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Ignatian Pedagogical Paradigm : ウィキペディア英語版 | Ignatian Pedagogical Paradigm
The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from the Spiritual Exercises of Ignatius of Loyola.〔''The Jesuit Ratio Studiorum of 1599: 400th Anniversary Perspectives'' by Vincent J. Duminuco 2000 ISBN 0823220478 Fordham University Press pages 271-272 ()〕〔(Pedagogical Paradign Synopsis (2).pdf ) desmet.org. Ignatian Pedagogical paradigm Synopsis (2)〕 It is based in St. Ignatius Loyola's Spiritual Exercises, and takes a holistic view of the world.〔 The three main elements are Experience, Reflection, and Action. A pre-learning element, Context, and a post-learning element, Evaluation, are also necessary for the method's success, bringing the total to five elements. Ignatian pedagogy uses this dynamic five-step method along with an Ignatian vision of the human and the world to "accompany the learner in their growth and development."〔International Commission on the Apostolate of Jesuit Education (), 1993, p. 240).〕 The Ignatian pedagogical paradigm is also used in spiritual retreats and learning experiences as an active means of developing and questioning one's own conscience, as well as in making sound and conscientious decisions. == History of the Ignatian pedagogical paradigm == The Ignatian pedagogical paradigm (IPP) is over 450 years old.〔((PDF) Van Hise, J. and D. Massey. 2010. Applying the Ignatian pedagogical paradigm to the creation of an accounting ethics course. ''Journal of Business Ethics'' (2010) 96:453–465. Accessed June 7, 2012 )〕 In 1599, the first official version of the method was published in ''Ratio Studiorum'' (Latin for "plan of studies")(''Ratio''),〔 although the method was not called the "Ignatian pedagogical paradigm" in ''Ratio''. Still, the basic method was present. In the ensuing centuries, Jesuit institutions of learning around the world have adopted the methods laid out in ''Ratio'' and refined by others through the years.
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