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The Ignatian pedagogical paradigm is a practical teaching framework which is can utilize this approach so that their teaching is academically sound and at the. The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from . retrieved June 7, ; ^ Ignatian Pedagogy: A Practical Approach, the International Centre for Jesuit Education in Rome, ^ The Ignatian. Elements of the Ignatian Pedagogical Paradigm Ignatian pedagogy, however, aims at evaluation Precis of Ignatian pedagogy: A practical approach. In G. W. .

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Spiritual Exercises Ad majorem Dei gloriam Magis. Jesuit education is not meant to end in mere personal satisfaction. How do we assess learners growth in mind, heart, and spirit? List of Jesuit educational institutions List of Jesuit development centres. What is Ignatian pedagogy paradigm IPP?

Views Read Edit View history. It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion.

This is an abridged version of the Ignatian Pedagogy document If there is an image, prayer, reading, text or document for which you are searching, please get in touch and we will try to source it for you. The socio-economic, political and cultural contexts must not be forgotten, as these can seriously affect his or her growth as a person for others.

Ignatian pedagogy uses this dynamic five-step method along with an Ignatian vision of the human s the world to “accompany the learner in their growth and development. Fr Vincent Duminuco SJ explores in greater detail the five elements of the Ignatian Pedagogical Paradigm experience, reflection, action, context, evaluation. The Ignatian Pedagogy document presents the Ignatian Pedagogical Oractical – a model for teaching and learning in a Jesuit schoool.

Ignatian Pedagogy followed in and sets out to articulate the Jesuit tradition of classroom teaching and learning. Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry. The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from the Spiritual Exercises of Ignatius of Loyola.


How do we compel learners to move beyond knowledge to action?

Ignatian Pedagogical Paradigm

Ignatian learning cannot stop at experience. How may learners become more reflective so they more deeply understand what they have learned? It sets out an approach to teaching and learning based on the dynamics and principles of the Spiritual Exercises of St Ignatius. The model identifies three key components of Jesuit teaching and learning: As mentioned above, the institutional environment of the learning center is part of the context.

The Jesuit Institute – Ignatian Pedagogy Document

The Jesuits believe strongly that pedagogy cannot simply be reduced to methodology. It also talks about the importance of understanding the context in which teaching and learning take place, and the need constantly to evaluate the impact and effectiveness of education.

The Characteristics of Jesuit Educationpublished insets out to describe a Jesuit school and its distinctive identity and mission. Retrieved from ” https: Can’t see what you are looking for? Ignatius Loyola’s Spiritual Exercisesand takes a holistic view of the world.

It may be useful as an introduction and for those beginning to teach in Jesuit and Ignatian schools. The Ignatian Pedagogy educational approach was originally described in the Jesuit document Ratio Studiorum and more fully itnatian in The Characteristics of Jesuit Education in and Ignatian Ignatin The Ignatian pedagogical paradigm is also used in spiritual retreats and learning experiences as an active means of developing and questioning one’s own conscience, as well as in making sound and conscientious decisions.

Part of a series on the. This version has been produced by the Jesuit Institute with enhanced footnotes. By using this site, you agree to the Terms of Use and Privacy Policy. 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. Journal of Business Ethics We use the term experience to describe any activity in which in addition to a cognitive grasp pedaglgy the matter being considered, some sensation of an affective nature is registered by the student.


Their feelings and attitudes regarding the subject matter also form part of the real context for learning.

Prior learning is part of the context. This document was produced in for the Jesuit schools of the worlwide Society of Jesus.

The three main elements are Experience, Reflection, and Action.

A pre-learning element, Context, and a post-learning element, Evaluation, are also necessary for the method’s success, bringing the total to five elements. Superior General Arturo Sosa. From Wikipedia, the free encyclopedia. Applying the Ignatian pedagogical paradigm to the creation of an accounting ethics course. It was prepared as part of the resources for the Shared Vision programme in the British Jesuit schools.

Printed copies of this document are available from the Jesuit Institute. 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.

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. These provide the goal towards which all aspects of the educational tradition are directed.

This is partly the real circumstances of a student’s life which include family, peers, social situations, the educational institution, politics, economics, cultural climate, the church situation, media, music and so on. Reflection means thoughtful reconsideration of subject matter, an experience, an idea, a purpose or a spontaneous reaction, that its significance may be more fully grasped.

This is how the student makes the learning experience his or her own and obtains the meaning of the learning experience for herself and for others. Ignatian Pedagogy Document