Action Instructional Design Theory
essential. There are a variety of ways in which this fuller human growth can be assesed. All must take into account the age, talents and developmental levels of
each student Kolvenbach, 1993: 38. Useful pedagogical approaches include mentoring, review of student
journals, student self-evaluation in light of personal growth profiles, as well as review of leisure time activities and voluntary service to others. This can be a
priveleged moment for a teacher both to congratulate and encourage the student for progress made Kolvenbach, 1993: 39.
This model of proceeding can thus become an effective ongoing pattern for learning as well as a stimulus to remain open to growth throughout a lifetime.
A repetition of the Ignatian paradigm can help the growth of a student: 1
Who will gradually learn to discriminate and be selective in choosing experiences
2 Who is able to draw fullness and richness from the reflection on those
experiences 3
Who becomes self-motivated by his or her own integrity and humanity to make conscious, responsible choices.
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 Kolvenbach, 1993: 40-41.