Our Identity:

In early February 2026, the Industrial Polytechnic of ATMI Cikarang (Polin ATMI) held a significant recollection for its second- and third-year students, themed “Our Identity.” This event marked a commitment to ongoing development within the Jesuit educational tradition and was the first recollection for these students. It provided a chance for them to pause from their busy schedules to reflect on their identities, actions, and future goals, emphasizing that vocational education involves more than just technical skills—it’s about forming well-rounded individuals

Polin ATMI, as a Jesuit-based vocational academy, integrates reflection into its culture. First-year students participate in daily reflections and monthly recollections, addressing questions like “Who am I? ” as part of their spiritual formation. To continue this journey, Campus Ministry and the Student Affairs Team organized the recollection for second- and third-year students. The “Our Identity” theme highlighted that identity is not just about self-awareness but also about how students act. It focused on the 4C 1L values: competence, conscience, compassion, commitment, and leadership, especially for third-year students as they prepared for their industrial internships.

Students from several classes were involved, guided by Fr. Ch. Kristiono Puspo, S. J., and Fr. Vincentius Doni Erlangga Satriawan, S. J. The event used an appreciative inquiry framework, encouraging students to reflect on their strengths and meaningful experiences, making the process engaging and dynamic.

The first session begins with a reading titled “I Am Loved and Beloved,” based on Erich Fromm’s The Art of Loving. Students read it in “limited silence,” allowing for pauses at meaningful sentences to encourage reflection. Themes such as birth trauma and love resonate deeply with participants, connecting the text to their own life experiences. They then engage in written reflections for honest inner dialogue.

The second session focuses on self-awareness through students’ life histories. In the Industrial Engineering Year II class, they create a mind map to visually portray significant influences and self-image. In Industrial Management and TRM (technology of mechatronic modification) Year II classes, students engage in a Life Investigation, examining life patterns with gratitude. TRM Year III students start with dynamic introductions to build relationships before moving on to text reflection. These exercises show that identity is shaped by experiences and relationships.

The third and fourth sessions concentrate on life practices. In the Industrial Machinery Year II class, students participate in Peer Walk for empathic contemplation in pairs. The Industrial Management and TRM Year II classes practice this in small groups, promoting an atmosphere of compassion. TRM Year III students create a Life Graph to trace their journeys and find spiritual significance. The process concludes with a reflective journal entry, encouraging students to recognize their inner movements and intentions for the future. Overall, the recollection emphasizes a reflective lifestyle and reaffirms Polin ATMI’s mission to guide students toward wholeness and readiness for their missions. Ad Maiorem Dei Gloriam.

Contributor: Campus Ministry of ATMI Cikarang Industrial Polytechnic