This document outlines the Ignatian Pedagogical Paradigm for teaching. It discusses the five elements of context, experience, reflection, action, and evaluation. The teacher's role is to facilitate the growing relationship between the learner and truth. Reflection involves thoughtfully reconsidering experiences and ideas to more fully grasp their significance. Action demonstrates love through deeds. Evaluation assesses students' well-rounded growth as persons for others.

1. Reported by: ERLMARIE P. CRASE

2. Who wants
to be an
Ateneo
Teacher?

4. Learner Truth
Teacher

5. Facilitate the growing
relationships of learner
with truth
TEACHER’S
ROLE:
Photo Credits: ADDU & ADMU

6. Reflection
Action
Experience
Learner Truth
Teacher
Teacher – Learner Relation in Ignatian
Pedagogical Paradigm

7. Ignatian Pedagogical Paradigm
Reflection
Action
Experience
Essential meaning
and value of what
they study
Challenge
imagination
exercise the will
for the best
Move beyond
knowledge
COMPETENT
CONSCIENCE
COMPASSION

9. Experience
Context
Reflection Action
Evaluation

10. 1. Context
Students’ Life
Socio-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

11. 2. Experience
To describe any activity in which in
addition to a cognitive grasp of
matter being considered, some
sensation of an affective nature

12. What is
this?
How does it
work?

13. I like this..
Its interesting
How do I
react…?
Im not good…

14. Human Experience
Direct experience Conversation or discussions,
laboratory investigation or
field trips

15. Vicarious experience
Direct experience is not always possible.
Learning is often achieve through indirect
experience.
Historical setting
Simulations/assimilation

16. 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

17. 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?

18. MAJOR CHALLENGES
1. 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

19. 4. Action
The acid test of love is
what one does, not what
one says
Love is shown in
deeds , not words

20. St. Ignatius wants Jesuits
Schools to form young
people who could and
would contribute
intelligently and effective to
the welfare of the society

21. Ignatius Pedagogy
Affective/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

22. 2 Steps of Manifestation
1. Interiorized Choices – considers the
experience from a personal, human
point of view
Meanings perceive and judges
Choices are made
 when learner decides that truth is to be his
or her personal point of preference,
attitudes
or predispositions

23. 2. Choices externally manifested
- to do something consistent with a
conviction. ( meaning positive)

24. If the meaning is negative, student seeks to
adjust, change or avoid the condition and
circumstances

25. 5. Evaluation
Concerned about
student’s well-rounded
growth as person for
others

26. It is important to evaluate a
student’s progress in academic
achievement.
Daily quizzes

27. Assess fuller human growth. Take
into account the age, talents and
developmental levels of each
student.
Mentoring, journals or voluntary
service to others

28. Attitude
Prioritie
s
Decision
s
Must be reinvestigated in light of
further experiences, changes in her
context, challenges from her cultural
developments and the like