scholarly journals Lecturers’ Perspectives on Ignatian Pedagogy

2020 ◽  
Author(s):  
Brigitta Erlita Tri Anggadewi ◽  
Timotius Maria Raditya Hernawa ◽  
Marcellinus Andy Rudhito ◽  
Danang Satria Nugraha ◽  
Maria Josepha Retno Priyani
Keyword(s):  
Ignatian Pedagogy

scholarly journals Ignatian Pedagogy as a Frame for Universal Design in College: Meeting Learning Needs of Generation Z

2018 ◽  
Vol 8 (4) ◽  
pp. 193 ◽  
Author(s):  
J. Pousson ◽  
Karen Myers
Keyword(s):  
College Students ◽  
Digital Technology ◽  
Common Good ◽  
Learning Needs ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Generation Z ◽  
Ignatian Pedagogy ◽  
Web Access ◽  
The Common

In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year old tradition of education—in meeting the learning needs of today’s college students, Generation Z. The Ignatian pedagogy as a frame for universal instructiosnal design principles can guide instructors to understand how college students can learn best and facilitate that knowledge acquisition to serve the common good. This article addresses Generation Z’s experience with digital technology and illustrates how the Ignatian pedagogical model tenets (i.e., context, experience, reflection, action, and evaluation) connect with UID practices in a higher education curriculum. Examples of UID, as it applies to each tenet and to web access, are included.

scholarly journals Integrating the Ignatian Pedagogical Paradigm with Buddhist-Inspired Compassion Meditation

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Gloria Chien
Keyword(s):  
Affective Learning ◽  
Well Being ◽  
Jesuit Education ◽  
Ethical Concerns ◽  
Compassionate Love ◽  
Compassion Meditation ◽  
Ignatian Pedagogy ◽  
Whole Person ◽  
Five Elements

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.

scholarly journals Penerapan Model Pembelajaran Berbasis Pedagogi Ignasian pada Mata Kuliah Termodinamika

2017 ◽  
Vol 2 ◽  
pp. 42
Author(s):  
Dwi Nugraheni Rositawati
Keyword(s):  
Academic Achievement ◽  
Academic Ability ◽  
Student Life ◽  
Ignatian Spirituality ◽  
State Diagrams ◽  
Ignatian Pedagogy ◽  
Whole Person ◽  
Life Values ◽  
Systematic Thinking

<p class="AbstractEnglish"><strong>Abstract: </strong>This research aims to improve academic ability and help students to be able to find the values of life that it is useful to become a whole person. This research is a research of learning that it was prepared by Ignatian Pedagogical Paradigm. The key elements in the system of Ignatian Pedagogical Paradigm are the context-experience-reflection-action-evaluation. The system is applied by lecture every meeting. Experience excavations are conducted in the laboratories that it enables students to study independently and in groups with experiment, viewing videos, working on questions, describing state diagrams, giving examples of everyday phenomena, presentations and trying to derive equations. The students reflect their experience and action to find the values of Ignatian Spirituality that it is useful for the development of student life into a whole person gained by  3C (competence, conscience and compassion) . The evaluation is done with observing the improvement of academic ability and the invention of life values. Implementation of Ignatian pedagogy in thermodynamics course has been able to improve academic and non academic ability of the students. The academic achievement is indicated by increasing the value of IPS and IPK. While non-academic achievement is indicated by the discovery of life values such as awareness of the need to advance, unyielding spirit, confidence, caring, discipline, systematic thinking, logical, conscientious, respecting process, independent, imaginative, responsible, self-handling, caring and moving to always try to get better.</p><br /><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meningkatkan kemampuan akademik dan membantu mahasiswa untuk dapat menemukan nilai-nilai kehidupan yang berguna untuk menjadi pribadi yang utuh. Penelitian ini merupakan penelitian pembelajaran yang disusun dengan berbasis Pedagogi Ignasian. Unsur-unsur pokok yang merupakan sistem pada Pedagogi Ignasian adalah konteks-pengalaman-refleksi-aksi-evaluasi. Sistem tersebut diaplikasikan pada setiap pertemuan. Penggalian pengalaman dilakukan di laboratorium yang memungkinkan mahasiswa untuk aktif belajar secara mandiri dan kelompok yaitu dengan praktikum, melihat video, mengerjakan soal, menggambarkan diagram keadaan, memberikan contoh fenomena sehari-hari yang terkait dengan materi, presentasi dan mencoba menurunkan persamaan. Melalui refleksi antara pengalaman dan aksi, mahasiswa diajak untuk mampu menemukan nilai-nilai Spiritualitas Ignasian yang berguna untuk perkembangan hidup mahasiswa menjadi pribadi yang utuh yang diperoleh dengan mengasah 3C (competence, conscience dan compassion). Evaluasi dilakukan dengan mengamati peningkatan kemampuan akademik dan penemuan nilai-nilai kehidupan. Penerapan Pedagogi Ignasian pada mata kuliah Termodinamika telah dapat meningkatkan kemampuan akademik  dan non akademik mahasiswa. Peningkatan prestasi akademik diindikasikan dengan peningkatan nilai IPS dan IPK. Sedangkan prestasi non akademik diindikasikan dengan diketemukannya nilai-nilai kehidupan seperti kesadaran akan kebutuhan untuk maju, semangat pantang menyerah, percaya diri, kepedulian, disiplin, berpikir sistematis, logis, teliti, menghargai proses, mandiri, imajinatif, bertanggung jawab, mengatasi diri, bekerjasama, dan tergerak untuk selalu berusaha menjadi lebih baik.</p>

scholarly journals Perkuliahan Bernuansa Layanan Bimbingan Menggunakan Pembelajaran Kontekstual dan Paradigma Pedagogi Ignatian untuk Meningkatkan Sikap Penghargaan Diri dan Orang Lain

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Juster Donal Sinaga ◽  
Maria Josepha Retno Priyani
Keyword(s):  
Group Dynamics ◽  
Research Method ◽  
Research Subjects ◽  
Descriptive Data ◽  
Guidance Services ◽  
Analysis Techniques ◽  
High Category ◽  
Ignatian Pedagogy ◽  
Teaching Learning ◽  
Very High

The purpose of this study is to determine the level of effectiveness of lecture with nuances of guidance services using Contextual Teaching Learning and Ignatian Pedagogy Paradigm in Group Dynamics Course to increase self-respect and others attitudes of students. The research subjects are 36 students participating in the Group Dynamics Course. This research method is a pre-design one-group pre-test-posttest design. The research instrument used the Scale of Self-Respect and Others Attitudes totaling 25 items with a reliability value of 0.936. This study uses descriptive data analysis techniques with categorization, and t-paired sampel test. The results showed that 27.78% of students had self-respect and others in the very high category before accepting lectures increased to 55.56% after receiving lectures. In the high category, 47.22% of students are required after attending college from 58.33% before receiving college. In the category there was a decline, namely before college there were 19.44% of students became absent (0%) after attending college. The conclusion of the results of this study is that lectures with the nuances of guidance services using CTL and IPP in the Group Dynamics Course effectively increase the self-respect and and other attitudes based on the t-paired sampel test with a significance value Sig. (2-tailed) (0.001) <(0.05).

Integration of Ignatian Principles in Emergency and Disaster Management Education

2021 ◽  
Vol 4 (2) ◽  
pp. 17-34
Author(s):  
Karim Trueblood
Keyword(s):  
Disaster Management ◽  
Management Education ◽  
Management Training ◽  
Document Analysis ◽  
Academic Excellence ◽  
Research Approach ◽  
Training And Education ◽  
Ignatian Pedagogy ◽  
Professional Disciplines ◽  
Relevant Work

This study seeks to explore, understand, and develop a comprehensive application of Ignatian principles into academic emergency and disaster management programs. The research focuses on relevant work discussing Ignatian principles, Ignatian pedagogy, and emergency management training and education. This exploratory and novelistic research approach utilizes document analysis as the strategy for inquiry on how Ignatian principles and pedagogy interact with emergency and disaster management. The document analysis conducted presented limitations due to constraints in the amount of literature available. The study is original; no direct research associating the fields involved is available. The research identified the use of Ignatian principles in several professional disciplines. There is a focus on the application of a modern version of the spiritual exercises, discernment, reflection, and contemplation as tools for improvement of critical thinking, academic excellence, ethics, social analysis, and justice as they apply to emergency and disaster management.

La formazione spirituale ignaziana al sacerdozio. Dal Collegio Romano all’Istituto di Spiritualità della Pontificia Università Gregoriana di Roma

2020 ◽  
Vol 65 (1-2) ◽  
pp. 107-152
Author(s):  
Jaime Emilio González Magaña
Keyword(s):  
Catholic Education ◽  
Spiritual Formation ◽  
The State ◽  
Holy See ◽  
Divine Grace ◽  
Ignatian Pedagogy ◽  
University Of Rome ◽  
Explicit Request ◽  
The Church ◽  
Priestly Spirituality

"The Ignatian Spiritual Formation in The Priesthood. From the Roman College to the Institute of Spirituality of The Pontifical Gregorian University of Rome. The present study aims to analyze the importance of the spiritual formation of Seminarians and Priests in the present times. Assuming that the most delicate part of the formation concerns the work of the divine grace, the exhortations of the Pontiffs, from Leo XIII to Francis insist that the good dispositions of the Seminarians help them to find in their Formators the spirit, better understanding and all the help to reach the state of perfection, called priestly holiness. As one of the forms of the celebrations of the 60° anniversary of the Institute of Spirituality of the Pontifical Gregorian University, this paper also has the purpose of some genuine expressions of gratitude for the contributions of Fathers Herbert Alphonso and Maurizio Costa, two Jesuits who have been called to the Father’s House. Together with Father Franco Imoda, they were sensible toward the needs of the Church with great courage. As an answer to these expectations and on the explicit request from Congregation for the Catholic Education of the Holy See, Father Joseph Pittau S.I., the then Magnificent Rector of Pontifical Gregorian University, founded, the Interdisciplinary Center for the Formation of the Formators in Seminaries (CIFS = Centro Interdisciplinare per la Formazione dei Formatori nei Seminari) in May 1996. Our conclusions synthesize the results of the research, and place in prominence the mission of the Institute of Spirituality as an expression of its fidelity to the inheritance of the Roman College. Keywords: priestly spirituality, priestly and spiritual formation, formation of the formators, Ignatian pedagogy, prayer, theology, Roman College, the Ignatian vision of man, pastoral charity."

Using Ignatian Pedagogy in a Business Policy Course

2019 ◽  
pp. 220-233
Author(s):  
Alfredo J. Mauri ◽  
Nicholas S. Rashford ◽  
João Neiva de Figueiredo
Keyword(s):  
Strategic Management ◽  
Teaching Approach ◽  
Jesuit Education ◽  
Business Professionals ◽  
Business Policy ◽  
Jesuit Universities ◽  
The Core ◽  
Ignatian Pedagogy

Ignatian pedagogy is at the core of Jesuit education and is the foundation that has supported teaching in Jesuit universities in many areas. However, its use in the teaching of Business Policy has not been sufficiently examined. This chapter describes one way in which the basic precepts of Ignatian pedagogy can be applied in a Business Policy course for greater student benefit. The Ignatian approach is able to incorporate the analytical and the practical components needed for effective strategic management teaching, and therefore is uniquely suited to train business professionals. The main contention of this chapter is that Ignatian pedagogy offers a robust teaching approach for the Business Policy classroom. The chapter identifies and explains the Ignatian pedagogy concepts of context, experience, reflection, action, and evaluation as they relate to Business Policy instruction. As an illustration, the chapter applies Ignatian pedagogy precepts to an undergraduate capstone Business Policy course.

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