fulfill their needs. However, imaginative practice is affected by the increasing superficiality from global revolution, thereby polluting realism in imagination.
Obstacles to Imagination
Imagination serves as a product that nurtures ongoing development to learners and believers, but global revolution reverses the sole responsibility of grasping realism in any imaginative practice. Progression of instant communications, through messaging and calling and social media offer opportunistic grounds but majorly pose a threat to individual recreation and critical thinking. This obstacle has evolved to digitalization easing efforts made by young people to reach deeper grounds of reality.
Social media present a grave obstacle as it denies the experience that a learner requires in developing an ideological imaginative scene. Social media and instant communication eludes feelings and insights that enable one to distil and comprehend facts guiding imagination. Aspect of truism is derived from the learner by the misguidance that social media present in from of fiction and mysterious information. Eventually, a learner’s self- reflection is gradually dissolved. Lessons learnt from social media and instant communication deny a learner the opportunity of gaining insights, techniques and skills of imagination. The memory is progressively diluted, lessening the development of feelings that grasp an indispensable meaning to what a learner can imagine.
Similarly, global superficiality has reduced the challenge that a person gets from knowledge gained. Imagination compels human beings to think beyond, investigate and prove knowledgeable aspects gained, however, presence of digitalized media has transformed this course of action. Similarly, instantaneous globalization of media and communication promotes gradual loss assessment and evaluation in imaginative exercises. Numerous options that are easily available hardly enable today’s youth to perceive beyond knowledge mastery, indicating a lesser growth in imaginative situations.
College Students Practice of Serious Reflection
Scales of realism that human beings are trying to reach these days are underscored by global connectivity and technological advancements. College students provide a potential direction of change in the mannerism that imagination exercises take. Their minds are still young to curb instant media and communication. Likewise, several mentors surround their learning environments; all with an aim of providing relevant pedagogies that marry to imaginative exercises (Kolvenbach 2005).
A serious reflection can be derived from college students by developing pedagogy models that involve intellectual development. This development is dependent of a human’s integrity, inquisitive nature and respect. Integrity promotes personal disciple and independence from option availed by digitalized media. It inculcates untold responsibility that openly …