Educating Steve Jobs: The Classroom and the Entrepreneur

May 27, 2013 § 2 Comments

As I’ve written about before, there are some really brilliant and innovative students that apply to our schools. The age of YouTube has given young men and women, even by 8th grade, the chance to know and learn things that once required thousands of dollars and a bachelor’s degree. The other day I met with a sophomore applicant who has already developed some anti-piracy software that some music companies are looking into. Another of our students has started his own record label and has built his own web site. Another incoming student is building robots and writing software with a level of technical sophistication that astounds. When I speak with these young men and women, I cannot help but think of men like Steve Jobs and Bill Gates, geniuses who dropped out of college because it just didn’t feed them.

Schools have to ask: how can we challenge these students? How can we make school worth their time? Does it serve them to sit through a typical (Catholic) high school curriculum, when those students are literally developing companies and new products? (And an especially hard question: how do you entice these students to study theology, a topic which, to them, seems boring and outdated, totally at odds with the experimental, innovative spirit that greets them in their tinkering with technology?)

“What I could have done with a Jesuit education…”

I think we can (and should) make a very good argument that those students do need courses in history, the arts, literature, and theology, courses that explore the mystery of the human person and, above all, God (Jobs himself traveled to India to, in the words of his biographer, find “enlightenment through ascetic experience, deprivation, and simplicity.” He also dabbled in Buddhism). But they also have to feel like their time is channeled wisely and that their natural aptitudes are being developed. In speaking with the student who started his own record label, he told me that progress on the site moves slowly because he can only work on it at night, after all his other homework is done. But I thought, Why not let him work on it at school? The kid is building a company. Why not give him space to do that throughout the week?

Given my conversations with students, and my experience teaching history, English, and theology, as well as my interactions with some of our best students in our mock trial program, I proposed a new course for Xavier Prep (where I work, in Palm Desert, CA). The course tries to offer a classroom experience that welcomes innovation and creativity while, at the same time, connecting the student to enduring themes in Jesuit education. It’s received favorable responses and remains a work in progress. My colleagues and I continue to discuss ways we might integrate some of the features below to draw in some of these advanced students.

Educators, students and others, please offer feedback. This could be a crowd-sourced course. What would you want to see?

Xavier College Preparatory

(Tentative draft for new upper-class elective; subject to revision)

 Prospective course names:

Independent Study in Entrepreneurship

Independent Study in Innovation

Independent Study in Design

Advanced Independent Study


Over the last few decades, advances in technology and corresponding changes in the world economy have led to a re-evaluation of the predominant mode and content of secondary education. As long ago as the 1970s, the Jesuit Secondary Education Association (JSEA) advocated for a shift “away from an emphasis on the school as a communicator of a static, clearly defined body of information to a vision of the school as a center where students ‘learn how to learn’ . . .”[1] The JSEA also recognized that its schools could no longer be conceived of as a “total learning environment”; that, instead, Jesuit schools must organize, integrate and reflect on student learning experiences regardless of source.[2]

To meet this evolving terrain, scholars and professionals are increasingly emphasizing the need for creativity, intrinsic motivation, imagination, collaboration, and the capacity to work across disciplines. One expert, Harvard professor Tony Wagner, stresses that schools must create innovators. Some theorists emphasize design theory, the creative process, and/or curriculum that includes project-based learning or, in the phrasing of one school, “investigative learning.”

Regardless of the approach, traditional emphases on standardized tests, worksheets, memorization, and streams of structured essays are giving way to different ways of doing school. More and more, students are facilitating their own learning, drawing from venues different from and beyond their campuses and classrooms.

Embracing the tension between old and new that is a classic feature of Jesuit education, this proposed course attempts to respond to the dynamics noted above and support Xavier students in their passions, their entrepreneurial goals, and their attempts to innovate. In so doing, the course attempts to encourage students to magis, to that thirst for more that always seeks to transcend boundaries and limits and which goes hand-in-hand with the innovative imagination.

Course requirements:

In this independent study course, students will propose a project and will establish a timeline for the key landmarks of project completion. The project must possess a level of innovation, creativity, and critical thinking that bridges multiple subjects and skill-sets and which can sustain a semester-long time frame.

Students shall:

  • Draft up a contract that explains the reason for the project, an outline of what will occur, and a schedule for its completion
  • Connect with an industry or field partner who agrees to provide assistance throughout the semester
  • Partner with a Xavier faculty member who can check-in to ensure timely completion of the assignment and track the completion of the established goals. The XCP teacher can also invite the student to reflect upon enduring understandings that emerge out of the project
  • Include some kind of social media component for purposes of marketing and/or publicizing the project/venture. For example, students will have to develop a web site, a Facebook page, or other social media or online venue to showcase their project or finished product
  • Consistent with Xavier’s Catholic, Jesuit nature, students will demonstrate a contemplative intentionality in the course of their project, showing how their work connects to a human or spiritual need that implicates “those deeper and sweeping realities in the ebb and flow of current events in their own lives and in the larger society around them.”[3]
  • Students will submit their finished projects/ventures to a panel that will judge the projects and award a prize (based on criteria TBA)

Project type:

The types of projects students might choose are virtually unlimited. Projects centered in business, technology, law, medicine, healthcare, film, drama, photography, computers – or some combination of these fields (as is likely) – are permissible, as are projects that students have already started but wish to advance further.


The course is open to junior or seniors. Students will receive a semester of elective credit and must apply to be accepted into the course.

[1] The Jesuit High School of the Future (published in the JSEA Foundations collection), Chapter III, Sec. B.

[2] Ibid., Chapter III, Sec. A.

[3] The Preamble (published in the JSEA Foundations collection), para. 13.

Related posts:

Ignatian Education in the Age of YouTube

Posted by Matt Emerson.


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§ 2 Responses to Educating Steve Jobs: The Classroom and the Entrepreneur

  • MP says:

    One possible tie could be to CST and how/why the proposed project aligns to those teachings, stewardship, community or perhaps target a marginalized segment and bring relief, education and/or self-reliance. Another possibility would be to provide incentive credits for real-life dilemmas, i.e. affordable, quality health care. The creative minds might propose plausible solutions, mitigation to dismantling social services such as Medicare/Medicaid and be unbiased by typical lobby efforts.

  • memerson says:

    MP, thanks very much. I like the Catholic Social Teaching connection you raise. One of the students I wrote about mentioned teaching poor communities about computers and technology. He proposed a kind of computer class for some of the kids we tutor.

    What do you mean by incentive credits?

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