Unit rationale, description and aim
Graduates of programs in Ignatian Pedagogy should develop knowledge and skills in this field of study and be able to reflect critically on the ways in which their personal development impacts upon their role as educators. This unit will examine and analyse the Ignatian Pedagogical Paradigm: self-knowledge and self-discipline; attentiveness; respect for intellect and reason as tools for discovering truth; discerning the right course of action; flexibility in problem solving; large-hearted ambition; and a desire ‘to find God in all things’. It will explore the way the core concepts of Ignatian spirituality impact on the leadership and pedagogical practices within Jesuit educational institutions. The unit will also examine the close relationship between Ignatius’ vision for education and the Spiritual Exercises. The aim of the unit is to immerse students in the Jesuit approach to education.
Campus offering
No unit offerings are currently available for this unitLearning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Observe, describe and evaluate critically the core...
Learning Outcome 01
Apply knowledge of the core characteristics of Jes...
Learning Outcome 02
Suggest ways in which a thorough appropriation of ...
Learning Outcome 03
Demonstrate the ability to communicate effectively...
Learning Outcome 04
Synthesise and evaluate the implications of the cl...
Learning Outcome 05
Content
Topics will include:
- Early history and spirituality of the Jesuit Order;
- How Jesuits got into education;
- The Ratio Studiorum;
- Characteristics of Jesuit Education;
- The Ignatian Pedagogical Paradigm;
- Ignatian pedagogy and leadership/administration;
- Core Ignatian concepts such as: ‘Magis’, ‘Cura Personalis’, ‘Ad Majorem Dei Gloriam,’ ‘Forming Women & Men for others’ and ‘Becoming Agents of Change’.
Assessment strategy and rationale
In order to pass this unit, students are required to complete all assessment tasks and achieve an overall minimum grade of pass. All assessment tasks are designed for students to show their achievement of each learning outcome and graduate attribute. They require students to demonstrate the nexus between their learning, dispositions, and educational practice, and the evidence on which this demonstration is based.
Overview of assessments
Curriculum document & Presentation (equivalen...
Curriculum document & Presentation (equivalent to 1500 words). This task is designed to enable students to demonstrate their understanding of the historical, spiritual and theoretical background to Jesuit education and pedagogy.
25%
15-minute presentation (equivalent to 1500 words)...
15-minute presentation (equivalent to 1500 words), with powerpoint slides. This task is designed to enable students to demonstrate their application of Ignatian pedagogy to their particular role in ministry.
25%
Essay (3000 words). Students are required to choo...
Essay (3000 words). Students are required to choose an essay from a range of suggested topics. This task is designed to provide students with the opportunity to reflect critically on the Ignatian approach to pedagogy.
50%
Learning and teaching strategy and rationale
THSP510 will be delivered in multi-mode, that is, in various combinations of face to face and mediated learning environments, utilising strategies which may include:
- Self-directed activities (such as completing scaffolded reading tasks or web-based exercises) which enable each student to build a detailed understanding of a topic;
- Small-group tasks and activities (such as contributing to discussion forums or undertaking peer review) which enable students to test, critique, expand and evaluate their understandings;
- Plenary seminars and webinars which enable students to link their understandings with larger frameworks of knowledge and alternative interpretations of ideas;
- Practical or fieldwork activities which enable students to rehearse skills necessary to the discipline and to be mentored in that practice;
- Critically reflective activities (such as a guided Examen or private journal-writing) which assist students to learn reflexively, that is, to identify their affective responses to the learning and to integrate their learning with action.
The unit is delivered with the expectation that participants are adult learners, intrinsically motivated and prepared to reflect critically on issues as well as on their own learning and perspectives.