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Ignatian Pedagogical Paradigm: an scaffold to the learner´s journey   a.j.bencosme
 

Ignatian Pedagogical Paradigm: an scaffold to the learner´s journey a.j.bencosme

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The Ignatian Pedagogical Paradigm (IPP) is a method for adult education utilized by the Jesuits for some 500 years to develop critical thinking. They also intend to form influential individuals. ...

The Ignatian Pedagogical Paradigm (IPP) is a method for adult education utilized by the Jesuits for some 500 years to develop critical thinking. They also intend to form influential individuals. Here the IPP is connected to the learner's journey using Campbell's Hero's Journey archetype to attain both objectives: To prepare Critically thinking, influential individuals.

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    Ignatian Pedagogical Paradigm: an scaffold to the learner´s journey   a.j.bencosme Ignatian Pedagogical Paradigm: an scaffold to the learner´s journey a.j.bencosme Presentation Transcript

    • Arturo J. Bencosme-Dávila, PhD Affiliate Faculty Ignatian Faculty Scholar College for Professional Studies ~ Regis University
    • A tandem integrated by the Ignatian Pedagogical Paradigm and the Hero’s Journey Archetype can effectively scaffold the learner’s inner transformation. Both components of the tandem are cyclical processes which can be synchronized based on their fundamental principles. The tandem is driven by the educator’s true self in connection with the Universal Source / Spirit / God. This tandem provides a powerful framework for educating and forming students and for several other academic instances. Arturo J. Bencosme, PhD 2
    • The Ignatian education strives to develop men and women of competence, conscience, and compassion. It is a collaborative process between and among faculty and students which fosters personal and cooperative study, discovery, creativity, and reflection to promote life-long learning and action in service to others. Korth, S.J. , Precis of Ignatian Pedagogy Arturo J. Bencosme, PhD 3
    • The Ignatian Pedagogical Paradigm states that all learning Is . . .  Situated in a specific context, especially that of the learner. CONTEXT EXPERIENCE  Rooted in previous and in new experience.  Dependent upon - and deepened by - reflection about those experiences. REFLECTION ACTION  Made meaningful when new knowledge is put into action involving interior choices and/or external manifestations.  Reinforced by explicit evaluation (and ultimately, self-assessment) of those actions and the degree to which learning has occurred. EVALUATION Korth, S.J. , Precis of Ignatian Pedagogy Arturo J. Bencosme, PhD 4
    • LEARNING Arturo J. Bencosme, PhD 5
    • In the Jesuit tradition, every student is trained to lead based on the premise that leadership begins with personal mastery, that is, all leadership comes from within. Four leadership principles form the basis for such a personal development path: Self-Awareness – understanding personal strengths, weaknesses, values and worldview, and practicing constant self-feedback. Ingenuity – proactively creating or searching for effective and efficient ways to be of service in varied and changing circumstances. Love – having an active compassionate drive in approaching self and others. Heroism – deriving creative energy from visualizing worthwhile results to be attained, and being committed to pursue such a vision. Lowney, C., Heroic Leadership Arturo J. Bencosme, PhD 6
    • “A hero ventures forth from the world of common day into a region of supernatural wonder; fabulous forces are RETURN / CELEBRATION PREPARATION / DEPARTURE there encountered and a decisive victory is won; the hero comes back from his mysterious PASSAGE / TRANSFORMATION adventure with the power to bestow boons on his fellow man.” Campbell, J., The Hero with a Thousand Faces Arturo J. Bencosme, PhD 7
    • The Hero´s Journey pattern provides both the educator and the learner with an experiential map … A map which guides in understanding the steps, the emotions and the meaning in the learner’s move toward greatness. Preparation/Departure – Developing emotional and intellectual readiness for the learning journey ahead. The Inner World of Learning Passage/Transformation – Knowledge adquisition, insight experiencing, skill development, & appropriating the learning gained. Return/Celebration – Manifesting the treasured learning through inner choices & external deeds. Arturo J. Bencosme, PhD 8
    • Arturo J. Bencosme, PhD 9
    • Arturo J. Bencosme, PhD 10
    • A CAVEAT: The inner state of the educator will affect the performance of the IPP / L J tandem: the leaner’s journey will be affected The educator’s inner work needs to focus on connecting with the true self within and thus let understanding, appreciation and compassion blossom. A container upon which to develop those traits is the practice of contemplative disciplines. Having a keen awareness of the personal hero’s journey being experienced will support the educator in being empathic with the learner. Understanding Appreciation Compassion Arturo J. Bencosme, PhD 11
    • The IPP / L J Tandem is Driven from Wihin The quality of the educator’s connection with the true self within will determine the quality of the energy that drives the IPP / LJ Tandem Understanding Appreciation Compassion Arturo J. Bencosme, PhD 12
    • 1. By designing the learning process on hand around the IPP approach: -be it lessons, syllabi, academic programs, student counseling activities, faculty mentorships or other leaning processes. Context: Building on the learner’s motivation, multiple circumstances & prior experiences. Experience: Presenting the topics through all the sensory channels and underscoring all mental, emotional and spiritual aspects of experience – For Ignatius, experience meant: “To taste something internally”. Reflection: Guiding enquiring tasks into single, double and higher loop learning. Action: Focusing on applications of the learner’s interests, aiming at interior choices and/or external manifestations. Evaluation: Self-assessing of progress in academic and personal growth in addition to assignments & tests given by the teacher. Arturo J. Bencosme, PhD 13
    • 2. By following the educational principles derived from the Ignatian Spiritual Exercises Instrumentality: Imparting education to develop independence and responsibility. Learner Focused: Systematically designing units emphasizing self-activity & self-discovery and using flexibility to adapt to the learner within the structure. Personal: Centering around reflection & accountability directed toward personal appropriation by the student resulting in a life-long, independent learner. Teacher’s Role: Being an experienced guide, skilled at utilizing multiple techniques Newton, R.R. , “Reflections on the Educational Principles of the Spiritual Exercises” Arturo J. Bencosme, PhD 14
    • 3. By addressing the archetypical behavioral patterns of the Hero’s Journey along the learner’s inner transformational experience Preparation Building a safe learning environment, optimism, winning attitude and empathic fellowship for the journey ahead. Challenges, Insight, and Appropriation Using everything for learning, growth and uplifting, focusing on the highest good, expanding the capacity to let go and affirming self identity with creativity. Manifesting Establishing order, aiming at transforming reality, seeking truth via detachment & discernment, deepening self-awareness with a sense of humor, and being free to live and to go on into new journeys. Based on Pearson, C. “Awakening the Heroes Within” Arturo J. Bencosme, PhD 15
    • Consistently and methodically utilizing the Ignatian Pedagogical Paradigm in sync with the learner’s journey will effectively scaffold the becoming of the learner. The learner will progressively :  discern and intelligently choose experiences  draw useful insights from the reflection on those experiences and that can be applied to real life situations;  enhance the patterns of thought and emotion as the sequence experience-reflection-action is internalized as a discipline;  be self-motivated and guided by a sense of integrity, humanity and transcendence;  pursue a life-long learning path aimed at leadership in service, consistent with the Ignatian objectives and with Campbell’s description a good life: One Hero’s Journey After Another. Arturo J. Bencosme, PhD 16
    • The tandem IPP / L J can be directed to several academic applications Arturo J. Bencosme, PhD 17
    • LEARNER’S . I.P.P. ▼ JOURNEY ► CONTEXT Self-Awareness PREPARATION, DEPARTURE CHALLENGES, INSIGHTS, APPROPRIATION What is the learner’s inner What is the learner’s inner state state (mind set, heart set) while going through the trials, in the journey´s initial stage? treasures and appropriation? RETURN, MANIFESTING What is the learner’s inner state in the final stage of the journey? EXPERIENCE In-Class & OffClass Activities “to taste within” What activities will ensure readiness to go into the journey? What will be the containers for the challenges, insights and personal appropriation? What activities will lead to applying the treasure to work for the highest good? REFLECTION Questioning, Wondering How to be well prepared for the journey, and what useful previous experiences are available? How can high order learning be accomplished to connect the learning to values, worldview, assumptions and choices? How to synthesize and connect the learning with work for the highest good? What choices will impel the How to integrate the learning journey including overcoming into previous knowledge other resistances? lessons, courses, programs, etc? What choices will connect inwardly and in deeds with work for the highest good? ACTION Choices, Attitudes, Decisions EVALUATION Assessment, Feedback Arturo J. Bencosme, PhD What degree of readiness is present, and what else can be done to improve on it? How significant is the learning attained and how effective the learning methods utilized? How can this learning experience become a resource for the future? 18
    • LEARNER’S . I.P.P. ▼ JOURNEY ► CONTEXT Self-Awareness EXPERIENCE In-Class & OffClass Activities “to taste within” REFLECTION Questioning, Wondering PREPARATION, DEPARTURE Arturo J. Bencosme, PhD RETURN, MANIFESTING • Resolve to approach the lesson. • Compassion/trust - based connection to faculty & peers • Asking for assistance • Loving surprise & appreciation for mental model renewal. • Tune in to the lesson. • Intellectual expansion awareness. • Mastery of new,, awareness of old knowledge: gratitude, joy. • Fascination with lesson content, enthusiasm about further learning. • Tools & materials needed. • Search for additional preparation. • Assignments prior to class Activities: including homework: Research, problem solving, reading, writing, contemplating, presenting, analyzing, field experiences, interviews, discussions & dialogues. Application focus: developing, writing, presenting, sharing and discussing. • Ponder previous knowledge & experience. • Assess academic significance of the lesson for the course. High order meta-cognition: • Inquiring, intuiting, wondering. • Exploring underlying values, assumptions. • Insertion in own worldview. Synthesize the learning from the lesson and connect it with work for the highest good. • Building understanding & meaning. • Establishing connections with other lessons & the subject matter. Choices to connect the lesson inwardly and in deeds with work for the highest good. • Learning attained. • Effectiveness of methods & tools. Learning experience as a resource for the future. • Further connection to self, peers, ACTION Choices, Attitudes, faculty. Decisions • Overcome inner resistances. EVALUATION Assessment, Feedback CHALLENGES, INSIGHTS, APPROPRIATION Focus on readiness for the lesson. 19
    • LEARNER’S I.P.P. ▼ JOURNEY ► CONTEXT Self-Awareness EXPERIENCE In-Class & OffClass Activities “to taste within” REFLECTION Questioning, Wondering PREPARATION, DEPARTURE • Resolve to approach the course. • Compassion/trust - based connection to faculty & peers • Asking for assistance • Ponder previous knowledge & experience. • Assess academic significance of the academic program. Arturo J. Bencosme, PhD Focus on readiness for the course. RETURN, MANIFESTING • Mastery of new,, awareness of Loving surprise & appreciation for old knowledge: gratitude, joy. mental model renewal. • Fascination with lesson Tune in to the course. content, enthusiasm about Mindfulness of intellectual expansion. further learning. Activities: including homework: •Tools & materials needed. Research, problem solving, reading, •Search for additional preparation. writing, contemplating, presenting, •Assignments prior to first class analyzing, field experiences, interviews, discussions & dialogues. • Further connection to self, peers, ACTION Choices, Attitudes, faculty. Decisions • Overcome inner resistances. EVALUATION Assessment, Feedback CHALLENGES, INSIGHTS, APPROPRIATION Application focus: developing, writing, presenting, sharing and discussing. High order meta-cognition:  Inquiring, intuiting, wondering.  Exploring underlying values, assumptions.  Insertion in own worldview. Synthesize the learning and connect with work for the highest good. - Building understanding & meaning. - Connect with other courses & the academic program. Choices to connect course learning inwardly and in deeds with work for the highest good. - Learning attained. - Effectiveness of methods & tools. Learning experience as a resource for the future. 20
    • LEARNER’S I.P.P. ▼ JOURNEY ► CONTEXT Self-Awareness EXPERIENCE In-Class & OffClass Activities “to taste within” REFLECTION Questioning, Wondering PREPARATION, DEPARTURE • Resolve to enter the program. • Compassion/trust - based connection to faculty & peers. • Asking for assistance Arturo J. Bencosme, PhD Loving surprise & appreciation for mental model renewal. Tune in to the lesson. Mindfulness of intellectual expansion. Activities: including homework: Research, problem solving, reading, •Tools & materials needed. writing, contemplating, presenting, •Search for additional preparation. analyzing, field experiences, interviews, discussions & dialogues. • Ponder previous knowledge & experience. • Assess academic significance of the lesson for the course. • Further connection to self, peers, ACTION Choices, Attitudes, faculty. Decisions • Overcome inner resistances. EVALUATION Assessment, Feedback CHALLENGES, INSIGHTS, APPROPRIATION Focus on readiness for the program. RETURN, MANIFESTING Mastery of new,, awareness of old knowledge: gratitude, joy. Fascination with lesson content, enthusiasm about further learning. Application focus: developing, writing, presenting, sharing and discussing. High order meta-cognition:  Inquiring, intuiting, wondering.  Exploring underlying values, assumptions.  Insertion in own worldview. Synthesize the learning and connect with work for the highest good. - Building understanding & meaning. - Establishing connections with self, career and family. Choices will connect inwardly and in deeds with work for the highest good. - Learning attained. - Effectiveness of methods & tools. Learning experience as a resource for the future. 21
    • Arturo J. Bencosme, PhD 22
    • Jesuit Spiritual Exercises Ignatian Pedagogy Transformation Ingenuity Influential Love over Fear Context Reflection Subjective Experience Heroism Evaluation Self-Awareness Scaffold Experience Experiential Map Learner’s Journey Action Lessons Academic Programs Leadership from Within Education World as Usual Archetype Departure Learning Courses Extraordinary World Educator’s Inner Work Magis Return Service to Others Synchronized Hero’s Journey Servant Leader Arturo J. Bencosme, PhD Passage 23
    • Arturo J. Bencosme, PhD 24
    • END Arturo J. Bencosme, PhD 25