ignatian pedagogical paradigm.pdf

7/29/2019 Ignatian Pedagogical Paradigm.pdf

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Ignatian PedagogicalParadigm

Saturday, August 10, 13


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Ignatian PedagogicalParadigm



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Ignatian Pedagogy

Includes a worldview and vision of the idealhuman 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 fora profession

Rather, the full growth of the human personwhich leads to action suffused with the spiritof Jesus



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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 peopleof God

Fr. Kolvenbach: We aim to

form leaders in service, inimitation of Christ Jesus, men

and women of competence and

conscience.



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Ignatian Pedagogy

Education does not inevitablyhumanize or Christianize

Education does not necessarilylead to virtue

The process of education, therefore, musttake place in a moral context.



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Traditional Learning Paradigm

Focuses on memory skills in students andcontains only:

Experience

Action

No explicit formational considerations(humandimensions 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 ahuman being



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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



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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



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A Comprehensive PedagogicalParadigm The major difference between Ignatian

Pedagogy and traditional education is its insistence that teachers add reflection

between experience and action wheneverappropriate in the learning process

EXPERIENCE REFLECTION ACTION



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Ignatian Pedagogy:A Practical Approach



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Context of Learning The Student

The real context ofthe students life &world

Students life

experience

Readiness forgrowth

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 thestudent



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Context of Learning: curapersonalis Helping students

feel accepted

Relate to each

student

Provide wait time

Dignify responses

Restate the question

Rephrase thequestion

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



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Context of Learning

Helping students develop positive attitudesabout 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? Settingthe Context In keeping with

time-honoredtradition, Aztecpriest sacrifice achild to their gods Is the behavior ethical?

Why or why not?



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Experience

Engaging the whole

person in learning

Mind

Heart Imagination

Feelings

Will



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Experience

Creating conditionswhereby studentsgather & collect theirown experience

Helping studentsdistill what theyunderstand already in terms of facts,

feelings, values,insights & intuitionsthey bring to thesubject matter at hand



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Experience

Guiding students in

assimilating new

information

Providing furtherexperiences so they

willgrow in

completeness & truth



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Experience

Relate to what you

know

Additional Examples

In your own words An Alternative Point

of View

Relate to

ContradictoryExperience,

Knowledge



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Cultural Relativisms Claim



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1. Different societies havedifferent moral codes.



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1. Different societies havedifferent moral codes.

2. Therefore, no objective

standard; no universal truths1. One societal code > another

2. no special status; one amongmany

3. Multicultural tolerance isneeded.



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Reflection

Drawing meaning &value from experienceby

Assimilating facts &

testing validity oftheories/hypotheses

Developingpredictions about

what will work Locating source of

feelings & reactions


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Reflection

Drawing meaning &

value from experience

by

Exploring

implications for

oneself & others

Making explicit what

is implicit & assumed Seeking truth behind

events & ideas


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Reflection Journaling

Maps What does _______

mean to you?

If you were going toexplain _______ whatwould you say?

What do youremember from

reading? Picture/Diagram Words that come to


R fl i


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Reflection

3 New Ideas How has your

thinking changed

about ________ ?

Act out what it meansto you

Example in your life

Non-example


C


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Cases

1. Spartans & Chinese

2. Sadaam Hussein3. Imelda Marcos



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A ti


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ActionChoice & Commitment

toward theGreater Good (Magis)

Interiorized

Choices E.g., Clarification

of one's priorities,

making the truth

one's own andremaining open to

where it might

lead.

Choice & Commitment

toward theGreater Good (Magis)

Externally Manifested

Choices

E.g., Interiorizedvalues impelling oneto act, to dosomething consistent

with this newconviction.


A ti


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Action

Introduce models tohelp students useknowledgemeaningfully

through: Decision Making Investigation Experimental Inquiry Problem Solving Invention Christian Service Projects


R le f the Te he


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Role of the Teacher

1. To set up

experiential

conditions of

learning

2. To provide tools &

instruction in ways

of study & reflection

3. To lead to

application, action &further inquiry


The Error of Cultural


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Is there a difference between moralnorms and cultural beliefs and

practices?




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Is there a difference between moralnorms and cultural beliefs and

practices?

Is it possible for a cultural custom or

habit to be longstanding andcompletely consistent with otherbehaviors of the group yet at thesame time be immoral?



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Evaluation


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Evaluation

Review, Diagnosis,Appraisal,Assessment

From Latinassidere

Sit beside as anassistant judge

Sit beside the learnerto provide Authentic & meaningful

feedback for improvinglearning

To measure growthand discover areasthat need furtherstudy.

This includes: testing, self-evaluation, portfolios,

teacher conferences, final exit interviews


Evaluation


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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


Multiculturalism and


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Multiculturalism andUniversal Moral Code




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Multiculturalism andUniversal Moral Code Should we as a nation

be a Melting Pot?




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Multiculturalism andUniversal Moral Code Should we as a nation

be a Melting Pot?

Or should we be aTossed Salad?



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