View
310
Download
0
Category
Tags:
Preview:
DESCRIPTION
The Ignatian Pedagogical Paradigm (IPP) is a method for adult education utilized by the Jesuits for some 500 years to develop critical thinking. They also intend to form influential individuals. Here the IPP is connected to the learner's journey using Campbell's Hero's Journey archetype to attain both objectives: To prepare Critically thinking, influential individuals.
Citation preview
Arturo J. Bencosme-Dávila, PhD
Affiliate Faculty Ignatian Faculty Scholar
College for Professional Studies ~ Regis University
A tandem integrated by the Ignatian Pedagogical Paradigm
and the Hero’s Journey Archetype
can effectively scaffold the learner’s inner transformation.
Both components of the tandem are cyclical processes
which can be synchronized based on their fundamental principles.
This tandem provides a powerful framework
for educating and forming students
The tandem is driven by the educator’s true self
in connection with the Universal Source / Spirit / God.
and for several other academic instances.
2 Arturo J. Bencosme, PhD
The Ignatian education strives to develop men and women
of competence, conscience, and compassion.
It is a collaborative process between and among faculty and students
which fosters personal and cooperative study, discovery, creativity, and reflection
to promote life-long learning and action in service to others.
Korth, S.J. , Precis of Ignatian Pedagogy
3 Arturo J. Bencosme, PhD
The Ignatian Pedagogical Paradigm states
that all learning Is . . .
Situated in a specific context, especially that
of the learner.
Rooted in previous and in new experience.
Dependent upon - and deepened by - reflection
about those experiences.
Made meaningful when new knowledge is put
into action involving interior choices
and/or external manifestations.
Reinforced by explicit evaluation (and ultimately,
self-assessment) of those actions and the degree
to which learning has occurred.
Korth, S.J. , Precis of Ignatian Pedagogy
EXPERIENCE
ACTION REFLECTION
EVALUATION
CONTEXT
4 Arturo J. Bencosme, PhD
L E A R N I N G
5 Arturo J. Bencosme, PhD
Four leadership principles form the basis for such a personal development
path:
Self-Awareness – understanding personal strengths, weaknesses, values
and worldview, and practicing constant self-feedback.
Ingenuity – proactively creating or searching for effective and
efficient ways to be of service in varied and changing
circumstances.
Love – having an active compassionate drive in approaching
self and others.
Heroism – deriving creative energy from visualizing worthwhile
results to be attained, and being committed to pursue
such a vision.
Lowney, C., Heroic Leadership
In the Jesuit tradition, every student is trained to lead based on the premise that
leadership begins with personal mastery, that is, all leadership comes from within.
6 Arturo J. Bencosme, PhD
“A hero ventures forth from the world of
common day into a region of supernatural
wonder; fabulous forces are there
encountered and a decisive victory is won;
the hero comes back from his mysterious
adventure with the power to bestow
boons on his fellow man.”
Campbell, J., The Hero with a Thousand Faces
PREPARATION / DEPARTURE
PASSAGE / TRANSFORMATION
RETURN / CELEBRATION
7 Arturo J. Bencosme, PhD
The Hero´s Journey pattern provides both the educator
and the learner with an experiential map
… A map which guides in understanding the steps, the emotions
and the meaning in the learner’s move toward greatness.
Preparation/Departure – Developing emotional and intellectual readiness for the learning journey ahead.
Return/Celebration – Manifesting the treasured learning through inner choices & external deeds.
Passage/Transformation – Knowledge adquisition, insight experiencing, skill development, & appropriating the learning gained.
The Inner World of Learning
8 Arturo J. Bencosme, PhD
9 Arturo J. Bencosme, PhD
10 Arturo J. Bencosme, PhD
Understanding
Appreciation
Compassion
A CAVEAT: The inner state of the educator will affect the performance
of the IPP / L J tandem: the leaner’s journey will be affected
The educator’s inner work needs to focus on connecting with the true self
within and thus let understanding, appreciation and compassion blossom.
A container upon which to develop those traits is the practice of
contemplative disciplines.
Having a keen awareness of the personal hero’s journey being experienced
will support the educator in being empathic with the learner.
11 Arturo J. Bencosme, PhD
The IPP / L J Tandem is Driven from Wihin
Understanding
Appreciation
Compassion
The quality of the educator’s connection with the true self within
will determine the quality of the energy that drives the IPP / LJ Tandem
12 Arturo J. Bencosme, PhD
1. By designing the learning process on hand around the IPP approach:
-be it lessons, syllabi, academic programs, student counseling activities,
faculty mentorships or other leaning processes.
Context: Building on the learner’s motivation, multiple circumstances & prior
experiences.
Experience: Presenting the topics through all the sensory channels and
underscoring all mental, emotional and spiritual aspects of experience
– For Ignatius, experience meant: “To taste something internally”.
Reflection: Guiding enquiring tasks into single, double and higher loop learning.
Action: Focusing on applications of the learner’s interests, aiming at interior choices
and/or external manifestations.
Evaluation: Self-assessing of progress in academic and personal growth in addition to
assignments & tests given by the teacher.
13 Arturo J. Bencosme, PhD
2. By following the educational principles derived
from the Ignatian Spiritual Exercises
Instrumentality: Imparting education to develop independence
and responsibility.
Learner Focused: Systematically designing units emphasizing
self-activity & self-discovery and using
flexibility to adapt to the learner within the
structure.
Personal: Centering around reflection & accountability
directed toward personal appropriation
by the student resulting in a life-long,
independent learner.
Teacher’s Role: Being an experienced guide, skilled at utilizing
multiple techniques
Newton, R.R. ,
“Reflections on the Educational Principles of the Spiritual Exercises”
14 Arturo J. Bencosme, PhD
Preparation Building a safe learning environment,
optimism, winning attitude and empathic
fellowship for the journey ahead.
Challenges, Insight, Using everything for learning, growth and
and Appropriation uplifting, focusing on the highest good,
expanding the capacity to let go and affirming
self identity with creativity.
Manifesting Establishing order, aiming at transforming
reality, seeking truth via detachment &
discernment, deepening self-awareness with
a sense of humor, and being free to live and
to go on into new journeys.
Based on Pearson, C. “Awakening the Heroes Within”
3. By addressing the archetypical behavioral patterns of the Hero’s Journey
along the learner’s inner transformational experience
15 Arturo J. Bencosme, PhD
The learner will progressively :
Consistently and methodically utilizing the Ignatian Pedagogical Paradigm
in sync with the learner’s journey will effectively scaffold the becoming of the learner.
pursue a life-long learning path aimed at leadership in service,
consistent with the Ignatian objectives and with Campbell’s
description a good life: One Hero’s Journey After Another.
be self-motivated and guided by a sense of integrity,
humanity and transcendence;
enhance the patterns of thought and emotion as the sequence
experience-reflection-action is internalized as a discipline;
draw useful insights from the reflection on those experiences
and that can be applied to real life situations;
discern and intelligently choose experiences
16 Arturo J. Bencosme, PhD
The tandem IPP / L J can be directed to several academic applications
17 Arturo J. Bencosme, PhD
LEARNER’S .
JOURNEY ►
I.P.P. ▼
PREPARATION, DEPARTURE
CHALLENGES, INSIGHTS, APPROPRIATION
RETURN, MANIFESTING
CONTEXT
Self-Awareness
What is the learner’s inner
state (mind set, heart set)
in the journey´s initial stage?
What is the learner’s inner state
while going through the trials,
treasures and appropriation?
What is the learner’s inner
state in the final stage of
the journey?
EXPERIENCE
In-Class & Off-
Class Activities
“to taste within”
What activities will ensure
readiness to go into the
journey?
What will be the containers for
the challenges, insights and
personal appropriation?
What activities will lead to
applying the treasure to
work for the highest good?
REFLECTION
Questioning,
Wondering
How to be well prepared for
the journey, and what useful
previous experiences are
available?
How can high order learning be
accomplished to connect the
learning to values, worldview,
assumptions and choices?
How to synthesize and
connect the learning with
work for the highest good?
ACTION
Choices, Attitudes,
Decisions
What choices will impel the
journey including overcoming
resistances?
How to integrate the learning
into previous knowledge other
lessons, courses, programs, etc?
What choices will connect
inwardly and in deeds with
work for the highest good?
EVALUATION
Assessment,
Feedback
What degree of readiness is
present, and what else can be
done to improve on it?
How significant is the learning
attained and how effective the
learning methods utilized?
How can this learning
experience become a
resource for the future?
18 Arturo J. Bencosme, PhD
LEARNER’S .
JOURNEY ►
I.P.P. ▼
PREPARATION, DEPARTURE
CHALLENGES, INSIGHTS, APPROPRIATION
RETURN, MANIFESTING
CONTEXT
Self-Awareness
• Resolve to approach the lesson.
• Compassion/trust - based
connection to faculty & peers
• Asking for assistance
• Loving surprise & appreciation for
mental model renewal.
• Tune in to the lesson.
• Intellectual expansion awareness.
• Mastery of new,, awareness of old knowledge: gratitude, joy.
• Fascination with lesson content, enthusiasm about further learning.
EXPERIENCE
In-Class & Off-
Class Activities
“to taste within”
• Tools & materials needed.
• Search for additional
preparation.
• Assignments prior to class
Activities: including homework:
Research, problem solving, reading,
writing, contemplating, presenting,
analyzing, field experiences,
interviews, discussions & dialogues.
Application focus: developing,
writing, presenting, sharing and
discussing.
REFLECTION
Questioning,
Wondering
• Ponder previous knowledge &
experience.
• Assess academic significance of
the lesson for the course.
High order meta-cognition:
• Inquiring, intuiting, wondering.
• Exploring underlying values,
assumptions.
• Insertion in own worldview.
Synthesize the learning from the
lesson and connect it with work
for the highest good.
ACTION
Choices, Attitudes,
Decisions
• Further connection to self, peers,
faculty.
• Overcome inner resistances.
• Building understanding & meaning.
• Establishing connections with
other lessons & the subject matter.
Choices to connect the lesson
inwardly and in deeds with work
for the highest good.
EVALUATION
Assessment,
Feedback
Focus on readiness for the lesson. • Learning attained.
• Effectiveness of methods & tools.
Learning experience as a
resource for the future.
19 Arturo J. Bencosme, PhD
LEARNER’S
JOURNEY ►
I.P.P. ▼
PREPARATION, DEPARTURE
CHALLENGES, INSIGHTS, APPROPRIATION
RETURN, MANIFESTING
CONTEXT
Self-Awareness
• Resolve to approach the course.
• Compassion/trust - based
connection to faculty & peers
• Asking for assistance
Loving surprise & appreciation for
mental model renewal.
Tune in to the course.
Mindfulness of intellectual expansion.
• Mastery of new,, awareness of old knowledge: gratitude, joy.
• Fascination with lesson content, enthusiasm about further learning.
EXPERIENCE
In-Class & Off-
Class Activities
“to taste within”
•Tools & materials needed.
•Search for additional preparation.
•Assignments prior to first class
Activities: including homework:
Research, problem solving, reading,
writing, contemplating, presenting,
analyzing, field experiences,
interviews, discussions & dialogues.
Application focus: developing,
writing, presenting, sharing and
discussing.
REFLECTION
Questioning,
Wondering
• Ponder previous knowledge &
experience.
• Assess academic significance of
the academic program.
High order meta-cognition:
Inquiring, intuiting, wondering.
Exploring underlying values,
assumptions.
Insertion in own worldview.
Synthesize the learning and
connect with work for the
highest good.
ACTION
Choices, Attitudes,
Decisions
• Further connection to self, peers,
faculty.
• Overcome inner resistances.
- Building understanding & meaning.
- Connect with other courses & the
academic program.
Choices to connect course
learning inwardly and in deeds
with work for the highest good.
EVALUATION
Assessment,
Feedback
Focus on readiness for the course. - Learning attained.
- Effectiveness of methods & tools.
Learning experience as a
resource for the future.
20 Arturo J. Bencosme, PhD
LEARNER’S
JOURNEY ►
I.P.P. ▼
PREPARATION, DEPARTURE
CHALLENGES, INSIGHTS, APPROPRIATION
RETURN, MANIFESTING
CONTEXT
Self-Awareness
• Resolve to enter the program.
• Compassion/trust - based
connection to faculty & peers.
• Asking for assistance
Loving surprise & appreciation for
mental model renewal.
Tune in to the lesson.
Mindfulness of intellectual expansion.
Mastery of new,, awareness of old knowledge: gratitude, joy. Fascination with lesson content, enthusiasm about further learning.
EXPERIENCE
In-Class & Off-
Class Activities
“to taste within”
•Tools & materials needed.
•Search for additional preparation.
Activities: including homework:
Research, problem solving, reading,
writing, contemplating, presenting,
analyzing, field experiences,
interviews, discussions & dialogues.
Application focus:
developing, writing, presenting,
sharing and discussing.
REFLECTION
Questioning,
Wondering
• Ponder previous knowledge &
experience.
• Assess academic significance of
the lesson for the course.
High order meta-cognition:
Inquiring, intuiting, wondering.
Exploring underlying values,
assumptions.
Insertion in own worldview.
Synthesize the learning and
connect with work for the
highest good.
ACTION
Choices, Attitudes,
Decisions
• Further connection to self, peers,
faculty.
• Overcome inner resistances.
- Building understanding & meaning.
- Establishing connections with self,
career and family.
Choices will connect inwardly
and in deeds with work for the
highest good.
EVALUATION
Assessment,
Feedback
Focus on readiness for the
program.
- Learning attained.
- Effectiveness of methods & tools.
Learning experience as a
resource for the future.
21 Arturo J. Bencosme, PhD
Influential
Courses
Academic Programs
Lessons Learner’s Journey
Transformation Subjective Experience
Experiential Map
Learning
Context
Action
Reflection Experience
Ignatian Pedagogy Spiritual Exercises
Evaluation
Return Passage
Departure Archetype
Extraordinary World
World as Usual
Hero’s Journey Synchronized
Scaffold
Servant Leader
Education
Educator’s Inner Work
Leadership from Within
Self-Awareness
Love over Fear
Ingenuity
Heroism
Jesuit
Service to Others Magis
23 Arturo J. Bencosme, PhD
24 Arturo J. Bencosme, PhD
END
25 Arturo J. Bencosme, PhD
Recommended