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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As a Jesuit institution, Georgetown embraces these possibilities, apradigm of which can be traced to the practice of Ignatian Pedagogy. Ignatian Pedagogy is rooted in spiritual exercises devised in the 16th century by Saint Ignatius of Loyolathe founder of the Society of Jesus, a community also known as the Jesuits.
Ignatian Pedagogical Paradigm
These exercises called for a cycle of experience, reflection, and action to help an pwradigm uncover truth, grow closer to God, and take steps toward bettering the world. Although Saint Ignatius did not create the exercises with an intention of founding schools, his approach to pursuing truth has long been applied in Jesuit education in a form known as the Ignatian Pedagogical Paradigm.
The Ignatian Pedagogical Paradigm is founded on the belief that education has to go beyond the pedagogocal transmission of information from professor to student. More than an exercise in memorization or a purely cognitive transaction, education is meant to be a transformational experience that affects the students on all levels—cognitive, certainly, but also emotional and behavioral.
The student who has been through this kind of experience will pexagogical had old ideas unsettled in the service of developing a fuller understanding of self and the world, and in service of helping that world. None of the actions taken in this paradigm have to be permanent commitments, and none of the conclusions will be immutable.
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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.
Please reach out to us at cndls georgetown. The Teaching Commons Toggle navigation. 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.
Implementing the Ignatian Pedagogy Paradigm – ppt download
The process operates ignaian a cycle, which, in its simplest form, works like this: Ignatian pedagogy begins with context pedgaogical if the teaching experience is going to be productive, the teacher needs to let that experience be shaped and driven by the individuality and complexity of the learners, taking into account their background, skills, goals, and anything else that might be relevant.
This means both cognitive and emotional involvement; personal investment; societal engagement; and behavioral investment.
In this paradigm, the process of learning is as important as the content of learning, or perhaps even more so.
The process continues when the experience ends, as the student engages in a process of reflection on the experiences and all the reactions paradugm caused, again across a range of involvement: This is an opportunity for deeper meaning to arise, and for the paradigj to see which reactions were fleeting and which ones endure.
Specifically, it is hoped that real education will lead the student to take actions, large and small, to make the world a better place for all, and particularly those most in need.
In what ways has the student grown? What changes are happening? Where is the student stuck? 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.
Back to the top Ignatian Pedagogy in Practice How might pparadigm principles manifest themselves in a course? The first one is a gut check, touching into the everyday feelings and experiences of Georgetown students:.
After discussing the responses, I then ask them to take stock of my particular course and their participation in it:. We discuss ignatkan answers a bit, and I always find it provokes interesting reflections—both in class and after class.
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