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Search Results (4)

Search Parameters:
Keywords = Ignatian pedagogy

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12 pages, 275 KiB  
Article
Pope Francis: Master of Imaginative Discernment through Storytelling, Metaphors, and Symbols
by Young Hoon Kim and Paul Rolphy Pinto
Religions 2023, 14(9), 1160; https://doi.org/10.3390/rel14091160 - 11 Sep 2023
Viewed by 2736
Abstract
This paper attempts to deal with an essential dimension of the process of discernment as Francis develops it, namely, the narrative. The paper treats the imaginative discernment exemplified in his use of storytelling, metaphors, and symbols to open a creative forum for discerning [...] Read more.
This paper attempts to deal with an essential dimension of the process of discernment as Francis develops it, namely, the narrative. The paper treats the imaginative discernment exemplified in his use of storytelling, metaphors, and symbols to open a creative forum for discerning sacred truths in our personal lives. To justify the appropriateness of Francis’s use of imagination in discernment, the first part of the paper analyzes Ignatius’s use of the imagination, especially in the Rules for Discernment of Spirits. The second and lengthier part of the paper turns to Pope Francis’s skilled narrative use of metaphors and symbols. He adopts the Ignatian imaginative style with metaphors that appeal to contemporary seekers. The various metaphorical twists that he incorporates into this experience have a privileged place in his spiritual pedagogy of accompanying, discerning, and walking together with people during difficult times. The metaphorical style of Ignatius and Francis allows for a comprehensive understanding of the role that imagination can play in the discernment of spirits. Besides enriching our understanding of discernment, this style can facilitate a Christian spirituality that enhances the search for and discovery of meaning within our contemporary lives. Full article
(This article belongs to the Section Religions and Theologies)
21 pages, 280 KiB  
Article
Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom
by Gloria I-Ling Chien
Religions 2020, 11(11), 567; https://doi.org/10.3390/rel11110567 - 30 Oct 2020
Cited by 4 | Viewed by 3143
Abstract
The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates [...] Read more.
The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism. Full article
(This article belongs to the Special Issue Teaching in Buddhist Studies)
10 pages, 216 KiB  
Concept Paper
Ignatian Pedagogy as a Frame for Universal Design in College: Meeting Learning Needs of Generation Z
by J. Mark Pousson and Karen A. Myers
Educ. Sci. 2018, 8(4), 193; https://doi.org/10.3390/educsci8040193 - 5 Nov 2018
Cited by 12 | Viewed by 8327
Abstract
In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year old tradition of education—in meeting the learning needs of today’s college students, Generation Z. The [...] Read more.
In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year old tradition of education—in meeting the learning needs of today’s college students, Generation Z. The Ignatian pedagogy as a frame for universal instructiosnal design principles can guide instructors to understand how college students can learn best and facilitate that knowledge acquisition to serve the common good. This article addresses Generation Z’s experience with digital technology and illustrates how the Ignatian pedagogical model tenets (i.e., context, experience, reflection, action, and evaluation) connect with UID practices in a higher education curriculum. Examples of UID, as it applies to each tenet and to web access, are included. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
9 pages, 210 KiB  
Conference Report
Augustine, Addiction and Lent: A Pedagogic Exercise
by Maria Poggi Johnson
Religions 2015, 6(1), 113-121; https://doi.org/10.3390/rel6010113 - 25 Feb 2015
Viewed by 4913
Abstract
The article describes a series of pedagogic exercises developed to help students in a General Education course at a Jesuit university to engage fruitfully with Augustine’s Confessions in a way that will facilitate and deepen their understanding of a classic text of the [...] Read more.
The article describes a series of pedagogic exercises developed to help students in a General Education course at a Jesuit university to engage fruitfully with Augustine’s Confessions in a way that will facilitate and deepen their understanding of a classic text of the Western tradition and, at the same time, promote their personal formation in keeping with the goals of Ignatian pedagogy. Full article
(This article belongs to the Special Issue Teaching Augustine)
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