IGNATIAN PEDAGOGY A PRACTICAL APPROACH PDF

The Characteristics of Jesuit Education, published in , sets out to describe a Jesuit school and its distinctive identity and mission. Ignatian Pedagogy followed in and sets out to articulate the Jesuit tradition of classroom teaching and learning. The Ignatian Pedagogy document presents the Ignatian Pedagogical Paradigm - a model for teaching and learning in a Jesuit schoool. The model identifies three key components of Jesuit teaching and learning: a drawing on experience, b reflecting on that experience, and c the action that follows from learning. It also talks about the importance of understanding the context in which teaching and learning take place, and the need constantly to evaluate the impact and effectiveness of education.

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Still, the basic method was present. 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. The Ignatian pedagogical paradigm[ edit ] Context[ edit ] The context in which the learner finds himself or herself is important.

Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry. These and many other factors may stifle the freedom encouraged by Ignatian pedagogy. Points of view and insights acquired from earlier study or spontaneously acquired from their environment are part of the context. Their feelings and attitudes regarding the subject matter also form part of the real context for learning.

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. This is how the student makes the learning experience his or her own and obtains the meaning of the learning experience for herself and for others.

Reflection is how meaning becomes apparent in human experience. 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.

Ignatian learning cannot stop at experience. It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion.

Ignatius Loyola sought not just to serve God but to excel in such service, to do even more than what is required. 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. It is meant to move the learner to act.

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