A Glimpse into the Complexity of Papua This first-year theology semester break brought me a surprising opportunity: an immersion program outside Java. Since there were only three first-year theology students at Kolese Santo Ignatius (Kolsani), the program, Arrupe Month, was moved up from its original schedule to 2027. I was initially anxious upon hearing news about Papua being unsafe, while my colleague was excitedly preparing for Kalimantan. After completing my final assignment, I surrendered to God, and the journey began on January 3, 2026.   After experiencing flight delays that tested my patience, I found precious moments, such as enjoying local culinary Coto Makassar and an unexpected meeting with Fr. Sudriyanto, S.J., at the airport. Upon arriving in Nabire, I experienced an important moment when the Church celebrated Epiphany, which became a reflection on God incarnate as a vulnerable human being. From this experience, Papua, which had initially been only a concept in my mind, became a reality. Thanks to the warm welcome from the Jesuits who reside there. I met Frs. Purwantoro, S.J., Adi Bangkit, S.J., and witnessed the Jesuits’ active work in instilling faith, hope, and love there.     The trip to Waghete took eight hours by road, where a new volunteer, a parishioner, and a Torajan driver accompanied me. At the rectory of St. John the Baptist Parish, I was welcomed by Fr. Peter Devantara, S.J., and two volunteers. During my time in Waghete, my tasks were very practical, including being the school warden and accompanying the children as they cut the grass, which made them feel proud to write my name in their diaries.   The biggest challenge was repairing the reverse-osmosis water filter machine and the broken pipes. When clean water flowed again, the children’s joyful cheers brought me great happiness. In addition to my household duties, I also taught at the parish stations of Yaba, Yagu, and Kigou elementary schools, using the phrase let’s go to school, “Mei Sekolah,” to encourage children to learn the basics of reading, writing, and arithmetic. In class, I discovered that Papuan children live in a rich land but lack shoes and teachers.     The education system in Papua has collapsed due to poorly managed policies under special autonomy. Even so, formal education may not be a priority at this time. The Waghete Church is trying to help by supporting those who are vulnerable, without completely replacing teachers’ roles. After three weeks, I had to say goodbye, and a local inhabitant gave me a chicken as a token of gratitude. I returned to Java on January 28, commemorating St. Thomas Aquinas, ending my experience in Waghete poetically.   Source: Bobby Anderson. (2013, 29 September). “The failure of education in Papua’s highlands” retrieved from https://www.insideindonesia.org/archive/articles/the-failure-of-education-in-papua-s-highlands.     Contributor: Sch. Y.K. Septian Kurniawan, S.J.

The 2026 Ignatian Leadership Program Adhi Luhur High School of Le Cocq d’Armandville College hosted the 2026 Ignatian Leadership Program (LKI) from January 22 to 24, 2026, at Santo Yosep Samabusa Church, Nabire, Central Papua. During this program, young leaders learned about integrity and servant leadership through a series of training and reflection activities.   The program is based on Ignatian leadership principles, emphasizing self-awareness, courage, and serving the common good. Participants explored the importance of reflection, sensitivity, and discernment in leadership.   A key area of focus was the development of sustainable discipline. Participants learned to manage their time, commit to small tasks, and accept the consequences of their actions. They were encouraged to step outside their comfort zones to build resilience and compassion for others.   Understanding rules and conflict management was another important aspect. Participants engaged in case simulations to learn about the purpose of rules in maintaining order and were trained in using non-violent communication to mediate conflicts respectfully.   As emerging student leaders, participants were also taught to design and implement activities, covering everything from planning to evaluation. They were tasked with creating innovative and inclusive proposals.     Self-awareness was crucial throughout the program, with activities designed to help participants recognize their own strengths and those of their peers. The program concluded with participants electing a chairperson and a vice chairperson.   The final phase focused on crafting a meaningful vision and mission through team discussions. This included a mentoring process to ensure that the vision and mission align with community needs and Ignatian values.   Overall, the program balanced physical, intellectual, social, and spiritual activities, culminating in a Eucharistic celebration to express gratitude. The program aimed to cultivate young leaders who are competent, spiritually aware, and committed to serving others. Ignatian Leadership Program serves as an important learning space for character development, enabling students to understand leadership as a calling to be present, caring, and responsible for others.     Contributor: Reinaldo Rahawarin

Examen Conscientiae in advance of 2026 Lenten Session Lent is viewed as a personal journey with God, but the 2026 Pastoral Letter emphasizes that true repentance extends beyond personal piety. It encourages breaking down barriers and promoting fraternity. At Kanisius Junior High School, Kalasan, Yogyakarta, preparations for Lent begin with introspection, guided by the Examen Conscientiae.   The school has a structured spiritual routine. From Monday to Wednesday, students engage in quiet reflection at the end of the school day, setting aside their daily business. Under their teachers’ guidance, they are encouraged to reflect on God’s presence in their experiences, including challenges and everyday moments. This routine culminates on Thursdays.   On Thursdays, students walk together to the church near the school to practice the Examen, with teachers taking turns guiding them. The shared silence in church fosters a sense of community, teaching students that while they each face different struggles, they are united in their journey towards God. This silence allows space for God’s voice to reach each individual.   On Fridays, the school community gathers for morning devotions broadcast from the Administration Office. These sessions include Scripture readings and collective prayers. While Thursday’s Examen encourages self-reflection, Friday’s Reflection focuses on listening to God’s message.     The goal of these practices is to help students become more attuned to God’s voice and develop self-control, which is vital for maintaining fraternity. A well-rounded student will communicate wisely, show patience, and be humble. This exemplifies the idea that “Great Character, Great Achievements” represents not just personal integrity but also the ability to cooperate. In response to the 2026 Pastoral Letter, students are encouraged to change their focus from “me” to “us. The Lent of 2026 is a momentum to turn the results of reflection and morning meditation into real action. If, in the process of inner reflection, a student realizes that he has hurt his friend’s feelings, then Lent is the time for reconciliation. The talents discovered through inner silence will be a blessing for brotherhood in the school and community.   Through the practice of Examen Conscientiae and morning reflections, Kanisius Junior High School of Kalasan is preparing a generation that is not only intellectually intelligent but also spiritually and socially sensitive. The great character we dream of is one who can embrace others as brothers and sisters.   Let us enter the Lent of 2026 with a new determination that every prayer and moment of silence we offer will bear fruit in tangible love. Because ultimately, the highest achievement of a human being is to be a blessing to others.     Contributor: Heffi Widyaningrum, S.Pd.Si – Teacher at Kanisius Junior High School of Kalasan

Lunar New Year 2577 at Kanisius Schools of Pati The morning breeze carried the aroma of basket cakes and mandarin oranges in the courtyard of Kanisius Pati Junior High School, Central Java. On Friday, February 13, 2026, the family of Kanisius Pati celebrated Chinese New Year 2577 in a warm and meaningful atmosphere. The celebration featured students from various educational levels, carrying the theme “Stories Unite, Blessings Arise.” The event emphasized Ignatian educational values and strengthened unity in diversity. Representatives of the Pati Regent and the Pati Military District Command were also present, delivering messages of tolerance and togetherness.   Harmony Parade: Red, Gold, and Javanese Gamelan Orchestra At exactly 8:00 a.m., the opening parade began with the sound of drums and cheers. A red-and-gold line was seen with a “Gong Xi Fa Cai” banner from students at Kanisius Yos Soedarso Pati High School. Kindergarten and preschool children looked cute in Chinese New Year costumes, accompanied by high school students. The marching band from Kanisius Juwana Junior High School performed energetically, followed by confident students from elementary and junior high schools. The parade closed with a gamelan performance by the Kanisius Pati Junior High School. The parade route covered Jalan Sudirman, Jalan Kamandowo, Jalan K. H. Wachid Hasyim, and Jalan Dr. Sutomo. The students received symbolic red envelopes containing motivational messages for studying in the Year of Intelligence. This parade taught respect for diversity.     The Thrilling Music and Lion Dance The grandeur of the event began when the Kanisius Juwana Junior High School marching band, in blue uniforms, performed a medley of Chinese New Year songs, including “Gong Xi Gong Xi.” The atmosphere became even more festive with the lion dance performance by Kanisius Kudus Junior High School, featuring acrobatic movements and interactions with the children. The tradition of giving red envelopes to the lion dancers became an important moment for giving thanks and making wishes for the new year. Performances by bands from various school units also added to the excitement, demonstrating that art is a universal language.   Cici-Koko Fashion Show: the Tradition that Meets Creativity The highlight of the event was an eye-catching cici-koko (Chinese boys and girls) fashion show. The students appeared confident on the red carpet, wearing traditional Chinese and Indonesian batik clothing. The kindergarteners wore red-and-gold mini costumes symbolizing abundance. The elementary school students looked elegant with accessories, the junior high school students wore dynamic designs, and the high school students wore elegant silk scarves. The spotlight from teachers, parents, and guests continued to shine on the stage. Accompanied by a food and craft bazaar, the event became a fun cultural learning experience.     Finding God in the Culture Towards noon, the event closed with a prayer that reminded participants to find God in all things, including cultural diversity. This celebration showed that differences enrich our lives together. The symbolism of the Chinese New Year regarding togetherness and gratitude aligns with the spirit of Kanisius education. The Chinese New Year 2577 celebration was a success and left a warm impression on the participants, strengthening the bond of the Kanisius family.     Contributor: Arianti Novitasari

Immersion Program for the Scholastic of Kolese Santo Ignatius (KOLSANI) From January 3-31, 2026, three scholastics of first-year theology of Kolese Santo Ignatius (Kolsani), Yogyakarta, Schs. Alfred, Kefas, and Septian K. participated in the Immersion program at the Parish of Mary Mother of God in Botong, West Kalimantan, and the Parish of St. John the Baptist in Waghete, Central Papua. This program is part of a new effort to support the formation of Jesuit scholastics at Kolsani, Yogyakarta, before their ordination to the priesthood. The main goal of the immersion is for young scholastics to experience the priestly life of a Jesuit more deeply, with a focus on parish ministries outside Java.   This year, the Arrupe Month, an annual program for first-year theology students, has been postponed to next year. This change allowed students to engage in hands-on experiences before learning about the Jesuit priesthood in theory.     During their immersion, the scholastics faced various challenges at their locations. At the Parish of Botong, Schs. Alfred and Kefas encountered difficult travel conditions. The distance between their parish and the station chapel was not far, but the muddy, uneven roads significantly delayed their journey, sometimes doubling the time expected. One trip back from the station took nearly six hours due to slippery roads after rain, highlighting the physical demands on the priests and pastoral workers in the area. The road conditions also strained their finances, as vehicle repairs were costly.     In the Parish of Waghete, Sch. Septian K. faces other significant challenges, including a lack of formal education and frequent teacher absenteeism in both public and private schools. This leaves children without proper education and self-care skills. To address this, the parish has brought in volunteer teachers to instruct children in reading, writing, and arithmetic, and to provide nutritious food, such as boiled eggs and milk, at four parish stations: Yaba, Kigo, Yagu, and Meyepa. Additionally, the parish offers dormitories for junior high students from rural areas. However, security remains a concern for volunteer teachers.     Despite these difficulties, the parish priests in Botong and Waghete show great enthusiasm and commitment. In Botong, one priest travels extensively each month to visit his congregation, while in Waghete, another priest advocates for education alongside his religious duties.     After spending a month in these remote areas, we returned to our community in Yogyakarta with joy and consolation. Our experiences highlighted the unique qualities of Jesuit priests as they strive to serve their communities. We learned that their vocation is grounded in the spirit of the Spiritual Exercises, which invites us to listen and respond to the call of the Eternal King.     Contributor: Sch. Daud Kefas Raditya, S.J.

Bayu Risanto and the Jesuit Intellectual Apostolate In early 2026, social media highlighted Father Bayu Risanto, an Indonesian Jesuit priest, after an asteroid was named after him. Many celebrated this achievement, especially within the Catholic community, which felt proud that a religious leader excelled in science and showed that faith and science could coexist. However, some people wondered how someone could be both a priest and a scientist. How would he serve his mission?     The text also touches on the history of science and the role of the Catholic Church, particularly the Jesuits, in it. Founded in 1540 by Ignatius Loyola, the Society of Jesus aimed to excel in all areas. Loyola envisioned a religious order that would not be limited to traditional monastic life and could perform ministries anywhere, as long as they served the greater glory of God. His writings, including the Constitutions and Spiritual Exercises, emphasized that Jesuits should seek to find God in all things.   For Jesuit graduates, these principles are integral to their identity. In the realm of science, the Jesuits have become associated with the production of knowledge, leading to phrases such as “that’s very Jesuit” or “that’s Jesuit science” being used in discussions.   The Jesuits play a significant role in the history of Western knowledge, particularly in religion and science. At the Max Planck Institute for the History of Science, many books relate to this group. Matteo Ricci, a Jesuit, greatly influenced astronomy and calculus in 16th-century China, while Athanasius Kircher contributed to the history of museums with his Wunderkammer. Despite their contributions, the Jesuits received mixed reactions from the scientific community, eliciting both admiration and resentment. An example of this tension is Maximilian Hell, a Jesuit astronomer, who faced criticism in 1769 for delays in publishing his report on the transit of Venus. Over the course of 200 years, Jesuit scholars published more than 5,000 titles across various scientific fields, including astronomy, philosophy, and cultural anthropology.   Ignatius wanted his companions and followers to engage with the world. His advisors suggested focusing on education and overseas missions to understand people’s needs and aspirations. The main goal remained confession-building, aimed at converting people to Catholicism, especially during the Counter-Reformation. Steven J. Harris describes this as a classy way of proselytizing. In his 1996 work, he examined how the Jesuits utilized science to advance their religious mission.   The connection between education and overseas missions lies in long-distance networks, a concept first proposed by the social scientists Bruno Latour and John Law. This approach led to the development of learned ministries, scientific-oriented missions targeting three groups: studiosi (young people in Jesuit schools), virtuosi, and cognoscenti. Studiosi included both laypeople and clergy attending Jesuit schools, such as seminaries and universities.         Virtuosi were noble patrons who collected antiques and were interested in the new sciences, while cognoscenti referred to the educated class, including writers and readers, much like today’s academic community. The Jesuits recognized these groups as clients and created publications for them.   Ignatius’ followers understood the desire for new knowledge among virtuosos and cognoscenti, and the Jesuits aimed to fulfill that need. Ignatius believed in nurturing positive curiosity and encouraged his followers to strengthen ties with high-quality individuals. Missionaries in places like India and South America were asked to send various information, including travel notes and cultural observations. In his letter to Gaspar Berze, Jesuit Superior in Goa, dated February 24, 1554, Ignatius wrote, “…They want to know, for instance, how long the days of summer and of winter are; when summer begins; whether the shadows move towards the left or towards the right. Finally, if there are things that may seem extraordinary, let them be noted, for instance, details about animals and plants that are either not known at all, or not of such a size…   Missionaries sent information, which was processed, leading to new writings and more missionaries being sent. This process not only made the Jesuits an efficient organization but also enabled them to gather extensive knowledge. Jesuit scholars shared their work with patrons, who were expected to continue funding the missions.   Latour and Law identify three key elements for successful long-distance networks: equipment, dedicated individuals (such as the Jesuits, motivated by their faith), and documentation. The Jesuits’ strong faith helped them create important scientific records that supported their religious missions and satisfied their patrons. During the 16th–17th centuries, as imperialism and colonialism were emerging, European enterprises developed systems to manage overseas territories. In this setting, the Jesuit mission stood out as an early effective operator of long-distance connections, despite not being a formal state or kingdom. Harris concludes that the Jesuits used nature, in the context of science, as part of their mission strategy, making science a key element in their evangelistic efforts from the outset.   Congratulations, Fr. Bayu Risanto! Ad Maiorem Dei Gloriam!   Source: Feingold, Mordechai, ed. Jesuit science and the republic of letters. MIT Press, 2003. Harris, Steven J. “Confession-building, long-distance networks, and the organization of Jesuit science.” Early Science and Medicine 1.3 (1996): 287–318. O’Malley, John W. Saints or devils incarnate: Studies in Jesuit history. Vol. 1. Brill, 2013.     Contributor: Dwirahmi Suryandari – PhD Candidate, Max Planck Institute for the History of Science, Berlin