IGNATIAN PEDAGOGICAL PARADIGM PDF

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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Based on the context of where our students come from also determines what types of teaching strategies we use. 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.

Applying the Ignatian pedagogical paradigm to paradiigm creation of an accounting ethics course.

What has changed however, is the society in which our students reside: Ignatius of Loyola over years ago. By the Jesuits attempted to articulate their practice and ideals in the Ratio Studorium, a guide that outlined all aspects of the Jesuit strategy for educating youth from instructional methods to pedagofical discipline. In the ensuing centuries, Pedagogucal institutions of learning around the world have adopted the methods laid out in Ratio and refined by others through the years.

As a Jesuit institution, Georgetown embraces these possibilities, all of which can be traced to the practice of Ignatian Pedagogy. Published by Dwight Patrick Modified 7 months ago.

What growth in attitudes, priorities and actions are evident? What does this look like in your course s? This is an abridged version of the Ignatian Pedagogy document Students become self-motivated by their own integrity to make responsible choices.

Ignatius Loyola’s Spiritual Exercisesand takes a holistic view of the world. Ignatian pedagogy uses this dynamic five-step method along with an Ignatian vision of the human and the world to “accompany the learner in their growth and development.

An Evaluators Perspective Carol L. NW Washington, DC Fr Vincent Duminuco SJ explores in greater detail the five elements of the Ignatian Pedagogical Paradigm experience, reflection, action, context, evaluation.

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This page was last edited on 26 Octoberat 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. None of the actions taken in this paradigm have to be permanent commitments, and none of the conclusions will be immutable.

My presentations Profile Feedback Log out. Rooted in previous experience and the result of new learning experiences.

Loyola University Chicago

Include opportunities for students to express and test their ideas and values. Prdagogical diagram on the right is another way to characterize the importance of this interrelationship of IPP steps.

The paradigm challenges faculty to know the background of their students and how that background impacts their learning. And discussion boards and group work get students working together, challenging their own thinking when considering the group prospective. Learning Communities at Wayne State.

Jesuit education has a long history pedagogiccal concern for the whole student: 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. 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.

Educational Platform Cheryl Urbanovsky. 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. Spiritual Exercises Ad majorem Dei gloriam Magis. Pedagogifal is especially a challenge for the online instructor as students are accustomed to social interactions that may be less than genial.

Drawing from educational and personal experiences makes the learning more relevant and more applicable to other concepts. The paradigm reminds faculty to build in reflective practice where students attempt to make meaning of their learning and then move to action based on what they have learned then evaluate the success of the action to change their lives.

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It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates pqradigm competence, conscience and compassion. By teaching and encouraging the value of difference, by selecting technologies that are appropriate for the students in our programs by asking ourselves: If you wish to download it, please recommend it to your friends in any social system.

Periodic evaluation of the learner’s growth is essential. Can’t see what you are looking for? The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience. And imagine the arrows being multi-directional, as each step of the IPP is interrelated with the others. Share ideas for how you hope to do this in a course this semester.

Ignatian Pedagogical Paradigm – Wikipedia

Reasoning and Sense Making. Superior General Arturo Sosa. Made meaningful when new knowledge is put into some kind of action. But how do we implement such an ambitious teaching strategy? Prior learning is part igantian the context. The teacher is certainly in a good position to do much of this evaluation, but the student, increasingly expert at reflection, may be as well. Helping students understand their responsibility to others, to their own learning, to appropriate uses of learning technologies, to the greater good may seem ambitious, but it is a standard in Jesuit thinking.

Christogram of the Jesuits. In what ways has the student grown? 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.