This thesis argues that the Spiritual Exercises of St Ignatius Loyola and Mary Ward's experience of them provide a defensible approach to religious education in the school. The central issues to be discussed are whether there is a valid theoretical basis for an application of the Spiritual Exercises for religious education in the secondary school, and how viable is their practical application. As a theoretical foundation, the thesis investigates this educational approach from the perspective of Bernard Lonergan's philosophical and theological method of interiority and Ignatius' method of spirituality. The aim is to explore the methodology of discernment in the Spiritual Exercises as a means of Christian decision making. A combination of methods are used; principally these will be a study of historical works, textual analysis and a critical comparative approach with an emphasis on the experiential. Some parallels are noted between Ignatian pedagogy and the educational theories of Jerome Bruner, the insights of John Dewey, and some current educational trends. Using evidence from practical experience, reflection and further study, the author examines the following questions. Have the Exercises the potential to provide a suitable framework, process and method for a religious education curriculum in the secondary school? Can their use in teaching and learning contribute effectively to the realisation of full personal development? What are the implications of Mary Ward's feminine contribution to Ignatian spirituality for contemporary times? Is the use of scripture in the Exercises acceptable in the light of contemporary biblical exegesis? Do the Exercises provide a means of educating students to find truth and justice and for a global vision? The thesis defends an affirmative response to the central issues raised.