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