The IPP or the Ignatian Pedagogical Paradigm is deeply rooted in the Spiritual Exercises of St. Ignatius of Loyola.

1. IGNATIAN EDUCATION
: Towards transformative
learning
THE IGNATIAN PEDAGOGICAL PARADIGM (IPP) AND THE SPIRITUAL
EXERCISES OF ST. IGNATIUS OF LOYOLA
Br. Jeffrey U. Pioquinto, SJ
Ateneo de Davao University

2. REFLECTIVE
1.Examen
2.Life of St. Ignatius
3.Ignatian Spirituality
4.IPP
5.Characteristics of Jesuit Education

3. Morning Examen
This is a prayer where we try to
find the movement of the Spirit
in our daily lives as we reflect on
our day

4. Morning Examen
1.Feel the presence of
God
2.Thanksgiving
3.Looking at the day
4.Resolution

5. The Awareness Exercise is about paying
attention to our experience in order to detect
the presence of Christ. A word about 'paying
attention' is in order.
Examen

6. Presence-- this spiritual exercise is
interpersonal, that is, it is about the mutual
presence of one person (risen Christ) to
another person (you).

7. Situations, events and persons --
how is the presence of Christ mediated to me during
the course of my day? The answer is in the persons,
events and circumstances that I daily experience.

8. Your growing awareness -- Christ can be present to
us, but we may not recognize or pay attention to Him. This
exercise helps us become aware of Christ's presence and
to grow in that awareness. Further, it is your awareness
that is important, not someone else's. We are not
contemplating the awareness of St. John of the Cross or
of St. Therese, as helpful as that may be in other times of
prayer.

9. Response-- the reason we want to grow in our
awareness of Christ is so that we can live in closer union with
Him, recognize His will and respond to Him by uniting ourselves
to what He is doing in our life, in the lives of the people we
encounter and serve, and in the world

10. Morning Examen
1.Feel the presence of
God
2.Thanksgiving
3.Looking at the day
4.Resolution

11. St. Ignatius of Loyola

12. Life of St. Ignatius of Loyola
Turning Points
Life Changing
Life Altering

14. St. Ignatius of Loyola and Education
Parisian Education
Ratio Studiorum-Plan of Studies
Ignatian Pedagogical Paradigm
The goal of their work (Jesuits) is to provide a
place of encounter between the person and
God. (Formula of Institute)
Ignatius saw the opportunity of helping people
through schools.

15. St. Iggy
St. Peter Favre
St. Francis Xavier
First Companions of the Society of Jesus

16. Ignatian Spirituality
How do we built relationship?

17. Better self-awareness
leads to deeper
spirituality

18. What is your
Image of God?

19. Deus ex machina

20. Ignatian
spirituality sees
God as actively
involved in the
world and
intimately
involved with us in
every moment and
place.

21. Ignatian Spirituality – A way of
looking at the world…looking
in the eyes of God.

22. Job

23. What is the
central
message of the
Scripture?

24. Main characteristics of Job

25. What was then the argument of the Devil?
But stretch out your hand and lay a finger on his
possessions: then, I warrant you, he will curse you to
your face.

26. How did Job react to all those
predicaments?
and said: Naked I came from my mother's womb, naked
I shall return again. God gave, God has taken back.
Blessed be the name of God!

27. “The Lord gives and
the Lord takes.
That is who he is.”

28. and said: Naked I came from my
mother's womb, naked I shall
return again. God gave, God has
taken back. Blessed be the name of
God!
“The Lord gives and
the Lord takes.
That is who he is.”
Tree of Life Job 1

29. Ignatian Spirituality – The way we
look at the world.

31. IGNATIAN PEDAGOGICAL PARADIGM
Teaching that Moves a Learner

33. The pursuit of each student’s intellectual development to the full measure of God-
given talents rightly remains a prominent goal of Jesuit Education.
Its aim, however, has never been simply to amass a store of information or
preparation for a profession, though these are important and useful to emerging
Christian leaders.
The ultimate aim of Jesuit education is, rather,
that full growth of the person which leads to action.
that full growth of the person which leads to action
THE LEARNER’S
PERSONHOOD FLOURISHES
THE LEARNER GOES
INTO ACTION

34. What does the IPP take from
The Spiritual Exercises
of St. Ignatius of Loyola?

35. FROM THE SPIRITUAL EXERCISES
OF ST. IGNATIUS OF LOYOLA
2. The dynamic between the Retreat
Director and Retreatant
3. The constant call to reflect upon the entirety of
one’s experience in prayer
1. The nature of prayer

36. 1. The nature of prayer
•It is an interior activity
•That changes one’s interiority
•Interiority includes both the cognitive and the affective,
the mind and the heart, at the same time
•Knowing with the heart
1. The nature of learning
In IPP, Learning is an interior activity
that changes one’s interiority. Learning includes
both the cognitive and the affective, the mind and
the heart, at the same time. Learning is Knowing
with the heart

37. 2. The dynamic between the director
and the retreatant
• Ironically, the retreat director does not direct, but merely co-journeys
with the retreatant
• The retreat director proposes, the retreatant takes the proposal
• The retreatant goes through the experience alone
• The retreat director helps the retreatant understand the experience
more deeply
2. The dynamic between the teacher
and the learner
• The teacher does not merely transfer information
• The teacher provides the learning experience
• The learner arrives at the knowledge on his or her own
• The teacher helps the learner to draw more understanding
from the experience

38. • To step back and look at how one responded to the prayer experience:
attractions/ repulsions and consolations/desolations
• In order to discern where the Spirit of God is leading
• Appropriating the meaning and implications of what one has come to
understand
• Allows one to proceed toward appropriate courses of action
3. The constant call to reflect upon the entirety of
one’s experience in prayer
3. The constant call to reflect upon the entirety of
one’s learning experience
• To step back and look at how one responded to the learning
experience: attractions/ repulsions and
consolations/desolations
• In order to discern where the Spirit of God is leading
• Appropriating the meaning and implications of what one has
come to understand
• Allows one to proceed toward appropriate courses of action

39. 5 STEPS OF THE IPP
1. Carefully consider the CONTEXTof learning
- The learners’ world
- The world of the teaching-learning event (socio-economic,
political, cultural environment)
- The learning community’s world (the school environment)
2. Create the conditions of an EXPERIENCEwhereby
students, given their repertoire, assimilate new information
- to taste something internally

40. 5 STEPS OF THE IPP
3. Guide the students through a REFLECTION on their
learning experience.
- Draw out their personal interior response to the
information/knowledge gained
- Facilitate appropriation of the meaning and
implications of what learners have come to understand
4. Provide opportunities for ACTION arising from the
reflection on the experience and the knowledge.

41. In time the meanings, attitudes, values which have
been interiorized, made part of the person, impel
the student to act, to do something consistent with
this new conviction.
If the meaning was positive, then the student will
likely seek to enhance those conditions or
circumstances in which the original experience took
place.

42. For example, if the goal of physical education has
been achieved, the student will be inclined to
undertake some regular sport in his free time. If
she has acquired a taste for history or literature, she
may resolve to make time for reading. If he finds it
worthwhile to help his companions in their studies,
he may volunteer to collaborate in some remedial
program.

43. If he or she appreciates better the needs of the poor
after service experiences, this might influence his or
her career choice or move the student to volunteer
to work for the poor.
If the meaning was negative, then the student will
likely seek to adjust, change, diminish or avoid
conditions and circumstances in which the original
experience took place.

44. For example, if the student now appreciates
the reasons for his or her lack of success in
school work, the student may decide to
improve study habits in order to avoid
repeated failure.

45. 5 STEPS OF THE IPP
5. Conduct an EVALUATION of student’s
- mastery of knowledge and skills achieved
- growth in attitudes, priorities, and actions

46. 1. Carefully consider the CONTEXT of learning
- The learners’ world
- The world of the teaching-learning event (socio-economic, political, cultural environment)
- The learning community’s world (the school environment)
2. Create the conditions of an EXPERIENCE whereby students, given their repertoire, assimilate new
information
- to taste something internally
3. Guide the students through a REFLECTION on their learning experience.
- Draw out their personal interior response to the information/knowledge gained
- Facilitate appropriation of the meaning and implications of what learners have come to
understand
4. Provide opportunities for ACTION arising from the reflection on the experience and the knowledge.
5. Conduct an EVALUATION of student’s
- mastery of knowledge and skills achieved
- growth in attitudes, priorities, and actions

47. CONTEXT
EXPERIENCE
REFLECTION
ACTION
EVALUATION

48. IGNATIAN PEDAGOGICAL PARADIGM
Teaching that Interiorly Transforms and Moves a
Learner

49. is not
merely to educate the mind, but to change
the person into a better, a more caring human
with a developed conscience.

50. THIS PROCESS - IPP
That leads to the formation of
community organizer who are
Persons of
COMPASSION,
COMMITMENT and
CONSCIENCE

51. 1. How is the Spiritual Exercises related to the IPP -
Ignatian Pedagogical Paradigm ?
2. Fr. Peter-Hans Kolvenbach, SJ, Former Superior
General of the Society of Jesus wrote, “We aim to form
leaders in service, men and women of competence,
conscience and compassionate commitment.” How can
reflection help in forming that kind of a leader?
3. How do I manifest the IPP in my daily mundane life?