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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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.

“Precis of Ignatian Pedagogy: A Practical Approach” by Sharon Korth and George W. Traub (ed.)

The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience. It sets out an approach to teaching and learning based on the dynamics approacn principles of the Spiritual Exercises of St Ignatius.

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.

Ignatius Loyola’s Spiritual Exercisesand takes a holistic view of the world. Still, the basic method was present.

Ignatian Pedagogical Paradigm

The Ignatian pedagogical paradigm is also used in spiritual retreats and practiacl experiences as an active means of developing and questioning one’s own conscience, as well as practlcal making sound and conscientious decisions.

Prior learning is part of the context. From Wikipedia, the free encyclopedia. Superior General Arturo Sosa. By using this site, you agree to the Terms of Use and Privacy Policy.


Please see one of the following resources for additional information:.

The context in which the learner finds himself or herself is important. There are 5 aspects of the Ignatian Pedagogy Paradigm. Ignatius Loyola sought not just to serve God but to excel in such service, to do even more than what is required. This is the fundamental key to the paradigm. 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. The Jesuits believe strongly that pedagogy cannot simply be reduced to methodology. 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.

What needs to be known about learners their environment, background, community, and potential to teach them well? Ignatian Pedagogy Document It was prepared as part of the resources for the Shared Vision programme in the British Jesuit schools. Applying the Ignatian pedagogical paradigm to the creation of an accounting ethics course. These provide the goal towards which all aspects of the educational tradition are directed.

This document was produced in for the Jesuit schools of the worlwide Society of Jesus. The Ignatian pedagogical paradigm IPP is over years old. Ignatian learning cannot stop at experience. 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. Reflection is how meaning becomes apparent in human experience.


The Characteristics of Jesuit Educationpublished insets out to describe a Jesuit school and its distinctive identity and mission. Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry. Ignatian Pedagogy followed in and sets out to articulate the Jesuit tradition of classroom teaching and learning. Part of a series on the. 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.

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

Ignatian Pedagogy: A Brief Guide

This page was last edited on 26 Octoberat It may be useful as an introduction and for those beginning to teach in Jesuit and Ignatian schools. The model identifies three key components of Jesuit teaching and learning: The Ignatian Pedagogy educational approach was originally described in the Jesuit document Ratio Studiorum and more fully articulated in The Characteristics of Jesuit Education in and Ignatian Pedagogy: What is the best way to engage learners as whole persons in the teaching and learning process?

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.

Part of a series on the Society of Jesus Christogram of the Jesuits. The three main elements are Experience, Reflection, and Action. This is an abridged version of the Ignatian Pedagogy document