There are currently 3 names in this directory beginning with the letter P.
Jesuit structure is not unlike that of the United States. The order is organized into geographic areas called “provinces,” which are like states. There are nearly 90 Jesuit provinces around the world (although their number and boundaries have never been static). There are six provinces in the United States and Canada. Every Jesuit belongs to a province, although he can be missioned anywhere in the world and does not necessarily remain within the geographic boundaries of a province.
Pedagogy, Ignatian / Jesuit
having to do with Ignatian/Jesuit teaching style or methods In one formulation (Robert Newton’s Reflections on the Educational Principles of the Spiritual Exercises ), Jesuit education is instrumental (not an end in itself, but a means to the service of Godand others); student centered (adapted to the individual as much as possible so as to develop an independent and responsible learner); characterized by structure (with systematic organization of successive objectives and systematic procedures for evaluation and accountability) and flexibility (freedom encouraged and personal response and self-direction expected, with the teacher anexperienced guide, not primarily a deliverer of ready-made knowledge); eclectic (drawing on a variety of the best methods and techniques available); and personal (whole person affected, with goal of personal appropriation, attitudinal and behavioral change).In another formulation (Ignatian Pedagogy: A Practical Approach from the International Center for Jesuit Education [Rome, 1993]), Ignatian pedagogy is a model that seeks to develop men and women of competence, conscience, and compassion. Similar to the process of guiding others in the Spiritual Exercises, faculties accompany students in their intellectual, spiritual, and emotional development.They do this by following the Ignatian pedagogical paradigm. Through consideration of the context of students’ lives, faculties create an environment where students recollect their past experience and assimilate information from newly provided experiences. Faculty help students learn the skills and techniques of reflection, which shapes their consciousness, and they then challenge students to action in service to others. The evaluation process includes academic mastery as well as ongoing assessments of students’ well-rounded growth as persons for others.Both these approaches were developed in the context of secondary education, but could be adapted for higher education. [See also “Education, Jesuit” and “Ratio Studiorum.”]