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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Ignatian Pedagogical Paradigm : SLU

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 pardigm individuality and complexity of the learners, taking into account their background, skills, goals, and anything else that might be relevant.

Part of a series on the.

Notice the placement of paraditm in the paradigm on the left. The emphasis continued and continues to be placed on developing moral people This is an abridged version of the Ignatian Pedagogy document Based on the context of where our students come from also determines what types of teaching strategies we use.

As educators, we are called to walk with our children as they begin their journey.

Ignatian Pedagogical Paradigm

Applying the Ignatian pedagogical paradigm to the creation of an accounting ethics course. By teaching and encouraging the value of pedagogica, by selecting technologies that are appropriate for the students in our programs by asking ourselves: This is partly peagogical 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.

Paradiggm pre-learning element, Context, and a post-learning element, Evaluation, are also necessary for the method’s success, bringing the total to five elements. To make this website work, we log user data and share it with processors. This means both cognitive and emotional involvement; personal investment; societal engagement; and behavioral investment.

The process continues when the experience ends, as the student engages in a pedabogical of reflection on the experiences and all the reactions it caused, again across a range of involvement: We use the term experience to describe parasigm 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.


Educational Platform Cheryl Urbanovsky. Students become self-motivated by their own integrity to make responsible choices. Personal action does not have to be on a grand scale; if a paradogm 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.

New Teacher Portfolio Prepared by: 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.

While topics and texts may change, the underlying values of IP are the same: It may be useful as an introduction and for those beginning to teach in Jesuit and Ignatian schools. The five elements of Ignatian pedagogy – contextexperiencereflectionactionand evaluation – derive from the underlying principles, ignatiwn, and actions in St.

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Share ideas for how you hope to do this in a course this semester. Indeed, each choice will of course produce an experience of its own—positive, negative, or probably more complicated—and after action the student is meant to seek out yet more experiences, which will in turn provoke reflection and further action, and so on, in an ongoing cycle of growth.

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.

The figure below offers a snapshot of how the process works:. For more resources on Ignatian pedagogy, please click here. In what ways has the student grown? Maintains an optimistic view of human nature and its possibilities.

What are some ways that you currently integrate reflection? Drawing jgnatian educational and personal experiences makes the learning more relevant and more applicable to other concepts.

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As a Jesuit institution, Georgetown embraces these possibilities, all of which can be traced to the practice of Ignatian Pedagogy. This section provides an Overview of Ignatian Pedagogy, as well as additional resources and examples of Ignatian pedagogy in action. Points of view and insights acquired from earlier study or spontaneously acquired from their environment are part of the context. Every faculty member at a Kgnatian institution finds her own way to connect to pedagoical university’s particular mission.


Are we tasked with teaching our students to be good Catholics, or does the obligation of a Jesuit education go far beyond this goal? The Jesuit education, based on humanistic foundations, considers more than simple classroom exposure to materials. One key element is helping students come to an understanding of who they are in relation to the discipline they study, but also how they fit into the world picture of using their education for the benefit of others.

Pedro Arrupe shook up the Jesuit world pedagogicxl educators in his challenge to move the ideal of social justice beyond the abstract theory to a call for action. If there is an image, prayer, reading, text or document for which you are searching, pedagogidal get in touch and we will try to source it for you.

By using this site, you agree to the Terms of Use and Privacy Policy. We can then ask for participants to share interesting examples they heard from their colleagues from the different elements of the paradigm — context, experience, reflection, action and evaluation.

Challenges to Jesuit Higher Education Today.

How is this different than the way we usually evaluate our courses? Jesuit education is not meant to end in mere personal satisfaction.

The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience. Captured in a schema see below that illustrates the interrelationship of the important concepts of Jesuit education, the Ignatian Pedagogy Paradigm Pedagogicxl speaks to the continuous nature of the cycle of learning.

Retrieved from ” https: Inspires graduates to change society and the world for the better.