Ignatian Pedagogical Paradigm Research Articles

‘How kindly he hears my confession:’ A thought experiment for teaching Hitchcock’s I Confess (1953) in the context of the Ignatian Pedagogical Paradigm

While not often ranked amongst Alfred Hitchcock’s most popular or critically lauded films, 1953s I Confess is a compelling work for many reasons, including its ability to provoke thoughtful questions about Catholicism. In this paper, I describe a particular assignment I give in an undergraduate course called Catholicism on Film, and argue for its usefulness as a means of integrating the Ignatian Pedagogical Paradigm into a course taught at a secular institution, that examines the role of Catholicism in popular cinema. As well, this paper contends that cinema, as an artform, has a unique ability to explore Catholicism, and that Hitchcock's film is a particularly strong exemplar of how movies, an inherently empathetic medium, can shift our perceptions of each other, and something as seemingly rigid as dogmatic laws.

Developing an ADDU Online Pedagogical Framework

Online instruction has emerged as a popular alternative to face-to-face classroom instruction. It provides educational opportunities to individuals with geographic, time, or other constraints that make education difficult or impossible to pursue and another option to those who prefer online learning’s flexibility and instructional delivery method. One of the constraints and challenges that education institutions are confronted with is the threat brought about by COVID-19 pandemic that made physical relationship and interactions difficult for teachers and students in the usual classroom setting. This study was conducted to develop an Ateneo de Davao University (ADDU) online pedagogical framework that will help guide the university’s shift to online education. Following a developmental research design with twenty (20) participants involving a founder and nineteen (19) co-founders of the ADDU Center for Educational Research and Advocacy (ACERA) and the approved minutes as the main source of data, results were established. The results included the general framework of ADDU online pedagogy or education, considerations of Ignatian Pedagogical Paradigm (IPP) as an overarching framework and Analyze, Design, Develop, Implement, Evaluate (ADDIE) model which complements with formation, and metrics for evaluation to measure ADDU’s model for instruction. In conclusion, the study identified five major themes for online education which include teachers’ competencies and strategies for teaching online, preparation of instructional materials, agency of the student, formation in an online platform of instruction, student assessment and learning outcomes; developed a framework for online education in considerations of IPP as an overarching framework and ADDIE model which complements with formation; and proposed metrics to measure and evaluate the effectiveness, impact, and sustainability of University’s platform of online instruction.

Strengthening Ethical Commitments to the Common Good: Team-Based Learning in the Ignatian Pedagogical Paradigm

We examine global participatory action research (PAR) that embodies five key elements of the Ignatian Pedagogy Paradigm (IPP): context, experience, reflection, action, and evaluation by analyzing narrative accounts from ten cohorts of Miller Center’s Lewis Family Fellowship, a nine-month team-based PAR program at Santa Clara University. Student-teams work with social enterprises in the Global South to advance the common good. Contributions include the importance of integrating spiritual frameworks into PAR to meet the needs of young people in their search for meaning and purpose, and how inculcating the IPP in college may become a lifelong practice post-graduation.

Navigating a Crisis with Imagination and Hope Through the Ignatian Pedagogical Paradigm

Navigating a Crisis with Imagination and Hope Through the Ignatian Pedagogical Paradigm

Virtual Nursing Education with Ignatian Pedagogy and Jesuit Charisms During a Pandemic.

Amid the COVID-19 pandemic, higher education faculty at a Jesuit university were compelled to adapt pedagogies that were immersive and learner-centered within a virtual learning environment. The Ignatian pedagogical paradigm presented in this article is based on a practical teaching context that values Ignatian principles and world views while promoting Jesuit education. This educational interventional study measured the transformation of nursing student online learners into active, caring, and compassionate participants as they developed their nursing knowledge in a maternal-child health course. With an Ignatian pedagogy as a structure for the online courses, students were challenged to embrace diverse ways of thinking, knowing, and learning.

The Ignatian Pedagogical Paradigm and its Relevance for the Jesuit University

The article describes the seven characteristics that should identify a Jesuit university nowadays: 1) Pedagogical practices at Jesuit universities should promote authentic dialog and reconciliation; 2) Pedagogical practices at Jesuit universities should promote human excellence in every aspect of human life; 3) Pedagogical practices at Jesuit universities should promote exploration and discovery focused on and among disciplines; 4) Programs and practices at Jesuit universities should promote exploration and intercultural appreciation; 5) Jesuit universities should contribute both in theory and in practice to the promotion of justice in society as a whole and within society’s various institutions; 6) A Jesuit classroom should promote the construction of a global vision in students and professors; and 7) Internships and programs at Jesuit universities should promote authentic spiritual growth and faith development.Based on the key approaches of the Ignatian Pedagogical Paradigm (IPP) and having in view that this is not a prefabricated model ready to be applied, its particularities in higher education are contextualized in light of the reflections of the Society General Superiors.The characteristics or identifiers presented motivate educational institutions to build an identitythat responds to a long tradition of Jesuit education and constant renewal of their commitment toform leaders to heal a broken world.

Acting Out The Shared Heritage: Towards A Pedagogical Model for Liberatory Education

There are many connections between Liberation Theology, critical pedagogy, and the Ignatian Pedagogical Paradigm (IPP). Each of these liberatory traditions can be applied to teaching practices in postsecondary education. Utilizing Thomas Oldenski's Integrative Model of Liberation Theology and Critical Pedagogy, I propose The Model of Spiritual Strategies for Postsecondary Teaching (SSM) as a practical teaching framework for postsecondary instructors. The purpose of the SSM is to provide an actionable tool for instructors to infuse their pedagogy and curricula with the values of liberatory education, derived from the disciplines of Liberation Theology, critical pedagogy, and the IPP. I begin by retracing the spiritual heritage and transformative values shared between these disciplines, and conclude with examples of teaching techniques through the SSM to facilitate liberatory education for spiritual transformation.

Integrating the Ignatian Pedagogical Paradigm with Buddhist-Inspired Compassion Meditation

While Ignatian pedagogy is distinctive in Jesuit education, scholarly attention on its applications is scanty. This article demonstrates the relevance of the Ignatian Pedagogical Paradigm (IPP) to compassion cultivation through showing how it integrates into a Buddhist-inspired contemplation program, Cognitively-Based Compassion Training® (CBCT®). Using a case study of a CBCT® course at a Jesuit University that developed students’ “whole person” and ethical discernment, this research analyzes how CBCT® works with the IPP’s five elements: context, experience, reflection, action, and evaluation. This study evaluates participants’ changes in their emotional well-being and ethical concerns by employing psychological measurements such as the Compassionate Love for Humanity Scale. The discussion concludes by elucidating how I have adapted this integrative pedagogical method to teach an undergraduate credited course, “Buddhist Meditation and Practice.” Broadly, this study contributes to a larger conversation about how educators can create an environment that supports both cognitive and affective learning.

Integrating Music into Catechesis: Contemplation, Arvo Pärt's Spiegel im Spiegel, and the Ignatian Pedagogical Paradigm

Integrating Music into Catechesis: Contemplation, Arvo Pärt's Spiegel im Spiegel, and the Ignatian Pedagogical Paradigm

Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom

The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism.

Interdisciplinarity and Ignatian Pedagogy

Jesuit institutions of higher education have addressed the call to interdisciplinary studies through courses, programs, books, and curricula; however, less is understood about how a specific part of these institutions—that is, Ignatian pedagogy—is itself interdisciplinary. Through a historical and textual analysis of foundational Jesuit documents, particularly The Characteristics of Jesuit Education and Ignatian Pedagogy: A Practical Approach, I argue that Ignatian pedagogy is interdisciplinary in its assumption, perspective, and solution, while at the same time a pedagogical paradigm that enriches the practice of interdisciplinary studies, given the paradigm’s experiential focus, contemplative criticality, and action orientation. As such, there arises a relationship of mutual enrichment between Ignatian pedagogy and interdisciplinarity: each possibly contributing to the practice of the other. This article ends with practical challenges and opportunities stemming from this interaction. KEYWORDS: interdisciplinary studies; Ignatian pedagogicalparadigm; Jesuit higher education; Ignatian spirituality; education

Escribir para convencer: experiencia de diseño instruccional en contextos digitales de autoaprendizaje

El objetivo de este articulo es analizar la experiencia de diseno, implementacion y evaluacion del curso abierto Escribir para convencer de edX, para contribuir a la discusion sobre nuevas formas de ensenar y aprender en contextos digitales. El diseno instruccional se sistematizo con base en el modelo ADDIE, que integra los principios del Paradigma Pedagogico Ignaciano. El estudio fue descriptivo e incluyo informacion cuantitativa retomada de la herramienta edX Insights y de encuestas de satisfaccion aplicadas en el curso, asi como informacion cualitativa recolectada de los foros de evaluacion de las unidades. En los desempenos hubo un mayor rendimiento de los participantes en las actividades individuales y de realimentacion automatica, y una menor implicacion en actividades colaborativas. Como en otros MOOC, hay un decrecimiento del numero de participantes al transcurrir del curso. El diseno instruccional de este tipo de cursos enfrenta algunos desafios, como las transformaciones en los roles de los docentes respecto a la mediacion directa, y de los estudiantes, en cuanto a la autonomia, compromiso y apertura a la construccion colaborativa del conocimiento. A pesar de estos retos, el diseno instruccional contribuye a la efectividad de los MOOC y a su vigencia como alternativa de formacion en contextos cotidianos y academicos que aportan a la generacion de ciudadanos globales y digitales.

El modelo Hall-Tonna como herramienta de desarrollo de las cuatro «C’s» en los colegios de la Compañía de Jesús

El presente artículo muestra la vinculación existente entre el modelo de análisis de valores Hall-Tonna y el paradigma pedagógico ignaciano. Se describe cómo el modelo puede suponer una herramienta de aprendizaje clave para el desarrollo de las cuatro cualidades objetivo de la educación jesuita: formar personas conscientes, competentes, compasivas y comprometidas, ayudando a la transformación de los colegios de la Compañía de Jesús en organizaciones que aprenden.

Differences in Ethical Judgment between Accounting Students: An Experiment using Ethical-dilemma Movie and Ignatian Pedagogical Paradigm

<p>The study tries to seek evidence whether the ethical judgment of the accounting students following treatment of watching ethical-dilemma movie and make a reflection as suggested by Ignatian Pedagogical Paradigm Approach. The study is a quasi-experimental using posttest only with an experimental and control group approach. Using the respondents of senior accounting students in a university in Indonesia, we found no ethical judgment difference between students received the treatment and the control group. However, the score of the treated group was higher than the score of the control group. Under a specific limitation, this study suggests that a reflective learning method is an excellent idea to improve students' ethical judgment.</p>

Teaching and Learning Anthropology in the Museum: Developing an Exhibit with the Ignatian Pedagogical Paradigm

Elements of the Ignatian Pedagogical Paradigm (IPP), or teaching and learning in the Jesuit tradition, can be successfully integrated into both formal anthropology courses and informal environments such as museum exhibits to advance anthropological pedagogy. This article discusses how I integrated the IPP into the design of an anthropology course on museum exhibit development and into the exhibit itself. Students benefitted from direct activities such as opportunities to study and interpret material culture, and they were asked to reflect on the experience of applying their anthropological knowledge and interests in a public venue. Visitors to the exhibit were provided opportunities for reflection, which may lead to changes in their actions.

Cognition, Conscience, and Creativity: Multimedia-Based Literature Teaching for Pre-Service Teachers in Indonesia

In this multimedia age, the goals of education are mostly geared toward increasing efficiency and productivity by producing young people to function in today’s global economy. This article would argue that it is also of vital importance to include humanism and reflection in education, for instance in literature teaching. To support this argument, this article presents a brief teaching report on multimedia utilization to teach short stories and novels with difficult, controversial themes for pre-service teachers in Indonesia using Ignatian Pedagogical Paradigm. Applying content analysis method, this descriptive-explanatory study investigates how multimedia can help the students to become creative and reflective at the same time. Involving 38 EFL students of a literature class, it observes teaching materials, students’ assignments, and reflection notes as data. This study shows that (1) multimedia can assist students to think beyond literature and expand their cognition; (2) the use of videos, web-based visual creators, and other multimedia resources can support students’ creativity; and (3) reflection remains an important aspect in literature teaching irreplaceable by multimedia sophistication. The conclusion is that multimedia is without doubt useful in literature teaching today on condition that its use helps enrich students’ multiple perspectives. Keywords: cognition; conscience; creativity; short stories/novels; multimedia

400 Years Old and Still Cutting Edge: Applying Ignatian Pedagogy to an Online Library Orientation

The Ignatian Pedagogical Paradigm is centuries old, but its focus on student-centered learning is cutting edge. When the Gonzaga University library was asked to collaborate with an online graduate studies department, the Ignatian Pedagogical Paradigm provided the guiding framework. The first principle of Ignatian pedagogy is Context, which involves understanding and meeting students where they are. Building on this foundation, the other principles of Experience, Reflection, Action, and Evaluation keep the student at the centre of the learning process. Reflection is the fulcrum of the paradigm, prompting students to think consciously about what they have learned and how it impacts them, thereby taking ownership of the learned material. Applying these principles to a self-paced Online Library Orientation resulted in self-reported student confidence with library resources, and the integration of better sources into their work.

LOKAKARYA KEPALA SEKOLAH DAN STAF SMK ASJI TENTANG PPI

The purpose of this workshop was to help ASJIs SMK principals and curriculum staff better understand the Ignatian Pedagogical Paradigm (Paradigma Pedagogi Ignatian -- PPI). The SMK principals and staff were aware that they did not understand enough what PPI was and how to apply PPI in the context of Vocational High Schools (Sekolah Menengah Kejuruan -- SMK). So they wanted to know better and learned more about the PPI spirit, values, and dynamics.To help those principals and staffs needs, ASJI provided a workshop on PPI. A lecturer from Sanata Dharma University was invited to guide the workshop as an instructor. During the workshop, the participants discussed PPI and planned how to apply and improve PPI in their own schools. The result was that every school made one program (RPP) to implement PPI in their schools.

LOKAKARYA KEPALA SEKOLAH DAN STAF SMK ASJI TENTANG PPI

The purpose of this workshop was to help ASJI’s SMK principals and curriculum staff better understand the Ignatian Pedagogical Paradigm (Paradigma Pedagogi Ignatian -- PPI). The SMK principals and staff were aware that they did not understand enough what PPI was and how to apply PPI in the context of Vocational High Schools (Sekolah Menengah Kejuruan -- SMK). So they wanted to know better and learned more about the PPI spirit, values, and dynamics.To help those principals and staff’s needs, ASJI provided a workshop on PPI. A lecturer from Sanata Dharma University was invited to guide the workshop as an instructor. During the workshop, the participants discussed PPI and planned how to apply and improve PPI in their own schools. The result was that every school made one program (RPP) to implement PPI in their schools.

Un paradigma pedagógico didáctico encuentra las neurociencias

The present article is based on an earlier reflection in the field of neuroethics; it was freely used as a contribution in a seminar during Ignatian schools’s teachers’ training in Italy. We are talking about an Ignatian Pedagogical Paradigm (IPP) consolidated in tradition that since the final drafting of Ratio Studiorum was carried out in 1599, has constituted the starting point for schools and universities of Jesuits, and has served, also as a constant reference point for Ignatian congregations participating in educational services. If learning’s sciences progress and evolve through comparison and assessment of experiences; neuroscientific studies may, somehow, contribute to the confirmation of the effectiveness of a teaching method in the study of the understanding of the brain’s functioning. It would, therefore, to find a possible correspondence between the transmission of knowledge and the organization of neural networks, in order to verify, or disprove, the appropriateness of the ways in which knowledge is presented.