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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What does this look like in your course s? What has the student learned about herself and her relationship to the world?

Further information on The Characteristics of Jesuit Education document The concept of Ignatian pedagogy derives from the underlying principles, values, and actions realized in the Spiritual Exercises of St.

The Characteristics of Jesuit Educationpublished in pedavogical, sets out to describe a Jesuit school and its distinctive identity and mission.

The important thing to consider is being intentional in what we do as paraigm strive to help students become aware of their actions and relationship to the world. Printed copies of this document are available from the Jesuit Institute. Ignatian Pedagogy followed in and sets out to articulate the Jesuit tradition of classroom teaching and learning. Ignatian Pedagogy ignxtian 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 ignatiian Jesuits.


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. Ignatius Loyola’s Spiritual Exercisesand takes a holistic view of the world.

This is pedagogicak the student makes the learning experience his or her own and obtains the meaning of the learning experience for herself and ignatin others. This step differs from what some consider reflective practice: 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.

Fr Vincent Duminuco SJ explores in greater detail the five elements of the Ignatian Pedagogical Paradigm experience, reflection, action, context, evaluation.

The figure below offers a snapshot of how the process works:. 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.

Ignatian Pedagogical Paradigm – Wikipedia

Maintains an optimistic pxradigm of human nature and its possibilities. This page was last edited on 26 Octoberat Kolvenbach so eloquently stated, our goal should be to educate people we are proud to send forth into the world: How is this different than the way we usually evaluate our courses?

Prior learning is part of the context. Teach students how to disagree in an academic and respectful manner. A Jesuit education should challenge students to think critically about issues but also to reflect critically on themselves and their place in the world.


Implementing the Ignatian Pedagogy Paradigm

Made meaningful when new knowledge is put into some kind of padadigm. Are we tasked with teaching our students to be good Catholics, or does the obligation of a Jesuit education go far beyond this goal? Additionally, case studies are ideally suited to the online environment. Instead of a general blog, try a reflective blog or journal. Part of a series on the. Encourages critical, analytical and creative approaches to solving problems.

But how do we implement these jgnatian in our curricula? Educational Platform Cheryl Urbanovsky.

Implementing the Ignatian Pedagogy Paradigm – ppt download

Based on the context of where our students come from also determines what types of teaching strategies we use. Reflections need to be guided at first until students understand the purpose and form.

Periodic evaluation of the learner’s growth is essential. Fosters an integration of knowledge within and across disciplines. This version has been produced by the Jesuit Institute with enhanced footnotes.