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    Ignatian Pedagogical Paradigm

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    Michelle Handumon Alviar
    The Ignatian Pedagogical Paradigm is based on principles from St. Ignatius of Loyola's Spiritual Exercises. During the Exercises, a learner is guided by a teacher through a process of reading, reflection, and prayer to deepen their experience and understanding of God. The framework of Ignatian pedagogy translates this approach into educational practices by guiding learners through a process of context, experience, reflection, action, and evaluation to facilitate deep, transformative learning.

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    Ignatian Pedagogical Paradigm

    Uploaded by

    Michelle Handumon Alviar
    225 views2 pages
    The Ignatian Pedagogical Paradigm is based on principles from St. Ignatius of Loyola's Spiritual Exercises. During the Exercises, a learner is guided by a teacher through a process of reading, reflection, and prayer to deepen their experience and understanding of God. The framework of Ignatian pedagogy translates this approach into educational practices by guiding learners through a process of context, experience, reflection, action, and evaluation to facilitate deep, transformative learning.

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    The Ignatian Pedagogical Paradigm is based on principles from St. Ignatius of Loyola's Spiritual Exercises. During the Exercises, a learner is guided by a teacher through a process of reading, reflection, and prayer to deepen their experience and understanding of God. The framework of Ignatian pedagogy translates this approach into educational practices by guiding learners through a process of context, experience, reflection, action, and evaluation to facilitate deep, transformative learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    225 views2 pages

    Ignatian Pedagogical Paradigm

    Uploaded by

    Michelle Handumon Alviar
    The Ignatian Pedagogical Paradigm is based on principles from St. Ignatius of Loyola's Spiritual Exercises. During the Exercises, a learner is guided by a teacher through a process of reading, reflection, and prayer to deepen their experience and understanding of God. The framework of Ignatian pedagogy translates this approach into educational practices by guiding learners through a process of context, experience, reflection, action, and evaluation to facilitate deep, transformative learning.

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    © All Rights Reserved
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    Ignatian Pedagogical Paradigm

    The concept of Ignatian pedagogy derives from the underlying principles, values, and
    actions realized in the Spiritual Exercises of St. Ignatius of Loyola, founder of the
    Jesuits. During the Exercises, a retreatant (who is, in essence, a learner) is guided
    through a process of reading, reflection, and prayer by a spiritual director (who is, in
    essence, a teacher).

    The director guides the retreatant through a series of sequenced activities that rely on
    contemplation, repetition, and reflection as a process for deepening one's experience and
    understanding of God (click the following link for more on Ignatian spirituality and the Spiritual
    Exercises: link). The framework of Ignatian pedagogy, then, takes the general principles and
    approach of the Ignatian Spiritual Exercises and translates them into a process for educational
    practices more generally.

    This section provides an Overview of Ignatian Pedagogy, as well as additional resources and
    examples of Ignatian pedagogy in action.

    For more resources on Ignatian pedagogy, please click here.

    Ignatian Pedagogy - An Overview


    Every faculty member at a Jesuit institution finds her own way to connect to her university's
    particular mission. Whether or not this connection is rooted in shared religious belief, it is at least
    minimally connected to the Jesuit commitment to the transformational power of education. This
    commitment manifests itself in various ways, from community-based service learning to
    addressing social justice issues in the classroom to cura personalis (Latin for "care of the whole
    person") in our dealings with students.

    One way faculty can connect to the larger mission of Jesuit education is to be intentional about
    using the Ignatian Pedagogy Paradigm to shape students' learning experiences. The five elements
    of Ignatian pedagogy - context, experience, reflection, action, and evaluation - derive from
    the underlying principles, values, and actions in St. Ignatius's Spiritual Exercises. They can
    inform a course implicitly (e.g., in the instructor's orientation toward his students) or be used
    explicitly to frame the course (e.g., in the course syllabus). Whether we call them "Ignatian" or
    not, research on learning confirms that these are the conditions for learning.

    Ultimately, the elements of Ignatian pedagogy offer a way of understanding how deep,
    transformative learning occurs. The figure below offers a snapshot of how the process works:
    All learning is . . .

    Situated in a specific context.

    Rooted in previous experience and the result of new learning experiences.

    Dependent upon - and deepened by - reflection about those experiences.

    Made meaningful when new knowledge is put into some kind of action.

    Reinforced by explicit evaluation (and ultimately, self-evaluation) of those actions and the


    degree to which learning has occurred.

    Ultimately, these elements should be understood as representing a process, not a prescription,


    for teaching. (Thanks to Michael Rozier, S.J., and Darina Sargeant, Ph.D., for this distinction.)
    They function not as discrete segments or stages of a linear process, but as interdependent facets
    of any deep learning experience.

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