IGNATIAN PEDAGOGY A PRACTICAL APPROACH PDF

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The Ignatian pedagogical paradigm is a practical teaching framework which is can utilize this approach so that their teaching is academically sound and at the. The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from . retrieved June 7, ; ^ Ignatian Pedagogy: A Practical Approach, the International Centre for Jesuit Education in Rome, ^ The Ignatian. Elements of the Ignatian Pedagogical Paradigm Ignatian pedagogy, however, aims at evaluation Precis of Ignatian pedagogy: A practical approach. In G. W. .

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Periodic evaluation of the learner’s growth is essential. Jesuit education is not meant to end in mere personal satisfaction. Superior General Arturo Sosa. The Ignatian pedagogg paradigm is also used in spiritual retreats and learning experiences pedagpgy an active means of developing and questioning one’s own conscience, as well as in making sound and conscientious decisions. A pre-learning element, Context, and a post-learning element, Evaluation, are also necessary for the method’s success, bringing the total to five elements.

This page was last edited on 26 Octoberat How may learners become more reflective so they more deeply understand what they have learned?

Further information pecagogy The Characteristics of Jesuit Education document Prior learning is part of the context. By using this site, you agree to the Terms of Use and Privacy Policy. Reflection means thoughtful reconsideration of subject matter, an experience, an idea, a purpose or a spontaneous reaction, that its significance may be more fully grasped.

This document was produced in practixal the Jesuit schools of the worlwide Society of Jesus. The Characteristics of Jesuit Educationpublished insets out to describe a Jesuit school and its distinctive identity and mission.

Approacg Loyola’s Spiritual Exercisesand takes a holistic view of the world. The three main elements are Experience, Reflection, and Action. 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.

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This is an abridged version of the Ignatian Pedagogy document Kgnatian is ognatian best way to engage learners as whole persons in the teaching and learning process? What is Ignatian pedagogy paradigm IPP? 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 pedwgogy affective nature is registered by the student. Christogram of the Jesuits. Journal of Business Ethics Action means the learner’s internal state — that is: Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry.

It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion.

Part of a series on the Society of Jesus Christogram of the Jesuits.

This is partly the real circumstances of a student’s pratcical which include family, peers, social situations, the educational institution, politics, economics, cultural climate, the church situation, media, music and so on.

Printed copies of this document are available from the Jesuit Institute. As mentioned above, the institutional environment of the learning center is part of the context. This version has been produced by the Jesuit Institute with enhanced footnotes. Fr Vincent Duminuco SJ explores in greater detail the five elements of the Ignatian Pedagogical Paradigm experience, reflection, action, context, evaluation. The Ignatian Pedagogy document presents the Ignatian Pedagogical Paradigm – a model for teaching and learning in a Jesuit schoool.

Ignatian Pedagogical Paradigm – Wikipedia

Ignatian Pedagogy assumes that worldview and moves one step beyond suggesting more explicit ways in which Ignatian values can be incarnated in the teaching-learning process The Characteristics of Jesuit Education, Points of view and insights acquired from earlier study or spontaneously acquired from their environment are part of the context. Still, the basic method was present. If there is an image, prayer, reading, text or document for which you are searching, please get in touch and we will try to source it for you.

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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 Pedagogy Document Their feelings and attitudes regarding the subject matter also form part of the real context for learning. The Ignatian pedagogical paradigm IPP is over years old. 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. A Practical Approach Fordham University: Learners gather and recollect their own experiences in order to understand what they know already in terms of facts, feelings, values, insights and intuitions they bring to the current study.

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The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience. Practcial, while respecting human freedom, he strives to encourage decision and commitment for the magis, the better service of God and our sisters and brothers.

These provide the goal towards which all aspects of the educational tradition are directed. Applying the Ignatian pedagogical paradigm to the creation of an accounting ethics course. Ignatius Loyola sought not just to serve God but to excel in such service, to do even more than what is required. This is the fundamental key to the paradigm. How do we compel learners to move beyond knowledge to action? The Jesuits believe strongly that pedagogy cannot simply be reduced to methodology.

From Wikipedia, the free encyclopedia.