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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We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons pedaagogical a little bit lower. Published by Dwight Patrick Modified 7 months ago. The Jesuit education, based on humanistic foundations, considers more than simple classroom exposure to materials.

But what are these principles and how do they apply to an online or blended course?

Are we tasked with teaching our students to be good Catholics, or does the obligation of a Jesuit education go far beyond this goal? This short presentation lays out some of the basic foundations of Ignatian Pedagogy IP to consider as we determine how our courses will be delivered.

Jesuit education has a long history of concern for the whole student: Kolvenbach so eloquently stated, our goal should be to educate people we are proud to send forth into the world: 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.

The address charged Jesuit educators and students to work for change in their lives—to work actively for the rights of others. 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.

The emphasis of Ignatian Pedagogy is to develop mind, body and spirit—not just a Catholic view of the world but a spiritual connection based on personal belief. Maintains an optimistic view of human nature and its possibilities.

Fosters an integration of knowledge within and across disciplines. Encourages critical, analytical and creative approaches to solving problems.

The Teaching Commons

Incorporates global and international dimensions for growth and learning. Inspires graduates to change society and the world for the better.

But how do we implement these goals in our curricula? Notice the placement of reflection in the paradigm on the left. And imagine the arrows being multi-directional, as each step of the IPP is interrelated with the others. The diagram on the right is another way to characterize the importance of this interrelationship of IPP steps. Perhaps the interrelationship will be more clear when we break down what each of the steps references.

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How do you implement this in your course s now? How do you do this in your course s now? Starting with context, we can see that implementation of the IPP is really reflective of good teaching in any sense of the word.

To be effective in how we teach, we need to know who are students are, where they come from and what their educational background is. But we cannot teach individually to each student.

The Jesuit Institute – Ignatian Pedagogy Document

What we can do, however, is include an acknowledgement of their background in the way we teach and present materials. Based on the context of where our students come from also determines what types of teaching strategies we use. Drawing from educational and personal experiences makes the learning more relevant and more applicable to other concepts.

What are some ways that you currently integrate reflection? How can you make it more aligned with IPP? What does this look like in your course s? Reflection is probably the most powerful tool in the IPP arsenal. This step differs from what some consider reflective practice: Personal action does not have to be on a grand scale; if a student 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.

What growth in attitudes, priorities and actions are evident?

Students become self-motivated by their own integrity to make responsible choices. How is this different than the way we usually evaluate our courses? The final step in the paradigm involves evaluating the effectiveness of the previous steps. Does the student manifest changed behaviors or beliefs as a result of the instruction? What has the student learned about herself and her relationship to the world? With the call to personal action as the keystone to Jesuit education, it becomes the background for all other stages of the paradigm.

But no matter how you illustrate the steps, it is important to see that each component is linked to the others—the feature of Jesuit education that sets it apart from more traditional methods of instruction.

Share ideas for how you hope to do this in a course this semester. Context Experience Reflection Action Evaluation Ask participants to share their examples with one or two colleagues. 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.

Discernment Modeling Jesuit values: A Jesuit education should challenge students to think critically about issues but also to reflect critically on themselves and their place in the world. Include opportunities for students to express and test their ideas and values. Teach students how to disagree in an academic and respectful manner. Encourage responsibility and independence.

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Provide opportunities for guided reflection. But how do we implement such an ambitious teaching strategy? By teaching and encouraging the value of difference, by selecting technologies that are appropriate for the students in our programs by asking ourselves: Further, students need to be taught how to disagree in a manner that is not abrasive or threatening. This is especially a challenge for the online instructor as students are accustomed to social interactions that may be less than genial.

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. Reflections need to be guided at first until students understand the purpose and form. Student interactions and dialogues Here are just a few suggestions for things that can be relatively easy to implement by adjusting current assignments.

Instead of a general blog, try a reflective blog or journal. The assignment should guide students to begin thinking how what their learning impacts their understanding of who they are and how their actions represent who they are.

Additionally, case studies are ideally suited to the online environment. And discussion boards and group work get students working together, challenging their own thinking when considering the group prospective. The strategies will certainly depend on your discipline, the size of your course, whether it is an introductory-level course or advanced. The important thing to consider is being intentional in what we do as we strive to help students become aware of their actions and relationship to the world.

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