The Process of Implementing Ignatian Pedagogy
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.
3 Reflection
As a matter of fact, reflection is associated with the activity of examining the correlation of what is happening and what have happened as well as figuring
out the meaning.
At this level of reflection, the memory, the understanding, the imagination, and the feelings are used to capture the meaning and the essential value of
what is being studied, to discover its relationship with other aspects of knowledge and human activity, and to appreciate its implications in the
ongoing search for truth and freedom ICAJE, 1993, p. 16.
In other words, the students are asked to reflect on what they study according to
their memory, understanding, and feelings. Similarly, reflection will not only lead the students to develop deeply in the subject matter but it will also lead the
students to look for the meaning in life Jesuit Institute, 2014, p. 6. The intellectual concepts will also become personally appropriated as well as
contextually meaningful through reflection Defeo, 2009, p. 51.
4 Action
Action is the desired outcome of the learning experience Hise and Massey, 2010, p. 8. Defeo 2009 also adds that action is the goal of the learning
process, to move students to do something with the new knowledge that they have been acquired Defeo, 2009, p. 51. In the same way, action requires the students
to learn by doing. The teachers provide opportunities that will surely challenge the imagination and exercise the will of the students Kolvenbach, 2005, p. 3. ICAJE
as cited in Defeo 2009 states that action involves two steps: interiorized choices, such as shift in attitude, awareness, bias or perspective; and choices externally
manifested, as in a physical action “to do something consistent with this new conviction” p. 51. Jesuit education insists that the real action is not merely about
the mastery of the subject, but it is more about the good deeds of the students Jesuit Institute, 2014, p. 7.
5 Evaluation
Evaluation is dealing with the assessment of the students in terms of growth in mind, heart, and spirit Kolvenbach, 2005, p. 3. ICAJE as cited in
Defeo 2009 suggests that evaluating students ’ growth in attitudes, priorities, and
actions consistent with being a person for others is essential. In other words, the assessment is not only for the academic aspect, but the assessment is also for the
non-academic aspects. Periodic evaluation of the students ’ growth in attitudes,
priorities, and actions consistent with being a person for others is essential Jesuit Institute, 2014, p. 7.