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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Ignatian Pedagogy Document Through several revisions, the Ratio continues to be a guide to Jesuit educators. How is this different than the way we usually evaluate our courses? The emphasis of Ignatian Pedagogy is to develop mind, body and spirit—not just a Catholic view of the world but a spiritual connection based on personal belief. Ignatian pedagogy begins with context ; if the teaching parwdigm is going to be productive, the teacher needs to let that experience be shaped and driven by the individuality and complexity of the learners, taking into account their background, skills, goals, and anything else that might be relevant.


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Further information on The Characteristics of Jesuit Education document Views Read Edit View history. Printed copies of this document are available from the Jesuit Institute. The important thing to consider is being intentional in what pedagogicwl do as we strive to help students become aware of their actions and relationship to pedagogica world.

Perhaps the interrelationship will be more clear when we break down what each of the steps references. Incorporates global and international dimensions for growth and learning.

Ignatian Pedagogical Paradigm – Wikipedia

Where is the student stuck? Journal of Business Ethics Registration Forgot your password? The paradigm challenges faculty to know the background of their students and how that background impacts their learning.

The three main elements are Experience, Reflection, and Action. Fosters an integration of knowledge within and across disciplines. Student interactions and dialogues Here are just a few suggestions for things that can be relatively easy to implement by adjusting current assignments.


The first one is a gut check, touching into the everyday feelings and experiences of Georgetown students:. The student who has been through this kind pedagogica, experience will have had psdagogical ideas unsettled in the service of developing a fuller understanding of self and the world, and in service of helping that world. The context in which the learner finds himself or herself is important. Share ideas for how you hope to do this in a course this semester.

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 address charged Jesuit educators and students to work for change in their lives—to work actively for the rights of others.

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. Feedback Privacy Policy Feedback. This is the fundamental key to the paradigm. 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.

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.

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None of the actions taken in this paradigm have to be permanent commitments, and none of the conclusions will be immutable. This section provides an Overview of Ignatian Pedagogy, as well as additional resources and examples of Ignatian pedagogy in action.

Part of a series on the Society of Jesus Christogram of the Jesuits. Every faculty member at a Jesuit institution finds her own way paradign connect to her university’s particular mission.

Ultimately, these elements should be understood as representing a processnot a prescriptionfor teaching. But according to Fr. Reflection is probably the most powerful tool in the IPP arsenal. The principles of Jesuit education continue to reflect the foundational values begun with St.


Whether we call them “Ignatian” or not, research on learning confirms that these are the conditions for learning. Based on the context of where our students come from also determines what types of teaching strategies we use.

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They can inform a course implicitly e. Ignatian pedagogy uses this dynamic five-step method along with an Ignatian vision of the human and the world to “accompany the learner in their growth and development. Ignatius of Loyola over years ago. New Teacher Portfolio Prepared by: A pre-learning element, Context, and a post-learning element, Evaluation, are also necessary for the method’s success, bringing the total igntaian five elements.

It also talks about the importance pedaggoical understanding the context in which teaching and learning take place, and the need constantly to evaluate the impact and effectiveness of education.

We use the term experience to describe any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature is registered by the student. Specifically, it is hoped that real education will lead the pedagogjcal to take actions, large and small, to make the world a better place for all, and particularly those most in need.

Captured in a schema see below that illustrates the interrelationship of the important concepts of Jesuit education, the Ignatian Pedagogy Paradigm IPP speaks to the continuous nature of the cycle of learning. Reflection means thoughtful reconsideration of subject matter, an experience, an idea, a purpose or a spontaneous reaction, that its significance may be parwdigm fully grasped.

The final step in the paradigm involves evaluating the effectiveness of the previous steps. Encourages critical, analytical and creative approaches to solving problems. Context Experience Reflection Action Evaluation Ask participants to share their examples with one or two colleagues.