The Five Pillars of Ignatian Pedagogy
- Jonathan Church
- Jul 1, 2019
- 3 min read
Updated: Jul 2, 2019
Although learning about contemporary communication theory was my primary reason for choosing Gonzaga University’s Communication and Leadership Program, the teaching methods I have encountered at Gonzaga have also deeply influences the way I view education.
One part of what sets a Gonzaga education apart is the method of teaching used at Gonzaga that derives from the tradition of St. Ignatius’ spiritual exercises. Eventually, the steps in St. Ignatius’ spiritual exercises evolved into a treatise on education that was called the Ratio Studiorum—or the order of studies. Although the Ratio Studiorum mostly covers the curriculum of a medieval Jesuit school system, the five steps of St. Ignatius’ spiritual exercises shine through the whole work. One can find several helpful articles on Ignatian pedagogy on the first linked website for Jesuit teaching initiatives worldwide and one can find Gonzaga’s educational mission statement via the second link:
In keeping with St. Ignatius’ spiritual exercises, the first step in Ignatian pedagogy is the prelude, an organized account of the topic being studied. This is a time for a teacher to didactically present material in a clear way that sets the context for learning a new topic. However, Ignatian pedagogy goes far beyond introductory lectures.
Indeed, in the second step, Ignatian pedagogy makes the learning process practical and directly related to students’ experience. For every lesson learned, students practically apply material and learn through experience and hands on learning.
After the second step that applies a learned lesson, the third step of Ignatian pedagogy involves a time of careful and conscious reflection on the lesson learned. After learning a topic and practicing it, students enter a time of reconsideration of the ideas and practices that they have done. This is a time for students to consider the meaning of what they learned and whether it is something that a student should make a part of his or her life.
After learning, applying, and reflecting, students should have a change in affect or attitude such that they take action based on what they now know and believe. The fourth step in a Jesuit education should be a state of action where students employ the lessons that have passed through the third step of reflection.
Finally, the fifth phase of Ignation education mirrors the third stage of reflection. However, the final step of evaluation operates at a high level and has a broader scope. Periodically, a learner must evaluate how he or she is growing, what needs exist, and what needs should be addressed next. Ideally, the learner should consider both needs of the individual and needs of one’s community.
Ultimately, this last step of evaluation and identification of needs ends up spurring a student on to learning new things. Thus, the model of Ignatian teaching is really a cycle where one cycle of learning leads to another cycle of learning. While one could seemingly argue that the fourth and fifth stages of action and evaluation are simply a repetition of the second and third steps of practical application and reflection, these final steps are a necessary part of the educational process. Instead of practicing anything that the student has learned or can do, these final steps of Ignatian pedagogy push students to consider questions of what they should do and what things need done to help one’s community.
As a Jesuit institution, Gonzaga’s campus consciously includes spaces for reflection. One can find a list of these locations at the following link:
References & Acknowledgements:
Kolvenback, R. P. (1986). The characteristics of Jesuit education. Rome: The International
Commission on the Apostolate of Jesuit Education.
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