Ignatian Pedagogical Paradigm
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 Fr. Ar rupe:: “forming men and women for others”
Fr. Kolvenbach: 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: 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 dimensions or implications of what they are studying)
(human
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 student’s life & world Student’s 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 Relativism’s Claim
Cultural Relativism’s Claim 1.
Different societies have different moral codes.
Cultural Relativism’s Claim 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.
Reflection Drawing meaning & value from experience by… Assimilating facts & testing validity of theories/hypotheses Developing predictions about what will work Locating source of feelings & reactions
Reflection Drawing meaning & value from experience by…
Exploring implications for oneself & others
Making explicit what is implicit & assumed
Seeking truth behind events & ideas
Reflection •
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
Reflection
3 New Ideas…
“How has your thinking changed about ________ ?”
Act out what it means to you
Example in your life…
Non-example
Cases 1. 2. 3.
Spartans & Chinese Sadaam Hussein Imelda Marcos
Action Choice & Commitment toward the Greater Good (Magis)
Interiorized Choices
E.g., Clarification of one's priorities, making the truth one's own and remaining open to where it might lead.
Choice & Commitment toward the Greater Good (Magis)
Externally Manifested Choices
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
The Error of Cultural
Is there a difference between moral norms and cultural beliefs and practices?
The Error of Cultural
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…
Authentic & meaningful feedback for improving learning
To measure growth and discover areas that need further study. This includes:
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
Multiculturalism and Universal Moral Code
Should we as a nation be a Melting Pot?
Multiculturalism and Universal Moral Code
Should we as a nation be a Melting Pot?
Or should we be a Tossed Salad?
