View the Latest Georgetown Prep Perspective Blog Posts

Patrick T. Fitzgerald 
Theology Teacher 

I consider myself deeply fortunate to have experienced an enriching and formative high school education. I attended a coeducational Catholic high school on Long Island, New York, which provided the foundation for both my intellectual development and my vocational path as an educator. I vividly recall a formative moment during my sophomore year when our principal, a religious brother, remarked that I possessed the qualities of a good teacher. That affirmation remained with me and prompted an enduring question: What truly defines a good teacher—and more specifically, a good Theology teacher? In seeking to answer that question, I have continually returned to the Ignatian principle of Cura Personalis, or “care for the whole person.”

The Latin phrase Cura Personalis originated within Jesuit communities to describe the responsibility of the community superior to recognize, nurture, and respond to the unique gifts, needs, and challenges of each individual. Over time, this concept has become a cornerstone of Jesuit education, formation, and ministry. In my own pedagogical practice, I strive to embody Cura Personalis by fostering an environment where intellectual growth, spiritual development, and personal formation coexist harmoniously.

Theology, by its very nature, invites communal exploration. It is not a subject confined to abstract study but rather one that thrives through dialogue, reflection, and relationship. Fundamentally, theology may be defined as the “study of God,” yet in the educational context it becomes an invitation for students to encounter God in both the academic and personal dimensions of their lives. Each day in the classroom presents an opportunity for students to deepen their understanding of faith and to grow in relationship with the divine.

In reflecting upon how I seek to educate the whole person, several practices stand out as central to my approach:

1. Greeting Students at the Door
   At the beginning of each class, I make a deliberate effort to stand at the door and personally greet each student. This small but intentional gesture establishes a tone of welcome and mutual respect. A handshake, a smile, or a brief exchange communicates recognition and sets the atmosphere for meaningful engagement.
2. Acknowledging Students Within and Beyond the Classroom
   Acknowledgment forms the basis of authentic community. From the first day of class, I emphasize the importance of recognizing one another—both in the classroom and throughout campus life. Whether encountered in the hallway, at lunch, or during extracurricular events, this mutual acknowledgment reinforces a culture of presence, respect, and belonging that extends well beyond the confines of the classroom.
3. Sharing Meals: The “Emmaus Lunches”
   Scripture consistently reveals the sacredness of sharing a meal, a theme that underscores the hospitality of Christ himself. Inspired by the encounter on the road to Emmaus in Luke’s Gospel, I organize “Emmaus Lunches” each academic quarter. Students sign up to share a meal in small groups, often with friends or classmates. These gatherings create space for conversation about their joys, challenges, and hopes, fostering genuine connection. In such moments, we recognize our shared humanity as individuals created in the image and likeness of God.
4. The Ministry of Presence
   During my interview at Georgetown Preparatory School, I recall Father James Van Dyke, S.J., Prep’s President, emphasizing the importance of “presence” in the life of a Jesuit educator. That word has since guided my vocation. I strive to be present in the fullest sense—to attend athletic events, ceremonies, and other aspects of student life. Such participation not only strengthens the communal fabric of the school but also communicates authentic care. The reciprocity of that presence has been deeply moving; when I was married in 2024, several former students served as ushers and altar servers. These relationships exemplify the enduring connections that arise from shared presence and mutual respect.

In summary, Cura Personalis is more than an educational philosophy; it is a way of being. It challenges educators to see beyond the academic to the spiritual and personal dimensions of their students’ lives. To teach with Cura Personalis is to recognize that every interaction—whether a greeting at the door, a conversation over lunch, or a shared moment at a school event—has the potential to reveal God’s grace.

Mr. Fitzgerald's wedding, June 8, 2024

Mr. Fitzgerald's and his 2024-25 students