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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During the Exercises, a retreatant who is, in essence, a learner is guided through a process of reading, reflection, and prayer by a spiritual director who is, in essence, a teacher. The first one is a gut check, touching into the everyday feelings and experiences of Georgetown students:.
Points of view and insights acquired from earlier study or spontaneously acquired from their environment are part of the context. What has changed however, is the society in which our students reside: Notice the placement of reflection in the paradigm on the left.
The process continues when the experience ends, as the student engages in a process of reflection on the experiences and all the reactions it caused, again across a range of involvement: Published by Dwight Patrick Modified 7 months ago. These and many other factors may stifle the freedom encouraged by Ignatian pedagogy.
Implementing the Ignatian Pedagogy Paradigm
The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from the Spiritual Exercises of Ignatius of Loyola. Inspires graduates to change society and the world for the better.
As educators, we are called to walk with our children as they oaradigm their journey. The diagram on the right is another way to characterize the importance of this interrelationship of IPP steps. Journal of Business Ethics We discuss their answers a bit, and I always find it provokes interesting reflections—both in class and after class.
This version has been produced by the Jesuit Institute with enhanced footnotes. I believe education is a calling. The three main elements are Experience, Reflection, and Action. Made meaningful when new knowledge is put into some kind of action. Kolvenbach so eloquently stated, our goal should be to educate people we are proud to send forth into the world: Ignatius Loyola’s Spiritual Exercisesand takes a holistic view of the world.
A Jesuit education should challenge students to think critically about issues but also to reflect critically on themselves and their place in the world. The Ignatian pedagogical paradigm is also used in spiritual retreats and learning experiences as an active means pedagoggical developing and questioning one’s own conscience, as well as in making sound and conscientious decisions.
Implementing the Ignatian Pedagogy Paradigm – ppt download
People Resources Carol Scheidenhelm, Ph. The strategies will certainly depend on your discipline, the size of your course, whether it is an introductory-level course or advanced. Does the student manifest changed behaviors or beliefs as a result of the instruction? How do you do this in your course s now?
Paradig, how do we implement these goals in our curricula? Indeed, each choice will of course produce an experience of its own—positive, negative, or probably more complicated—and after action the student is meant to seek out yet igantian experiences, which will in turn provoke reflection and further action, and so on, in an pevagogical cycle of growth. Pedro Arrupe outlined in his address, Jesuit education needs to reeducate for justice so our students become agents for change.
Ignatius of Loyola, founder of the Jesuits. Spiritual Exercises Ad majorem Dei gloriam Magis.
Include opportunities for students to express and test their ideas and values. Every faculty member at a Jesuit institution finds her own way to connect to her university’s particular mission. If there is an image, prayer, reading, text or document for which you are searching, please get in touch and we will try to source it for you. Applying the Pedagogocal pedagogical paradigm to the creation of an accounting ethics course.
Reflections need to be guided at first until students understand the purpose and form.
Ignatian Pedagogy: Faculty Center for Ignatian Pedagogy: Loyola University Chicago
Pedagogicall the interrelationship will be more clear when we break down what each of the steps references. Starting with context, we can see that implementation of the IPP is really reflective of good teaching in any sense of the word.
Periodic evaluation of the learner’s growth is essential. This commitment manifests itself in various ways, from community-based service learning to addressing social justice issues in the classroom to cura personalis Latin for “care of the whole person” in our dealings with students.
By the Jesuits attempted to articulate their practice and ideals in the Ratio Studorium, a guide that outlined all aspects of the Jesuit strategy for educating youth from instructional methods to student discipline. Share ignwtian for how you hope to do this in a course this semester.
The assignment should guide students to begin thinking how what their learning impacts their understanding of who they are and how their actions represent who they are. The Characteristics of Jesuit Educationpublished insets out to describe a Jesuit school and its distinctive identity and mission. Incorporates global and international dimensions for growth and learning. What growth in attitudes, priorities and actions are paradogm