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It uses a practical teaching framework grounded in Ignatian values, aligning academic soundness with formative development. 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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.  \nThe Ignatian pedagogical paradigm is a practical teaching framework which is consistent with and effective in communicating the Ignatian values and world view. Faculty, regardless of discipline, can utilize this approach so that their teaching is academically sound and at the same time formative of persons for others.  \nWhat is the Process?  \nIgnatian pedagogy is a model that promotes the goal of Jesuit education, speaks to the teaching-learning process, addresses the faculty-student relationship, and has practical meaning and application for the classroom. Similar to the process of guiding others in the Spiritual Exercises, faculty accompany students in their intellectual, spiritual, and emotional development. They do this by creating the conditions, laying the foundations, and providing the opportunities for the continual interplay of the student's experience, reflection, and action to occur. Throughout the process it is important that faculty be sensitive to their own experience, attitudes, and opinions lest they impose their own agenda on their students.  \nThe Ignatian pedagogical process includes the following elements: context, experience, reflection, action, and evaluation. Through consideration of the factors and context of students' lives, faculty create an environment where students recollect their past experience and assimilate information from newly provided experiences. Faculty help students learn the skills and techniques of reflection, which shapes their consciousness, and they then challenge students to action in service to others. The evaluation process includes academic mastery as well as ongoing assessments of students'well-rounded growth as persons for others.  \nContext  \nSince human experience, always the starting point in Ignatian pedagogy, never occurs in a vacuum, we must know as much as we can about the actual context within which teaching and learning take place. We as faculty need to understand the world of our students, including ways in which family, friends, social pressures, politics, economics, media and other realities impact them. For a relationship of authenticity and truth to flourish between  \n* The document summarized here was developed by the International Center for Jesuit Education (Rome, 1993) in the context of secondary education.  \nfaculty and student, there has to be built a mutual trust and respect that grows out of a continuing experience of the other as genuine companion in learning. We need to know how to create an atmosphere for learning where we help one another and work together with enthusiasm and generosity, attempting to model concretely in word and action the ideals we uphold for our students and ourselves.  \nExperience  \nExperience for Ignatius meant to \"taste something internally\" which involves the whole person-mind, heart, and will-because without internal feeling joined to intellectual grasp, learning will not move a person to action. To enhance learning, we faculty should first create the conditions whereby students gather and recollect the material of their own experience in order to distill what they already understand in terms of facts, feelings, values, insights, and intuitions related to the subject matter at hand. Later we guide students in assimilating new information and further experience so that their knowledge will gain in completeness and truth. We select activities that take students beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation. Through an eclectic mix of direct activities (such as con","cbCaiqItNg66X6DV","https://ap.wps.com/l/cbCaiqItNg66X6DV","pdf",65902,"English","# What is the Goal?\n## Competence, Conscience, Compassion\n## Collaborative learning and lifelong action\n# What is the Process?\n## Practical pedagogical paradigm\n## Faculty accompaniment and interplay\n## Continual cycle: context, experience, reflection, action, evaluation\n# Context\n# Experience\n# Reflection\n# Action","[{\"question\":\"What goal does Ignatian education pursue for students?\",\"answer\":\"Ignatian education strives to develop people of competence, conscience, and compassion, supporting lifelong learning and action in service to others.\"},{\"question\":\"What are the main elements of the Ignatian pedagogical process?\",\"answer\":\"The process includes context, experience, reflection, action, and evaluation, linking students’ experiences to meaning, growth, and service-oriented action.\"},{\"question\":\"How do faculty support students during reflection and action?\",\"answer\":\"Faculty lay foundations for “learning how to learn” by teaching skills for reflection, formulating questions to broaden awareness, and providing opportunities that move students beyond knowing toward action for the welfare of society.\"}]","Ignatian Pedagogy - A Practical Approach | PDF",1790654409]