General Information
Click here for Ignatian Pedagogy: A Practical Approach
Characteristics of Jesuit Education - a summary.
Drawn up by an international group in 1986, to update the Radio Studiorum.
1. For Saint Ignatius, God is Creator and Lord. He is present in our lives "labouring for us in all things" ... in all natural and human events, in history, and most especially in the lived experience of each person. Jesuit education is a means by which all can discover their destiny in God's image and begin the journey of sanctification. It includes a religious dimension that permeates its whole schooling. God is in all things. All learning and discovery transcend the immediate and evoke wonder and questioning, as well as the ability to learn how to learn.
2. Each person is known and loved personally by God. This love invites a response, and so we begin a search for the destiny and meaning of our lives in freedom and in the company of the other believers. So Jesuit education emphasises the uniqueness of each person and encourages a life long openness to keep growing ... in search of the will of Him who loves unconditionally.
3. We inherit sin, we commit sin, there is sin in the wrong social structures which oppress. According to Ignatius, with the help of God's grace we are engaged in an ongoing struggle to recognise and overcome the obstacles that block freedom: the effects of sin in its different shades. Jesuit Education then, encourages a realistic knowledge, love and acceptance of self. It provides a realistic knowledge of the world and its structures. It enables students to assess values; those for the Kingdom of Christ, against those which glorify self and selfishness.
4. Jesus Christ is the model of human life. Because of his total response to His father's love and will He was without fault in fulfilling his destiny. Jesus invites us under the standard of the Cross to follow him in responding to the father's love. Jesuit Education then, proposes Christ as the model for life. It provides adequate pastoral care and religious knowledge instruction. It celebrates faith in personal and community prayer, worship and service .
5. Love is not a theory. It is shown in deeds. Ignatius asks that we pay the cost of commitment to the Gospel Way by our actions. Jesuit education then prepares for active life commitment to the values of Jesus Christ. Jesuit education stresses that love of God which does not issue in love of neighbour is a pious fraud.Our schooling wishes our pupils to be men and women for others who make all the significant decisions "from the perspective of the poor".
6. The Church is the instrument of Christ's grace and salvation through his Sacraments. Jesuit Education then, prepares students for active participation in the Church and the local community for the service of others.
7. Repeatedly Ignatius insisted on 'The Magis' - the more. His constant concern was for greater service of God through a close following of Christ. Jesuit Education pursues excellence in its work of formation and education. The highest standards in all things are to be our unceasing aspiration.
8. Ignatius formed a group of companions who with him gave themselves in service to Christ's Kingdom. A group of friends in the Lord can together be fruitful and life giving. Jesuit education relies on a spirit of co-operation, friendship and community among teaching staff, administrators, Jesuit community, governing and managerial bodies, parents, students, past pupils and benefactors. In the service of the Kingdom, team approaches are preferable to individual endeavours.
9. For Ignatius and his companions the practice of evaluating work and reviewing its "fruit" was very important, as a way of seeing whether efforts were still in accord with God's will and destiny. Jesuit education reviews itself and adapts means and methods to more effectively achieve its purposes. It seeks to promote a system of schools with common aspirations.http://www.jesuitalumni.org/est/doc/chara-en.pdf The complete text of the Characteristics of Jesuit Education.
Ignatian Pedagogy: A Practical Approach. - a summary.
This 1993 document grows out of the 10 th part of the Characteristics of Jesuit Education in response to many requests for help in formulating a practical pedagogy, which is consistent with and effective in communicating the Ignatian worldview and values presented in the Characteristics document. It is essential, therefore, that what is said here be understood in conjunction with the substantive Ignatian spirit and apostolic thrust presented in the Characteristics of Jesuit Education. There are five main components in this paradigm, which are explained below. The central part of the paradigm is the experience, reflection and action components. These three always take place in a context and conclude with some type of evaluation, the other two components of the Ignatian Pedagogical Paradigm.• The continual interplay, then, of EXPERIENCE, REFLECTION and ACTION in the teaching-learning dynamic of the classroom lies at the heart of Ignatian pedagogy. It is our way of proceeding in Jesuit schools as we accompany the learner on his or her journey of becoming a fully human person. • Evaluation is the fifth component in the Ignatian Pedagogical Paradigm. Evaluation refers not only to academic evaluation but also to fuller types of evaluation where the student and teacher reflect upon the broader spectrum of personal growth and commitments. The Ignatian Pedagogical Paradigm stresses that the evaluation include some type of systematic analysis of how a student is growing in becoming a 'person for others. The text of the 1993 Ignatian Pedagogy - a practical approach. http://www.sjweb.info/education/doclist.cfmContext refers to the entire context in which Jesuit education occurs. Particular emphasis is given to the context of the student and the various elements which affect that context from the political situation within a country to the individual's strengths and limitations. Ignatian education always begins with this understanding of context because it is the starting point which Ignatius insists on for the making of the Spiritual Exercises. The Spiritual Exercises are always adapted to the characteristics of the individual making them.
Experience is the second element of the paradigm. Experience means all that the student brings to learning by way of experience and lack of experience. The teacher helps the student comprehend fully and understand completely what it is he already knows as well as assists in broadening her experience. Experience not only includes facts but also the feelings, values, etc., associated with the facts and the higher level thinking skills of analysis, synthesis, and evaluation.
Reflection is the third element in the Ignatian Pedagogical Paradigm. Through reflection the student comes to better comprehend and understand his experience and its implications in his life. Reflection is the pivotal point in this paradigm to help the student move from experience to action. Reflection in the Ignatian Pedagogical Paradigm always calls for some kind of action. Reflection frequently is lacking in the educational process, yet its importance is regularly stressed in general educational circles today.
Action is the fourth component in the Ignatian Pedagogical Paradigm. Action means that as a result of reflecting on an experience the student is moved to some type of action. That action may be different given the particular content and elements within it, but the implicit idea is that action is always a step toward greater service of others based on the love of God. These actions may be quite small and not immediately lead to radical transformation, but they contribute to the process. It is important to note that while these three central elements of the paradigm are analysed separately for discussion that they can be working simultaneously. Ignatian Pedagogy comments upon this:
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Seek God in all things and we shall find God at our side.
St. Peter Claver S.J.
