The Art of Jesuit Education & the IPP as an Educational Style Jose A. Mesa SJ Loyola university 2016

EL COLLEGIO ROMANO

Some Important Dates 1540 The Society of Jesus is founded 1548 Jesuits open the Collegio di San Nicoló in Messina 1551 The Jesuits opened the Collegio Romano: School of Grammar, Humanities and Christian Doctrine, Free. The “mother and model school.” 1556 Ignatius dies: around 35 colleges (19 in Italy) 1599 The official Ratio Studiorum is promulgated. 245 schools 1773 The Pope Clement XIV suppressed the Society. About 800 schools. 4 schools survived thanks to Catherine II the Great, in Russia 1814 Pope Pius VII restored the Society 1833 45 schools 2013 2.300 schools (Jesuit Schools, Fe y Alegria, Universities)

Why Education? The First Jesuits didn’t think themselves as being teachers. They found that through education they could “help people” in a very qualified and effective way They mixed elements from different sources and created their own (eclectic) education

THE SOURCES OF EARLY JESUIT EDUCATION Spiritual Experience Philosophy of Education Pedagogy Reflecting on Experience

Humanism as the Philosophy of Education The persuasion that education leads to a better human being in the service of the common good. “Puerilis Instituto est Renovatio Mundi” (Bonifacio) Goal of education: forming learned piety (docta pietas)/good citizens/eloquentia perfecta – good expression with good character Adopted the basic curriculum of the Humanists: grammar, humane letters (poetry, history, literature, oratory), languages (Latin, Greek and Hebrew): the studia humanitatis

THE RATIO STUDIORUM

Some CHARACTERISTICS OF THE SUCCESS – O´Malley 1. Schools integrated the “consensus of the age” in curriculum and character formation 2. Active appropriation of knowledge and skills 3. Created an international network of schools 4. “The teaching under the teaching” – The cura personalis: care for each student… smell like a sheep…

Fr. Arrupe: 1973 Men & Women for others Education for justice has become a chief concern for the Church Why? Promotion of Justice is a constitutive element of Jesus’ mission “Today our prime educational objective must be to form men-for- others; men who will live not for themselves but for God and his Christ” – agents of change We offer a counter cultural education to the world based in the gospel and our spirituality

Fr. Adolfo Nicolas SJ

Fr. Adolfo Nicolas SJ Our tradition is one of depth of thought and imagination. We aim to help students to become whole persons of solidarity  Ignatian imagination is a creative process to recreate reality; it is not fantasy (flight from reality) because imagination grasps reality. Jesuit education should change us and our students Schools should become an effective, responsible instrument of progress- for individuals as well as for society… a proyecto social, moved by the commitment to serve faith and promote justice Challenge: The spread of two rival “ism’s”: secularism and fundamentalism. We come from a tradition that combines human reason and faith

Excellence - Magis: Maximum development of the gifts and capacities with which each person is endowed… for the deployment of gifts in the best possible service of others

1986 CHARACTERISTICS

IGNATIAN PEDAGOGY: A PRACTICAL APPROACH 1993

Context of the IPP How can we make the principles and orientation of the CJE more usable to teachers? #8 “A perennial characteristic of Ignatian pedagogy is the ongoing systematic incorporation of methods from a variety of sources which better contribute to the integral intellectual, social, moral and religious formation of the whole person.” #11 PEDAGOGY: “the way in which teachers accompany learners in their growth and development. Pedagogy, the art and science of teaching, cannot simply be reduced to methodology.”

Context of the Document Introduction: Fr. Duminuco explains the IPP http://www.youtube.com/watch?v=CdSJihQxlOU&feature=relmfu

IPP Context Experience Reflection Action Evaluation

1. CONTEXT: the learner & the World #40 Jesuit school is a face-to-face faith community. Context: socioeconomic, political, cultural, institutional environment, previous knowledge and experiences. #36 A relationship of trust and respect #35 Similarly, the teacher needs to know about the learners and their world #33 In the SE is important to know the situation of the retreatant

2. EXPERIENCE #42 SE: taste something internally. The whole person enters the experience #43 Def. “any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature is registered by the student.” This is a call for growth #45 Direct experience and vicarious (when not direct experience is possible)

3. REFLECTION #47 Ignatius became a master of discernment so that he could be a free person to carry out the will of God. #49 Def. “a thoughtful consideration of some subject matter, experience, idea, purpose or spontaneous reaction, in order to grasp its significance more fully. Thus, reflection is the process by which meaning surfaces in human experience” Understanding the truth more clearly; deepening implications; personal insight or knowing who I am. #58 Experience and Reflection are used to promote teaching that is personalized and learner-active, a way of proceeding. Experience and reflection are not separable phenomena…

# 59 For Ignatius, love is really what we do not what we say. 4. ACTION It involves: a. Interiorized choices and b. Choices externally manifested #62 Def. “Refers to internal human growth based upon experience that has been reflected upon as well as to its manifestation externally.” “Ignatius wanted Jesuit schools to form young people who could and would contribute intelligently and effectively to the welfare of society.” # 59 For Ignatius, love is really what we do not what we say.

5. EVALUATION In the SE- the daily exam: how God is working in me and the world #64 Periodic evaluation of the student’s growth… Who is the student becoming? Who am I becoming?

Ignatian yet universal… #6 Ignatian Pedagogy is inspired by faith. But even those who do not share this faith can gather valuable experiences from this document because the pedagogy inspired by St. Ignatius is profoundly human and consequently universal.

GOAL #12 Goal: “full growth of the person which leads to action--action, especially, that is suffused with the spirit and presence of Jesus…” #13 Arrupe: “forming men and women for others” #19 “… a radical transformation not only of the way in which people habitually think and act, but of the very way in which they live in the world…”

IMPORTANT POINTS: #9 The IPP needs specific methods to facilitate its use #72 Applies to all curricula #74 promises to help teachers to be better teachers #75 personalizes learning #76 stresses the social dimension of both learning and teaching

IPP Reflection Experience Action

IPP ACTION Context Experience Reflection Evaluation

What is not… Method Methodology Lesson plan format/template They are not steps… but dimensions… facets…

What is it? Style of teaching that stresses learning Practical Teaching Strategy # 2 A paradigm that speaks to the teaching-learning process # 3, 21 Style of teaching and learning that stresses learning # 4 It is an pedagogical approach A model of how to proceed # 21, 73 It requires specific methods/rubrics to facilitate its use. #9, Appendix #3 A way of proceeding # 29, 71 A guide for preparing lessons, planning assignments, and designing instructional activities #73

The IPP requires: Active Pedagogy Cura Personalis: care & concern Innovation - renewal Student centered pedagogies A renewal of the traditional classroom