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Ignatian Pedagogical Paradigm

Saturday, August 10, 13

Ignatian Pedagogical Paradigm

Saturday, August 10, 13

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

Saturday, August 10, 13

Ignatian Educational Goals


Fr. Arrupe: forming men and women for others Fr. 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: We aim to form leaders in service, in imitation of Christ Jesus, men and women of competence and conscience.

Saturday, August 10, 13

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.

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Traditional Learning Paradigm

Focuses on memory skills in students and contains only:

Experience Action

No explicit formational considerations (human


dimensions or implications of what they are studying)

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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

Saturday, August 10, 13

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

Saturday, August 10, 13

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

Saturday, August 10, 13

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

Saturday, August 10, 13

Ignatian Pedagogy: A Practical Approach

Saturday, August 10, 13

Context of Learning

The Student

The real context of the students life & world Students 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

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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

Saturday, August 10, 13

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

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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?

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Saturday, August 10, 13

Experience

Engaging the whole person in learning

Mind Heart Imagination Feelings Will

Saturday, August 10, 13

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

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Experience

Guiding students in assimilating new information Providing further experiences so they will grow in completeness & truth

Saturday, August 10, 13

Experience

Relate to what you know Additional Examples In your own words An Alternative Point of View Relate to Contradictory Experience, Knowledge

Saturday, August 10, 13

Cultural Relativisms Claim

Saturday, August 10, 13

Cultural Relativisms Claim


1.

Different societies have different moral codes.

Saturday, August 10, 13

Cultural Relativisms 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.

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Saturday, August 10, 13

Reection
Drawing meaning & value from experience by Assimilating facts & testing validity of theories/hypotheses Developing predictions about what will work Locating source of feelings & reactions

Saturday, August 10, 13

Reection
Drawing meaning & value from experience by Exploring implications for oneself & others Making explicit what is implicit & assumed Seeking truth behind events & ideas

Saturday, August 10, 13

Reection

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

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Reection

3 New Ideas How has your thinking changed about ________ ? Act out what it means to you Example in your life Non-example

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Cases

Spartans & Chinese 2. Sadaam Hussein 3. Imelda Marcos


1.

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Saturday, August 10, 13

Action
Choice & Commitment toward the Greater Good (Magis)

Choice & Commitment toward the Greater Good (Magis)

Interiorized Choices

Externally Manifested Choices

E.g., Clarification of one's priorities, making the truth one's own and remaining open to where it might lead.

E.g., Interiorized values impelling one to act, to do something consistent with this new conviction.

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Action
Introduce models to help students use knowledge meaningfully through:

Decision Making Investigation Experimental Inquiry Problem Solving Invention Christian Service Projects

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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

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The Error of Cultural

Saturday, August 10, 13

The Error of Cultural

Is there a difference between moral norms and cultural beliefs and practices?

Saturday, August 10, 13

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?

Saturday, August 10, 13

Saturday, August 10, 13

Evaluation
Review, Diagnosis, Appraisal, Assessment From Latin assidere Sit beside as an assistant judge Sit beside the learner to provide

To measure growth and discover areas that need further study. This includes:

Authentic & meaningful feedback for improving learning

testing, self-evaluation, portfolios, teacher conferences, final exit interviews

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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

Saturday, August 10, 13

Multiculturalism and Universal Moral Code

Saturday, August 10, 13

Multiculturalism and Universal Moral Code

Should we as a nation be a Melting Pot?

Saturday, August 10, 13

Multiculturalism and Universal Moral Code

Should we as a nation be a Melting Pot?

Or should we be a Tossed Salad?

Saturday, August 10, 13

Saturday, August 10, 13

Saturday, August 10, 13

Saturday, August 10, 13