This unit will explore the implications of the Ignatian Pedagogical Paradigm for future orientations in Jesuit education. The defining elements of Ignatian Pedagogy (Reflection and Action) will be examined through the concept of Refractive Learning – that is, learning to ‘bend’ content so that it is appropriated for one’s own unique experience and context as well as learning from the best practice of other Jesuit schools throughout the world. The proposed model is Learner-Centered, Reflection-Driven, and Action-Oriented. The unit will enable practitioners to reflect on, and wrestle with, Jesuit pedagogical concepts and theories so that Jesuit schools can offer a genuinely transformative and holistic education that is relevant to the twenty-first century and capable of being adapted for future paradigm shifts.
Articulate the close connection between Ignatian pedagogy and the Spiritual Exercises
Define and critically evaluate the core concepts and values of Refractive Learning
Apply knowledge of the core characteristics of Refractive Learning to specific ministry and vocational contexts
Evaluate the implications of Learner-centered, Reflection-driven and Action-Oriented learning and teaching for educational practices
Formulate a reasoned vision for future possibilities and trends in Jesuit education
A significant proportion of each lecture will be devoted to: (i) the lecturer’s input, (ii) guided reading, (iii) personal reflection, and (iv) facilitated interaction in small groups.
|Type||Description||Word count||Weight (%)|
15 minute Presentation which applies the principles of Refractive Learning to the student’s personal context (1500 words equivalent)
Written reflection on Refractive Learning (2000 words)
Essay (4,000 words) based on a range of topics which assess outcomes not already assessed in previous assessments
Unit approved for the University of Divinity by John Capper on 26 Sep, 2019
Unit record last updated: 2019-11-12 14:26:19 +1100