Ignatian Pedagogy: The Effect of the IPP

When Instruction Is Driven by Ignatian Pedagogy Rather Than Content

§  Ignatian Pedagogy Paradigm

• designed to facilitate profound transformation
• designed to help students take responsibility for the truth or falsity of their beliefs and actions
• emphasizes the transformative aspects of inquiry, research
• when reflective, penetrating questions are asked, change happens, actions follow

§  The Middle Three Dynamics of Ignatian Pedagogy

• Experience – What is my experience? (also validates students as they currently are)
• Reflection – What is the meaning of my experience and of my learning?
• Action – What must I now do or change as a result?

• the Ignatian paradigm provides prompts that encourage students to be both attentive and reflective
• students are encouraged to critically examine and test their beliefs in the light of perspectives and
• frames of reference different from their own

• students are invited to apply this approach to learning to the entirety of their academic
• and non-academic life
• Ignatian pedagogy bears with it an element of risk – risk of transformation of one’s conception of reality

"Over the span of a lifetime, deeply reflective, persistent learning can be experienced as liberation from what was or may have been in some way inadequate, näive, or even false to what is more real and human."

~ Bret Heim, Professor and Director of Library & Instructional Resources