personal growth profiles, as well as review of leisure time activities and voluntary service to others. (66)
(67)
This can be a privileged moment for a teacher both to congratulate and encourage the student for progress made, as well as an opportunity to stimulate further reflection in light of blind spots or lacunae in the student's point of view. The teacher can stimulate needed reconsideration by judicious questioning, proposing additional perspectives, supplying needed information and suggesting ways to view matters from other points of view. In time, the student's attitudes, priorities, decisions may be reinvestigated in light of further experience, changes in his or her context, challenges from social and cultural developments and the like. The teacher's gentle questioning may point to the need for more adequate decisions or commitments, what Ignatius Loyola called the magis. This newly realized need to grow may serve to launch the learner once again into the cycle of the Ignatian learning paradigm.
An Ongoing Process (68)
This mode of proceeding can thus become an effective ongoing pattern for learning as well as a stimulus to remain open to growth throughout a lifetime. --->--- Experience --->--↑ ↓ Evaluation Reflection ↑ ↓ -----<--- Action ----<-----
(69)
A repetition of the Ignatian paradigm can help the growth of a student: • who will gradually learn to discriminate and be selective in choosing experiences; • who is able to draw fullness and richness from the reflection on those experiences; and • who becomes self-motivated by his or her own integrity and humanity to make conscious, responsible choices.
(70)
In addition, perhaps most important, consistent use of the Ignatian paradigm can result in the acquisition of life-long habits of learning which foster attention to experience, reflective understanding beyond self-interest, and criteria for responsible action. Such formative effects were characteristic of Jesuit alumni in the early Society of Jesus. They are perhaps even more necessary for responsible citizens of the third millennium.
Noteworthy Features of the Ignatian Pedagogical Paradigm (71)
We naturally welcome an Ignatian pedagogy that speaks to the characteristics of Jesuit education and to our own goals as teachers. The continual interplay of CONTEXT, EXPERIENCE, REFLECTION, ACTION and EVALUATION provides
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