51С�Ƴ�

Our theme for this year is imagining being “for and with others.” Our cluster acknowledges that our Jesuit Mission challenges us to live lives in service of and in solidarity with others, but what does this actually entail? What structural, cultural, ethical, epistemic and historical challenges exist that might restrain our ability to enact this call to its fullest? Through explorations of history, literature, music, emotion and science we seek both positive models of cura personalis as well as interventions into the contemporary challenges to this mission. We will ask essential questions, such as: What systemic and cultural obstacles to this goal can different disciplines identify and address? How can art help us understand the challenges of the past to build a community of the future? How can the pursuit of more diverse and inclusive institutions support the Jesuit mission? How can developing a scientific understanding of contemporary challenges — and probing the nature of science itself — help lead us to possible solutions? How can cultural literacy help us see commonality as well as distinction? Ultimately, what the contemporary challenges cluster aims to explore is what it looks like for communities of individuals to live lives for and with others.

The Core Human Questions cluster offers seminars that invite students to explore topics fundamental to human experience, emphasizing humanities — and theory — based readings from a variety of periods, traditions and genres. Though each course has a discrete focus, exploring such subjects as love, family and identity, memory and anticipation, illness and health, community relationships and resource distribution and the realms of public versus private, all work toward understanding how texts are embedded in, and represent, the cultures from which they emerge — even as those texts pose enduring questions about the individual and shared search for meaning across history. Class discussions and assignments are designed to improve students’ oral and written communication skills and to provide encounters with ideas and issues, both in and outside the classroom, that move students beyond their existing attitudes and positions. Common texts and activities within the cluster foster a wider community of intellectual inquiry and social interaction while understanding that each student brings a unique perspective to their seminar’s — and the cluster’s — collective endeavors.

The theme for the Divine Cluster in 2024-2025 is Encounter. We offer “encounter” as a framework for considering the depth of meanings in concepts like "divine," "transcendent" and "spiritual." A focus on “encountering” calls us to the understanding that we are not merely autonomous individuals but instead exist in solidarity and interdependence with the world around us. How can experiencing certain aspects of the mind, relationships, culture and societies be vehicles for approaching the divine? How do we encounter and act in solidarity with each other and the vulnerable members of our society? The seminars and cocurricular cluster events will call you to encounter ideas and people (in many cases through Community-Based Learning) that open up a deeper exploration of what is divine.

Globalization is a term with which we are all familiar, though its definition is constantly evolving in order to designate a complex, dynamic phenomenon. As a whole, the Global Society Cluster explores the changing meanings of globalization from multiple perspectives. What does globalization mean for individuals in a given time or place, for instance in Worcester today? How do individual experiences intersect with much broader forces? Together, through various approaches across disciplines, we will examine how individuals have navigated cultural differences and how communities around the globe experience personal, political and social change. Whose voices and stories often prevail? Whose have often been buried? In what ways do we find the past in the present? Our seminars will incorporate works by artists and scholars from a range of geographical regions throughout and beyond the United States. Cluster cocurricular activities will encourage building community and new perspectives through dialogue and active listening, as we reflect on our shared responsibilities as global citizens. Students in the cluster will also have opportunities to explore local cultural institutions and organizations in and around Worcester as we consider the city’s global reach.

Our world is one of fast-paced human and environmental change, although it hasn’t always been this way. We have inherited institutions, structures and systems that have indelibly shaped our landscapes and waterscapes, often in exploitative ways. This cluster explores the diverse ways that humans have interacted with their surroundings, through time and space, as well as the relationships and beliefs that have been developed around nature and the environment. How can we (re)examine our cognitions, values and behaviors as we engage with the natural world? How can these efforts help foster our understanding and inspire us to act? Over the course of the year, our seminars will explore these questions and reflect on how we can grow as active participants in the natural world.

The stories we hear, tell and see are crucial to our constructions of self and others. Narratives reflect, shape and reinforce notions of self, other and community. The theme of the Self Cluster this year will be “Self and Other in Conversation.” Each of us experiences the world as a being who is embodied, self-aware, reflective and connected with others. This being, this “self,” must make choices about how to live. In making these choices, we face many challenges, both individually and collectively — including challenges that are political, cultural, psychological, ethical, environmental, biological and existential. What understandings of health, happiness and a good life do we draw upon when making such choices? How does the self find meaning and purpose as it navigates interwoven and often conflicting sources and modes of identity and expression? In what ways do rapidly evolving technologies enable, complicate or undermine these processes of self-formation and authentic connection across multiple physical and imagined landscapes of community, meaning and value?

Montserrat gives every entering student a “jumpstart” on exploring intellectual life at 51С�Ƴ�. By participating in small, interdisciplinary seminars at the start of their college careers, students have the chance to interact closely with faculty, staff and other students to create mentoring relationships that will grow stronger over their four years here. In addition to better integrating academic and social life, Montserrat provides intensive development in critical thinking and communication skills and ensures that students are engaging with serious intellectual and moral questions early in their time at 51С�Ƴ�. These skills and intellectual experiences will enhance every student’s chosen course of study, no matter what their major or career goals.

You will begin by reviewing Montserrat clusters and seminars. Please identify several seminars that sound the most interesting to you, regardless of your academic or career plans. Keep in mind that the clusters are interdisciplinary and attract students with different interests, goals and potential majors. You will select six seminars that are interesting to you and indicate these preferences during registration. Keep in mind that you are not ranking these seminars. You will be enrolled in one of your six preferred seminars in early August.

Each Montserrat seminar extends over the entire year, but there might be a different emphasis from semester to semester. Some seminars are team taught by professors from different disciplines, alternating semesters and providing contrasting perspectives on a topic. For example, for a seminar in Global Society on environmental sustainability, the fall semester could be devoted to an exploration into energy conservation with a physics professor, while the spring semester, led by a religious studies professor, could focus on issues of ethics and stewardship. Many other seminars are taught as a yearlong sequence by a single professor.

Your Montserrat seminars count as two of the 32 courses required to graduate from 51С�Ƴ� and fulfill one Common Area Requirement. In instances where a course might fulfill two different Common Area Requirements, the student will have the option of selecting which Common Requirement the seminar will fulfill (it cannot fulfill both).