Ignatian Pedagogical Paradigm PDF

Ignatian Pedagogical Paradigm
Saturday, August 10, 13
Ignatian Pedagogical Paradigm
Ignatian Pedagogy

Includes a worldview and vision of the ideal human person to be educated Provides the goal toward which education is directed Provides criteria for the process of education

Not simply to store information or prepare for a profession Rather, the full growth of the human person which leads to action suffused with the spirit of Jesus
Ignatian Educational Goals

Fr. Arrupe: forming men and women for others Fr. Kolvenbach: person who is well-rounded, intellectually competent, open to growth, religious, loving, and committed to doing justice in generous service to the people of God Fr. Kolvenbach: We aim to form leaders in service, in imitation of Christ Jesus, men and women of competence and conscience.
Ignatian Pedagogy
Education does not inevitably humanize or Christianize Education does not necessarily lead to virtue
The process of education, therefore, must take place in a moral context.
Traditional Learning Paradigm
Focuses on memory skills in students and contains only:
Experience Action
No explicit formational considerations (human

dimensions or implications of what they are studying)
Towards a Pedagogy of Faith & Justice
Incumbent to teach all subjects out of their human center, with a stress on:

Patterns Relationships Design Problem solving Explicit implications of what it means to be a human being
Our Way of Proceeding
33rd General Congregation
Suggested that all Jesuit works utilize the Ignatian Pedagogical Paradigm as Our Way of Proceeding Suggested way to bring The Characteristics of Jesuit Education to life in a pedagogy that emphasizes:

Experience Reflection Action
Teacher-Learner
Spiritual Exercises
Wonderful combination of

Structured Approach (setting boundaries) + Personal Freedom (creating space)
Ignatian Pedagogue
Accompanies learners in their growth & development

Guiding learners on the right path + Getting them accustomed to find their own way
A Comprehensive Pedagogical Paradigm
The major difference between Ignatian Pedagogy and traditional education is
its insistence that teachers add reflection between experience and action whenever appropriate in the learning process EXPERIENCE REFLECTION ACTION
Ignatian Pedagogy: A Practical Approach
Context of Learning
The Student
The real context of the students life & world Students life experience Readiness for growth Learning styles
The School & Classroom

Environment & climate The curriculum Relationships
The Teacher

Expectations Realities Building on the acquired learning
(views, insights, feeling, attitudes, values) of the student
Context of Learning: cura personalis
Helping students feel accepted
Relate to each student Provide wait time Dignify responses Restate the question Rephrase the question Provide guidance
Helping students develop a sense of comfort & order
Involve in classroom organization Maintain a positive affective tone Clarify classroom rules & procedures Ensure a safe environment
Context of Learning
Helping students develop positive attitudes about classroom tasks

Link tasks to students goals & interests Involve students in generating tasks Positively reinforce their ability to do tasks Give examples of a completed task Break complex tasks up into components
Where Do You Stand? Setting the Context
In keeping with time-honored tradition, Aztec priest sacrifice a child to their gods

Is the behavior ethical? Why or why not?
Experience
Engaging the whole person in learning
Mind Heart Imagination Feelings Will
Experience
Creating conditions whereby students gather & collect their own experience Helping students distill what they understand already
in terms of facts, feelings, values, insights & intuitions they bring to the subject matter at hand
Experience
Guiding students in assimilating new information Providing further experiences so they will grow in completeness & truth
Experience
Relate to what you know Additional Examples In your own words An Alternative Point of View Relate to Contradictory Experience, Knowledge
Cultural Relativisms Claim

1.
Different societies have different moral codes.

1.
2.
Different societies have different moral codes. Therefore, no objective standard; no universal truths
1. 2.
3.
One societal code > another no special status; one among many Multicultural tolerance is needed.
Reection
Drawing meaning & value from experience by Assimilating facts & testing validity of theories/hypotheses Developing predictions about what will work Locating source of feelings & reactions
Reection
Drawing meaning & value from experience by Exploring implications for oneself & others Making explicit what is implicit & assumed Seeking truth behind events & ideas
Reection
Journaling Maps What does _______ mean to you? If you were going to explain _______ what would you say? What do you remember from reading? Picture/Diagram Words that come to
Reection

3 New Ideas How has your thinking changed about ________ ? Act out what it means to you Example in your life Non-example
Cases
Spartans & Chinese 2. Sadaam Hussein 3. Imelda Marcos

1.
Action
Choice & Commitment toward the Greater Good (Magis)
Choice & Commitment toward the Greater Good (Magis)
Interiorized Choices
Externally Manifested Choices
E.g., Clarification of one's priorities, making the truth one's own and remaining open to where it might lead.
E.g., Interiorized values impelling one to act, to do something consistent with this new conviction.
Action
Introduce models to help students use knowledge meaningfully through:

Decision Making Investigation Experimental Inquiry Problem Solving Invention Christian Service Projects
Role of the Teacher

1.
2.
3.
To set up experiential conditions of learning To provide tools & instruction in ways of study & reflection To lead to application, action & further inquiry
The Error of Cultural
Is there a difference between moral norms and cultural beliefs and practices?
Is there a difference between moral norms and cultural beliefs and practices?
Is it possible for a cultural custom or habit to be longstanding and completely consistent with other behaviors of the group yet at the same time be immoral?
Evaluation
Review, Diagnosis, Appraisal, Assessment From Latin assidere Sit beside as an assistant judge Sit beside the learner to provide
To measure growth and discover areas that need further study. This includes:

Authentic & meaningful feedback for improving learning
testing, self-evaluation, portfolios, teacher conferences, final exit interviews
Evaluation
Comprehensive Assessment of Student Growth & Learning

Regular, systematic Attitudes, priorities & actions Progress in the journey Encouragement, support & challenge Diagnostic of obstacles, difficulties Goal setting & commitment to the future
Multiculturalism and Universal Moral Code
Should we as a nation be a Melting Pot?
Should we as a nation be a Melting Pot?
Or should we be a Tossed Salad?

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Ignatian Pedagogical Paradigm

Saturday, August 10, 13