Still, the basic method was present. 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 Ignatian pedagogical paradigm[ edit ] Context[ edit ] The context in which the learner finds himself or herself is important. Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry.

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A Guide for Beginning Teachers The concept of Ignatian pedagogy derives from the underlying principles, values, and actions realized in the Spiritual Exercises of St. Ignatius of Loyola, founder of the Jesuits. 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 framework of Ignatian pedagogy, then, takes the general principles and approach of the Ignatian Spiritual Exercises and translates them into a process for educational practices more generally.

This section provides an Overview of Ignatian Pedagogy, as well as additional resources and examples of Ignatian pedagogy in action. For more resources on Ignatian pedagogy, please click here.

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. 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. The five elements of Ignatian pedagogy - context, experience, reflection, action, and evaluation - derive from the underlying principles, values, and actions in St.

They can inform a course implicitly e. Whether we call them "Ignatian" or not, research on learning confirms that these are the conditions for learning.

Ultimately, the elements of Ignatian pedagogy offer a way of understanding how deep, transformative learning occurs. The figure below offers a snapshot of how the process works: All learning is. Situated in a specific context. Rooted in previous experience and the result of new learning experiences.

Dependent upon - and deepened by - reflection about those experiences. Made meaningful when new knowledge is put into some kind of action. Reinforced by explicit evaluation and ultimately, self-evaluation of those actions and the degree to which learning has occurred.

Ultimately, these elements should be understood as representing a process, not a prescription, for teaching. Thanks to Michael Rozier, S. They function not as discrete segments or stages of a linear process, but as interdependent facets of any deep learning experience. Higher purpose. Greater good.


The Ignatian Pedagogical Paradigm

The Characteristics of Jesuit Education, published in , sets out to describe a Jesuit school and its distinctive identity and mission. Ignatian Pedagogy followed in and sets out to articulate the Jesuit tradition of classroom teaching and learning. The Ignatian Pedagogy document presents the Ignatian Pedagogical Paradigm - a model for teaching and learning in a Jesuit schoool. The model identifies three key components of Jesuit teaching and learning: a drawing on experience, b reflecting on that experience, and c the action that follows from learning.

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Ignatian Pedagogical Paradigm

Kazizahn 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.


The Teaching Commons

Additional Resources Some History Ignatian Pedagogy is rooted in spiritual exercises devised in the 16th century by Saint Ignatius of Loyola , the founder of the Society of Jesus, a community also known as the Jesuits. These exercises called for a cycle of experience, reflection, and action to help an individual uncover truth, grow closer to God, and take steps toward bettering the world. Although Saint Ignatius did not create the exercises with an intention of founding schools, his approach to pursuing truth has long been applied in Jesuit education in a form known as the Ignatian Pedagogical Paradigm. Back to the top The Ignatian Pedagogical Paradigm The Ignatian Pedagogical Paradigm is founded on the belief that education has to go beyond the mere transmission of information from professor to student.

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