Ignatian Contemplative Pedagogy
Abstrakt
Research Objective: There is a growing literature about contemplative pedagogy in higher education, an approach to learning which prioritizes experiential, reflective practices meant to promote autonomy in learning. This essay will explore how Ignatian pedagogy, rooted in the 475-year tradition of Jesuit education, promotes a form of contemplative pedagogy especially apt for what this journal describes as the VUCA world (volatility, uncertainty, complexity and ambiguity).
Research Problem and Methods: The essay addresses questions particularly relevant in the wake of the global pandemic: how can education promote greater self-care and self-knowledge? How can it promote greater compassion and care for others, especially the marginalized? How can it encourage people, especially the young, to develop practices that promote lifelong learning, flourishing, and responsibility?
Process of Argumentation: The essay will review some of the burgeoning literature on contemplative pedagogy, and draw from the extensive literature about Ignatian pedagogy and especially the latter’s strong emphasis on processes of reflection for the sake of just action.
Research Results: The essay will show that there is a rich well of resources in the Ignatian spiritual and pedagogical traditions that promote contemplative pedagogy, and that application of these resources in contemporary educational and formational contexts will help promote lifelong learning, flourishing, and responsibility towards others.
Conclusions, Innovations, and Recommendations: Educators are encouraged to introduce or develop contemplative practices such as journaling, guided meditations, focused conversations among peers, reflective critical writing, and others.
Bibliografia
Anderson, L. (2013). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Abridged edition. Pearson Education.
Columbia University Center for Teaching and Learning. (n.d.). Contemplative Pedagogy. Retrieved January 3, 2021, from https://ctl.columbia.edu/resources-and-technology/resources/contemplative-pedagogy/
Barbezat, D., & Bush, M. (2014). Contemplative practices in higher education: powerful methods to transform teaching and learning. Jossey-Bass.
Baum, G., & Ellsberg, R. (Eds.). (1989). The logic of solidarity: Commentaries on pope John Paul II’s encyclical on social concern. Orbis Books.
Burghardt, W. (2008). Contemplation: Along loving look at the real. In G.W. Traub (Ed.), An Ignatian spirituality reader (pp. 89-98). Loyola Press.
Chien, G.I.-L. (2020). Integrating contemplative and Ignatian pedagogies in a buddhist studies classroom. Religions, 11(11), 567. doi:10.3390/rel11110567
Farrell, A.P. (1970). The Jesuit Ratio studiorum of 1599. Conference of Major Superiors of Jesuits.
Fleming, D. (2008). What is Ignatian spirituality? Loyola Press.
Francis. (2014). A culture of encounter: Message by Pope Francis to the Schoenstatt Apostolic Movement. Editorial Nueva Patris S.A.
Francis. (2021). General Audience, 5 May 2021. https://www.vatican.va/content/francesco/en/audiences/2021/documents/papa-francesco_20210505_udienza-generale.html
Francl, M. (2016). Practically impractical: Contemplative practices in science. The Journal of Contemplative Inquiry, 3(1), 21-34.
Gallagher, T. (2007). An Ignatian introduction to prayer: Spiritual reflections according to the Spiritual exercises. Crossroad Pub. Co.
Ganss, G. (Ed.). (1991). Ignatius of Loyola: Spiritual exercises and selected works. Paulist Press.
ICAJE (International Commission on the Apostolate on Jesuit Education). (2019). Jesuit schools: A living tradition in the 21st century. Society of Jesus Secretariat for Education, General Curia.
John Paul II. (2000). Address to Catholic University of the Sacred Heart, Milan, May 5, 2000. https://www.vatican.va/content/john-paul-ii/en/speeches/2000/apr-jun/documents/hf_jp-ii_ spe_20000505_sergio-zaninelli.html
Juśkiewicz, M. (2002). Solidarity and responsibility in the thought of Karol Wojtyła/pope John Paul II. (n.p.).
Kolvenbach, P.-H. (2000). The service of faith and the promotion of justice in American Jesuit higher education. Santa Clara University. https://www.scu.edu/ic/programs/ignatian-worldview/kolvenbach/
Krathwohl, D., & Bloom, B. (1999). Taxonomy of educational objectives. Book 2: Affective domain. Longman.
Lonsdale, D. (2000). Eyes to see, ears to hear: An introduction to Ignatian spirituality (Rev. ed.). Orbis Books.
Modras, R. (2004). Ignatian humanism: a dynamic spirituality for the 21st century. Loyola Press.
Muldoon, T. (2005). Postmodern spirituality and the Ignatian fundamentum. The Way, 44(1), 88-100.
Njoku, U. J. (2006). Examining the foundations of Solidarity in the social encyclicals of John Paul II. P. Lang.
O’Brien, K. (2011). The Ignatian adventure: Experiencing the spiritual exercises of Saint Ignatius in daily life. Loyola Press.
O’Malley, J. (1993). The first Jesuits. Harvard University Press.
Palmer, P.J. (2014). Foreword. In: D. Barbezat & M. Bush, Contemplative practices in higher education: powerful methods to transform teaching and learning (pp. vii-x). Jossey-Bass.
Sadd, T.W. (2018). Putting the student at the center: Contemplative practices as classroom pedagogy. In M.L.
Kozimor-King & J. Chin (Eds.), Learning from each other: Refining the practice of teaching in higher education (1st ed., pp. 228‑240). University of California Press. http://www.jstor.org/stable/10.1525/j.ctv3znxq0.21
Schrödinger, E. (1967). Mind and matter. Cambridge University Press. (Original work published 1956)
Tetlow, J. (1989). The fundamentum: Creation in the principle and foundation. Studies in the Spirituality of Jesuits, 21(4), 1-53.
Traub, G. (Ed.). (2008). An Ignatian spirituality reader. Loyola Press.
Wallenfang, D., & Cavadini, J.C. (2018). Pope Francis and the event of encounter. Wipf and Stock Publishers.
Zajonc, A. (2006). Love and knowledge: Recovering the heart of learning through contemplation.
Teachers College Record. Retrieved January 4, 2022, from https://www.tcrecord.org/content.asp?contentid=12678
Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134: 83-94
Copyright (c) 2022 Horyzonty Wychowania
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Uwagi dotyczące praw autorskich
Autorzy publikujący w tym czasopiśmie wyrażają zgodę na następując warunki:
- Autorzy zachowują prawa autorskie, przyznając czasopismu prawo do pierwszej publikacji swojego tekstu jednocześnie zarejestrowanego pod numerem licencji CC BY-ND, która pozwala innym na korzystanie z tego tekstu z uznaniem autorstwa tekstu oraz pierwotnej publikacji w tym czasopiśmie.
- Autorzy proszeni są o nawiązywanie odrębnych, dodatkowych porozumień wynikających z umowy, dotyczących dystrybucji opublikowanej w czasopiśmie wersji tekstu nie na prawach wyłączności (np. opublikowanie go w repozytorium instytucji lub w innym czasopiśmie), z potwierdzeniem pierwszej publikacji w tym czasopiśmie.
Wyraża się zgodę i zachęca autorów do publikacji ich tekstu w Internecie (np. w repozytorium instytucji lub na jej stronie internetowej) przed lub podczas procesu składania tekstu jako, że może to prowadzić do korzystnych wymian oraz wcześniejszego i większego cytowania opublikowanego tekstu (Patrz The Effect of Open Access). Zalecamy wykorzystanie dowolnego portalu stowarzyszeń badawczych z niżej wymienionych:
