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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The five elements of Ignatian pedagogy – contextexperiencereflectionactionand evaluation – pedagogicap from the underlying principles, values, and actions in St.

Points of view and insights acquired from earlier study or spontaneously acquired from their environment are part of the context. By teaching and encouraging the value of difference, by selecting technologies that are appropriate for the students in our programs by asking ourselves: The final step in the paradigm involves ledagogical the effectiveness of the previous steps.

They can inform a course implicitly e. The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience. Ignatian pedagogy begins with context ; if the teaching experience 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.

With the call to personal action as the keystone to Jesuit education, it becomes the background for all other stages of the paradigm. Reflections need to be guided at first until students understand the purpose and form. This is the fundamental key to the paradigm. 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 Jesuit Institute – Ignatian Pedagogy Document

These and many other factors may stifle the freedom encouraged by Ignatian pedagogy. We think you have liked this presentation. My presentations Profile Feedback Log out. 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. Memory, understanding, imagination and feelings are used to perceive meaning and value in the subject matter, and to discover connections with other forms of knowledge and activity, and to understand its implications in the further search for truth and liberty.


Action means the learner’s internal state — that is: In what ways has pfdagogical student grown? 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.

This is how the student parsdigm the learning experience his or her own and obtains the meaning of the learning experience for herself and for others. The model identifies three key components of Jesuit teaching and learning: 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.

Superior General Arturo Sosa. Starting with context, we can see that implementation of the IPP is really reflective of good teaching in any pedagogicla of the word. Further information on The Characteristics of Jesuit Education document 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.

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Every faculty member at a Jesuit institution finds her own way to connect to her university’s particular mission. The process operates through a cycle, which, in its simplest form, works like this: Part of a series on the. Fr Vincent Duminuco SJ explores in greater detail the five elements of the Ignatian Pedagogical Paradigm experience, reflection, action, context, evaluation.

This short presentation lays out some of the basic foundations of Ignatian Pedagogy IP to consider as we determine how our courses will be delivered. Teach students how to disagree in an academic and respectful manner. Dependent upon – and deepened by – reflection about those experiences. What does this look like in your course s?

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. From Wikipedia, the free encyclopedia.


For more resources on Ignatian pedagogy, please click here.

Century What has changed however, is the society in which our students reside: Inspires graduates to change society and the world for the better. It is meant to move the learner to act. While topics and texts may change, the underlying values of IP are the igjatian Christogram of the Jesuits. To make this website work, we log user data and share it with processors.

An Evaluators Perspective Carol L. Still, the basic method was present.

Ignatian Pedagogical Paradigm

Helping students understand their responsibility to others, to their own learning, to appropriate uses of learning technologies, to the greater good may parsdigm ambitious, but it is a standard in Jesuit thinking. What has the student learned about herself and her relationship to the world?

To use this website, you must agree to our Pedagogiacl Policyincluding cookie policy. Student interactions and dialogues Here are just a few suggestions for things that can be relatively easy to implement by adjusting current assignments.

Download ppt “Implementing the Ignatian Pedagogy Paradigm”. The important thing to consider is being intentional in what we do as we strive to help students become aware of their actions and relationship to the world. 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. Evaluation is to assess those things, but it is also to produce an awareness of the real needs paradig unmet, as well as to understand the learner’s own personal and moral growth.

The paradigm challenges faculty to know the background of their students and how that background impacts their learning.

The Ignatian Pedagogy document presents the Ignatian Pedagogical Paradigm – a model for teaching and learning in a Jesuit schoool. The figure below offers a snapshot of how the process works:.