Elements of the Ignatian Pedagogical Paradigm. Context: What needs to be known about learners (their environment, background, community, and potential) to. The Ignatian Pedagogical Paradigm is founded on the belief that education has to go beyond the mere transmission of information from professor to student. and Jesuit educators the world over, seven drafts were written for this paper introducing the. Ignatian Pedagogical Paradigm. From the outset, however, we were.
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Specifically, it is hoped that real education will lead the student to take actions, large and small, to make the world a better place for all, and particularly those most in need. This is how the student makes the learning experience his or her own and obtains the meaning of the learning experience for herself and for others. Can’t see what you are looking for?
What has changed however, is the society in which our students reside: To be effective in how we teach, we need to know who are students are, where they come from and what their educational background is. With the call to personal action as the keystone to Jesuit education, it becomes the background for all other stages of the paradigm. And while this constant connectivity can assist faculty in dissemination of content and aide student learning, it can also present barriers to personal interactions at the heart of Ignatian pedagogical goals.
We can then ask for participants to share interesting examples they heard from their colleagues from the different elements of the paradigm — context, experience, reflection, action and evaluation.
It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion.
NW Washington, DC Spiritual Exercises Ad majorem Dei gloriam Magis. My presentations Profile Feedback Log out. Fosters an integration of knowledge within and across disciplines. Rooted in previous experience and the result of new learning experiences. Evaluation is to assess those things, but it is also to produce an awareness of the real needs yet unmet, as well as to understand the learner’s own personal and moral growth.
These and many other factors may stifle the freedom encouraged by Ignatian pedagogy. Ignatius Loyola sought not just to serve God but to excel in such service, to do even more than what is required. Personal action does not have to be on a grand scale; if a student reflects on her learning and determines that she needs to be more involved in her community, for example, that is an action resulting from education of the whole student.
Encourage responsibility and independence. Additionally, case studies are ideally suited to the online environment.
Dependent upon – and deepened by – reflection about those experiences. The Ignatian pedagogical paradigm is also used in spiritual retreats and learning experiences as an active means of developing and questioning one’s paradigk conscience, as well as in making sound and conscientious decisions. Share ideas for how you hope to do this in a iynatian this semester. What we can do, however, is include an acknowledgement of their background in the way we teach and present materials.
Published pedagogicao Dwight Patrick Modified 7 months ago. We are further challenged to leverage the technological tools that both enhance and distract from learning and put them to positive uses in and outside the classroom. Rather, while respecting human freedom, he strives to encourage decision and commitment for the magis, the better service of God and our sisters and brothers.
Kolvenbach so eloquently stated, our goal should be to educate people we are proud to send forth into the world: Ignatian learning cannot stop at experience.
A pre-learning element, Context, and a post-learning element, Evaluation, are also necessary for the method’s success, bringing the total to five elements. What has the student learned about herself and her relationship to the world? Whether or not this connection is rooted in shared religious belief, it is at least minimally connected to the Jesuit commitment to the transformational power of education.
Agnew Associate Professor Agricultural Education. The director guides the retreatant through a series of sequenced activities that rely on contemplation, repetition, and reflection as a process for deepening one’s experience and understanding of God click the following link for more on Ignatian spirituality and the Spiritual Exercises: In the ensuing centuries, Jesuit institutions of learning around the world have adopted the methods laid out in Ratio and refined by others through the years.
The Jesuit Institute – Ignatian Pedagogy Document
Learners gather and recollect their own experiences in order to understand what they know already in terms ignatina facts, feelings, values, insights and intuitions they bring to the current study. Ignatian Pedagogy is rooted in spiritual exercises devised in the 16th century by Saint Ignatius of Loyolathe founder of the Society of Jesus, a community also known as the Jesuits.
This short presentation lays out some of the basic foundations of Ignatian Pedagogy IP to consider as we determine parsdigm our courses will be delivered. Reinforced by explicit evaluation and ultimately, self -evaluation jgnatian those actions and the degree to which learning has occurred. The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience.
Loyola University Chicago
As mentioned above, the institutional environment of the learning center is part of the context. One way faculty can connect to the larger mission of Jesuit education is to be intentional about using the Ignatian Pedagogy Paradigm to shape students’ learning experiences.