Ignatian Pedagogy Definition of Terms

8 ACTION developing the students’ personality in order to help others LPM-USD, 2012. It is the same with Christ spirit which called Men and Women for Others. Based on the Ignatian Pedagogy, the role of the teacher is as a facilitator who accompanies the students to encounter truth and explore the meaning of humanity and bring them all into real life. Kolvenbach 1993 states that applying the Ignatian Pedagogy, the teacher creates the condition, lays the foundations and provides the opportunities for the continual interplay of the students’ experience, reflection, and action. The following is the figure of Ignatian Paradigm. Figure 2.1 Ignatian Paradigm Kolvenbach, 1993 Starting with experience, the teacher creates the conditions whereby the students gather and recollect the materials of their own experience in order to distill what they have understand already and bring it to the subject matter at hand. Then the teacher guides the students assimilating new information and the experience so that their knowledge will grow completely. After that, the teacher REFLECTION EXPERIENCE 9 lays the foundations for learning how to learn by engaging the students in skills and techniques of reflection. The reflection itself should be a deliberating process which shapes the students’ habitual attitudes, values, beliefs, and the ways of thinking. It encourages the students to move beyond knowing to action Kolvenbach, 1993. In the Ignatian Pedagogy, we can see that the role of the teacher is as the facilitator and the students’ role is so important student-centered. The teacher lets the students experience a lesson clearly presented and thoroughly explained and the teacher calls for subsequent action on the part of students has been successfully absorbed. While research over the past two decades showed that still much of teaching continues to be limited to a two-step instructional model of experience action, in which the teacher played more active role than the students teacher-centered. A comprehensive Ignatian Pedagogical Paradigm must consider the context of learning as well as the more explicitly pedagogical process. In addition, it should point to ways to encourage openness to growth even after the student has completed any individual learning cycle. Thus five steps are involved: CONTEXT, EXPERIENCE, REFLECTION, ACTION, and EVALUATION. The following figure describes the cycle of Ignatian Pedagogy.