Download - Ignatian pedagogical paradigm
IGNATIAN PEDAGOGICAL PARADIGM
Reported by: ERLMARIE P. CRASE
Who wants to be an Ateneo Teacher?
TEACHER - LEARNER RELATIONSHIP
Learner Truth
Teacher
Facilitate the growing relationships of learner with truth
TEACHER’S ROLE:
Photo Credits: ADDU & ADMU
Reflection
Action
Experience
Learner Truth
Teacher
Teacher – Learner Relation in Ignatian Pedagogical Paradigm
Ignatian Pedagogical Paradigm
ReflectionAction
Experience
Essential meaning and value of what they study
Challenge imagination exercise the will for the best
Move beyond knowledge
COMPETENT
CONSCIENCE
COMPASSION
Dynamic of the IPP Paradigm
5 steps
Experience
Context
Reflection Action
Evaluation
1. Context
Students’ LifeSocio-economic political and cultural
Institutional environment of the school
Previously acquired concepts
Family life
Peers
Social situation
Face-to face faith community
Moral development
Religious Formation
Cultural environment
Feelings and attitudes
Values
2. Experience
To describe any activity in which in addition to a cognitive grasp of matter being considered, some sensation of an affective nature
What is this?How does it
work?
I like this..Its interesting
How do I react…?
Im not good…
Human ExperienceDirect experience Conversation or discussions,
laboratory investigation or field trips
Vicarious experienceDirect experience is not always possible. Learning is often achieve through indirect experience.
Historical settingSimulations/assimilation
3. Reflection
A thoughtful reconsideration of some subject matter, experience, idea, purpose or spontaneous reaction, in order to grasp its significance more fully.
The process by which meaning surfaces in human experience
Understanding the
TRUTH being
studied more clearly
Are they Valid?Are they fair?
Sources of sensation or reactions I experience
Does it affect my life? Why?
Implication of what I have grasped for myself and others
Does it interest me? Why?
By achieving personal insights into events, ideas, truth or distortion
My own lifestyle? The things I take for granted…..
By coming to understanding of
WHO I AM?What moves me & why? Am I at peace with that
reaction in myself?Why?
MAJOR CHALLENGES1. Formulate questions that will broaden
students’ awareness and impel them to consider viewpoints of others.
3. The total respect for students’ freedom should be observe.
2. The risk of manipulation or indoctrination is high
4. Action
The acid test of love is what one does, not what one says
Love is shown in deeds , not words
St. Ignatius wants Jesuits Schools to form young people who could and would contribute intelligently and effective to the welfare of the society
Ignatius PedagogyAffective/evaluative stage of learning process
Respect human freedom , decision and commitment for the magis is
encourage
Magis the better service of God and our sisters and brothers
2 Steps of Manifestation
1. Interiorized Choices – considers the experience from a personal, human point of view
Meanings perceive and judgesChoices are made when learner decides that truth is to be his or her personal point of preference, attitudes or predispositions
2. Choices externally manifested - to do something consistent
with a conviction. ( meaning positive)
If the meaning is negative, student seeks to adjust, change or avoid the condition and circumstances
5. Evaluation
Concerned about student’s well-rounded growth as person for others
It is important to evaluate a student’s progress in academic achievement.Daily quizzes
Assess fuller human growth. Take into account the age, talents and developmental levels of each student.Mentoring, journals or voluntary service to others
Attitude
Priorities Decisio
ns
Must be reinvestigated in light of further experiences, changes in her context, challenges from her cultural developments and
the like