IPP or the Ignatian Pedagogical Paradigm and the Spiritual Exercises of St. Ignatius of Loyola

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The IPP or the Ignatian Pedagogical Paradigm is deeply rooted in the Spiritual Exercises of St. Ignatius of Loyola.

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IPP or the Ignatian Pedagogical Paradigm and the Spiritual Exercises of St. Ignatius of Loyola

  1. 1. IGNATIAN EDUCATION : Towards transformative learning THE IGNATIAN PEDAGOGICAL PARADIGM (IPP) AND THE SPIRITUAL EXERCISES OF ST. IGNATIUS OF LOYOLA Br. Jeffrey U. Pioquinto, SJ Ateneo de Davao University
  2. 2. REFLECTIVE 1.Examen 2.Life of St. Ignatius 3.Ignatian Spirituality 4.IPP 5.Characteristics of Jesuit Education
  3. 3. Morning Examen This is a prayer where we try to find the movement of the Spirit in our daily lives as we reflect on our day
  4. 4. Morning Examen 1.Feel the presence of God 2.Thanksgiving 3.Looking at the day 4.Resolution
  5. 5. The Awareness Exercise is about paying attention to our experience in order to detect the presence of Christ. A word about 'paying attention' is in order. Examen
  6. 6. Presence-- this spiritual exercise is interpersonal, that is, it is about the mutual presence of one person (risen Christ) to another person (you).
  7. 7. Situations, events and persons -- how is the presence of Christ mediated to me during the course of my day? The answer is in the persons, events and circumstances that I daily experience.
  8. 8. Your growing awareness -- Christ can be present to us, but we may not recognize or pay attention to Him. This exercise helps us become aware of Christ's presence and to grow in that awareness. Further, it is your awareness that is important, not someone else's. We are not contemplating the awareness of St. John of the Cross or of St. Therese, as helpful as that may be in other times of prayer.
  9. 9. Response-- the reason we want to grow in our awareness of Christ is so that we can live in closer union with Him, recognize His will and respond to Him by uniting ourselves to what He is doing in our life, in the lives of the people we encounter and serve, and in the world
  10. 10. Morning Examen 1.Feel the presence of God 2.Thanksgiving 3.Looking at the day 4.Resolution
  11. 11. St. Ignatius of Loyola
  12. 12. Life of St. Ignatius of Loyola Turning Points Life Changing Life Altering
  13. 13. St. Ignatius of Loyola and Education Parisian Education Ratio Studiorum-Plan of Studies Ignatian Pedagogical Paradigm The goal of their work (Jesuits) is to provide a place of encounter between the person and God. (Formula of Institute) Ignatius saw the opportunity of helping people through schools.
  14. 14. St. Iggy St. Peter Favre St. Francis Xavier First Companions of the Society of Jesus
  15. 15. Ignatian Spirituality How do we built relationship?
  16. 16. Better self-awareness leads to deeper spirituality
  17. 17. What is your Image of God?
  18. 18. Deus ex machina
  19. 19. Ignatian spirituality sees God as actively involved in the world and intimately involved with us in every moment and place.
  20. 20. Ignatian Spirituality – A way of looking at the world…looking in the eyes of God.
  21. 21. Job
  22. 22. What is the central message of the Scripture?
  23. 23. Main characteristics of Job
  24. 24. What was then the argument of the Devil? But stretch out your hand and lay a finger on his possessions: then, I warrant you, he will curse you to your face.
  25. 25. How did Job react to all those predicaments? and said: Naked I came from my mother's womb, naked I shall return again. God gave, God has taken back. Blessed be the name of God!
  26. 26. “The Lord gives and the Lord takes. That is who he is.”
  27. 27. and said: Naked I came from my mother's womb, naked I shall return again. God gave, God has taken back. Blessed be the name of God! “The Lord gives and the Lord takes. That is who he is.” Tree of Life Job 1
  28. 28. Ignatian Spirituality – The way we look at the world.
  29. 29. IGNATIAN PEDAGOGICAL PARADIGM Teaching that Moves a Learner
  30. 30. The pursuit of each student’s intellectual development to the full measure of God- given talents rightly remains a prominent goal of Jesuit Education. Its aim, however, has never been simply to amass a store of information or preparation for a profession, though these are important and useful to emerging Christian leaders. The ultimate aim of Jesuit education is, rather, that full growth of the person which leads to action. that full growth of the person which leads to action THE LEARNER’S PERSONHOOD FLOURISHES THE LEARNER GOES INTO ACTION
  31. 31. What does the IPP take from The Spiritual Exercises of St. Ignatius of Loyola?
  32. 32. FROM THE SPIRITUAL EXERCISES OF ST. IGNATIUS OF LOYOLA 2. The dynamic between the Retreat Director and Retreatant 3. The constant call to reflect upon the entirety of one’s experience in prayer 1. The nature of prayer
  33. 33. 1. The nature of prayer •It is an interior activity •That changes one’s interiority •Interiority includes both the cognitive and the affective, the mind and the heart, at the same time •Knowing with the heart 1. The nature of learning In IPP, Learning is an interior activity that changes one’s interiority. Learning includes both the cognitive and the affective, the mind and the heart, at the same time. Learning is Knowing with the heart
  34. 34. 2. The dynamic between the director and the retreatant • Ironically, the retreat director does not direct, but merely co-journeys with the retreatant • The retreat director proposes, the retreatant takes the proposal • The retreatant goes through the experience alone • The retreat director helps the retreatant understand the experience more deeply 2. The dynamic between the teacher and the learner • The teacher does not merely transfer information • The teacher provides the learning experience • The learner arrives at the knowledge on his or her own • The teacher helps the learner to draw more understanding from the experience
  35. 35. • To step back and look at how one responded to the prayer experience: attractions/ repulsions and consolations/desolations • In order to discern where the Spirit of God is leading • Appropriating the meaning and implications of what one has come to understand • Allows one to proceed toward appropriate courses of action 3. The constant call to reflect upon the entirety of one’s experience in prayer 3. The constant call to reflect upon the entirety of one’s learning experience • To step back and look at how one responded to the learning experience: attractions/ repulsions and consolations/desolations • In order to discern where the Spirit of God is leading • Appropriating the meaning and implications of what one has come to understand • Allows one to proceed toward appropriate courses of action
  36. 36. 5 STEPS OF THE IPP 1. Carefully consider the CONTEXTof learning - The learners’ world - The world of the teaching-learning event (socio-economic, political, cultural environment) - The learning community’s world (the school environment) 2. Create the conditions of an EXPERIENCEwhereby students, given their repertoire, assimilate new information - to taste something internally
  37. 37. 5 STEPS OF THE IPP 3. Guide the students through a REFLECTION on their learning experience. - Draw out their personal interior response to the information/knowledge gained - Facilitate appropriation of the meaning and implications of what learners have come to understand 4. Provide opportunities for ACTION arising from the reflection on the experience and the knowledge.
  38. 38. In time the meanings, attitudes, values which have been interiorized, made part of the person, impel the student to act, to do something consistent with this new conviction. If the meaning was positive, then the student will likely seek to enhance those conditions or circumstances in which the original experience took place.
  39. 39. For example, if the goal of physical education has been achieved, the student will be inclined to undertake some regular sport in his free time. If she has acquired a taste for history or literature, she may resolve to make time for reading. If he finds it worthwhile to help his companions in their studies, he may volunteer to collaborate in some remedial program.
  40. 40. If he or she appreciates better the needs of the poor after service experiences, this might influence his or her career choice or move the student to volunteer to work for the poor. If the meaning was negative, then the student will likely seek to adjust, change, diminish or avoid conditions and circumstances in which the original experience took place.
  41. 41. For example, if the student now appreciates the reasons for his or her lack of success in school work, the student may decide to improve study habits in order to avoid repeated failure.
  42. 42. 5 STEPS OF THE IPP 5. Conduct an EVALUATION of student’s - mastery of knowledge and skills achieved - growth in attitudes, priorities, and actions
  43. 43. 1. Carefully consider the CONTEXT of learning - The learners’ world - The world of the teaching-learning event (socio-economic, political, cultural environment) - The learning community’s world (the school environment) 2. Create the conditions of an EXPERIENCE whereby students, given their repertoire, assimilate new information - to taste something internally 3. Guide the students through a REFLECTION on their learning experience. - Draw out their personal interior response to the information/knowledge gained - Facilitate appropriation of the meaning and implications of what learners have come to understand 4. Provide opportunities for ACTION arising from the reflection on the experience and the knowledge. 5. Conduct an EVALUATION of student’s - mastery of knowledge and skills achieved - growth in attitudes, priorities, and actions
  44. 44. CONTEXT EXPERIENCE REFLECTION ACTION EVALUATION
  45. 45. IGNATIAN PEDAGOGICAL PARADIGM Teaching that Interiorly Transforms and Moves a Learner
  46. 46. is not merely to educate the mind, but to change the person into a better, a more caring human with a developed conscience.
  47. 47. THIS PROCESS - IPP That leads to the formation of community organizer who are Persons of COMPASSION, COMMITMENT and CONSCIENCE
  48. 48. 1. How is the Spiritual Exercises related to the IPP - Ignatian Pedagogical Paradigm ? 2. Fr. Peter-Hans Kolvenbach, SJ, Former Superior General of the Society of Jesus wrote, “We aim to form leaders in service, men and women of competence, conscience and compassionate commitment.” How can reflection help in forming that kind of a leader? 3. How do I manifest the IPP in my daily mundane life?

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