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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This document was produced in for the Jesuit schools of the worlwide Society of Jesus. Ignatian learning cannot stop at experience. And discussion boards and group work get students working together, challenging their own thinking when considering the paradig prospective.

The Ignatian Pedagogical Paradigm is founded on the belief that education has to go beyond the mere transmission of information from professor to student. Ignatian pedagogy uses this dynamic five-step method along with an Ignatian vision of the human and pedaglgical world to “accompany the learner in their growth and development.

Drawing from educational and personal experiences makes the learning more relevant and more applicable to other concepts. Christogram of the Jesuits. 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: Pedro Arrupe shook up the Jesuit world of educators in his challenge to move the ideal of social justice beyond the abstract theory to a call for action.

Implementing the Ignatian Pedagogy Paradigm

This page was last edited on 26 Octoberat Ignatian Pedagogy followed in and sets out to articulate the Jesuit tradition of classroom teaching and learning.

Does the student manifest changed behaviors or beliefs as a result of the instruction? Ignatius of Loyola over years ago. Inspires graduates to change society and the world for the better.


The process operates through a cycle, which, in its simplest form, works like this: Made meaningful when new knowledge is put into some kind of action.

Registration Forgot your password? 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. Ignatius Loyola’s Ignatiann Exercisesand takes a holistic view of the world. People Resources Carol Scheidenhelm, Ph.

Download ppt “Implementing the Ignatian Pedagogy 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.

Implementing the Ignatian Pedagogy Paradigm – ppt download

Jesuit education has a long history of concern for the whole student: It may be useful as an introduction and for those beginning to teach in Jesuit and Ignatian schools. Personal action parasigm 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 pedabogical education of the whole student.

Jesuit education is not meant to end in mere personal satisfaction. By using this site, you agree to the Terms of Use and Privacy Policy. Spiritual Exercises Ad majorem Dei gloriam Magis. None of the actions taken in this paradigm have to be permanent commitments, and none of the conclusions will be immutable. Action means the learner’s internal state — that is: Learners gather and recollect their own experiences in order to understand what they know already in terms of facts, feelings, values, insights and intuitions they bring to the current study.


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. Additionally, case studies are ideally suited to the online environment. My presentations Profile Feedback Log out.

This means both cognitive and emotional involvement; personal investment; societal engagement; and behavioral investment. 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. Published by Dwight Patrick Modified 7 months ago. What has the student learned about herself and her relationship to the world? They function not as discrete segments or stages of a linear process, but as interdependent facets of any deep learning experience.

The director guides the retreatant through a series of sequenced activities that rely on contemplation, repetition, and reflection as a process for deepening one’s experience and understanding of God click the following link for more on Ignatian spirituality and the Spiritual Exercises: NW Washington, DC As a Jesuit institution, Georgetown embraces these possibilities, all of which can be traced to the practice of Ignatian Pedagogy.

Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry. But we cannot teach individually to each student.

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.

Reflection is probably the most powerful tool in the IPP arsenal.