Definitions of Language Ignatian Pedagogy

the teacher. Besides, students also tended to learn by rotting. Hence, the aim of the teaching-learning process was simply about rotting and memorizing the subject matter. However, Ignatian pedagogy has a certain model of teaching-learning process, which is not only dealing with rotting but it is also dealing with the way of the students think critically as well as reflect the meaning of what the students ’ have already learned Subagya, 2010, p. 41. According to ICAJE 1993, there are five stages of Ignatian pedagogy, namely: 1 Context In the first place, context is the starting point of the students to study. The real context of students ’ life, the socioeconomic, political, and cultural context with which a student grows, the institutional environment of the school or learning center, and previously acquired concepts students bring with them to start the learning process belong to context ICAJE as cited in Defeo, 2009, p. 49. Context is dealing with the situation of the students. There is one significant point to remember, a teacher should have known how it feels to be a student Subagya, 2010, p. 43. Jesuit Institute 2014 has described context as one of significant elements of Ignatian pedagogy Teachers need to understand the world of the students, including the ways in which family, friends, peers, youth culture and mores as well as social pressures, school life, politics, economics, religion, media, art, music, and other realities impact that world and affect the students for better or worse p. 4. In other words, it is significant to know students ’ environment, background, community, and potential in order to teach them well Kolvenbach, 2005, p. 2. In the same way, context is also dealing with the ability of the teacher to situate the material to be learned in relation to the subject matter of the course and semester, and also into the realities of the world in some ways Defeo, 2009, p. 49. 2 Experience Experience is closely related to the whole events that the students have been through. The term experience describes 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 students ICAJE, 1993, p. 15. In this case, both cognitive and affective aspects are elaborated together. Affective as well as cognitive dimensions of the human person are involved because without internal feeling joined to intellectual grasp, learning will not move a person to action Jesuit Institute, 2014, p. 5. In addition, experience is dealing with human experience, which can be either be direct, which is also known as personal, or vicarious such as using textbook, newspaper, story, and movie ICAJE in Defeo, 2009, pp. 49-50. In this stage, the teachers also think of how to engage students ’ affective senses to increase learning as well as what experience the teachers need to provide to help the students to connect to the subject material Defeo, 2009, p. 50.