Gotowa bibliografia na temat „Ignation pedagogy”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Ignation pedagogy”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Ignation pedagogy"
1
이규성. "The Pedagogy of Ignatian Spirituality". Theology and Philosophy 23, nr 23 (listopad 2013): 175–211. http://dx.doi.org/10.16936/theoph.23.23.201311.175.
Pełny tekst źródła
2
Trueblood, Karim. "Integration of Ignatian Principles in Emergency and Disaster Management Education". International Journal of Disaster Response and Emergency Management 4, nr 2 (lipiec 2021): 17–34. http://dx.doi.org/10.4018/ijdrem.2021070102.
Pełny tekst źródłaStreszczenie:
This study seeks to explore, understand, and develop a comprehensive application of Ignatian principles into academic emergency and disaster management programs. The research focuses on relevant work discussing Ignatian principles, Ignatian pedagogy, and emergency management training and education. This exploratory and novelistic research approach utilizes document analysis as the strategy for inquiry on how Ignatian principles and pedagogy interact with emergency and disaster management. The document analysis conducted presented limitations due to constraints in the amount of literature available. The study is original; no direct research associating the fields involved is available. The research identified the use of Ignatian principles in several professional disciplines. There is a focus on the application of a modern version of the spiritual exercises, discernment, reflection, and contemplation as tools for improvement of critical thinking, academic excellence, ethics, social analysis, and justice as they apply to emergency and disaster management.
3
Pousson, J., i Karen Myers. "Ignatian Pedagogy as a Frame for Universal Design in College: Meeting Learning Needs of Generation Z". Education Sciences 8, nr 4 (5.11.2018): 193. http://dx.doi.org/10.3390/educsci8040193.
Pełny tekst źródłaStreszczenie:
In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year old tradition of education—in meeting the learning needs of today’s college students, Generation Z. The Ignatian pedagogy as a frame for universal instructiosnal design principles can guide instructors to understand how college students can learn best and facilitate that knowledge acquisition to serve the common good. This article addresses Generation Z’s experience with digital technology and illustrates how the Ignatian pedagogical model tenets (i.e., context, experience, reflection, action, and evaluation) connect with UID practices in a higher education curriculum. Examples of UID, as it applies to each tenet and to web access, are included.
4
R. Delclos, Victor, i Randall P. Donaldson. "Contemporary liberal education: slowing down to discern". On the Horizon 22, nr 1 (4.02.2014): 7–9. http://dx.doi.org/10.1108/oth-11-2013-0044.
Pełny tekst źródłaStreszczenie:
Purpose – This essay seeks to argue that contemporary liberal arts education can be viewed from the perspective of contemporary psychological understandings of human cognition combined with the classical pedagogy developed in the foundational concepts of Jesuit education. Through a description of the human cognitive system as discussed in the writing of Daniel Kahneman and the Spiritual Exercises of Ignatius Loyola, the concepts of “slow thinking” and “discernment” are offered as important models that can inform development of a liberal education in an information-saturated society. Design/methodology/approach – The essay presents an interpretation of the essentially “liberating” nature of liberal education in light of the psychological literature that demonstrates how one's culture contributes to the formation of cognitive structures that allow largely automatic processing of information in a non-reflective, fast process that leads to understanding that is constrained and somewhat closed to alternative understanding. This interpretation is then discussed in light of a process of discernment that allows the individual to open up to new ideas. Findings – The essay thus derives the conclusion that a focus on pedagogy of discernment is the essential feature of a modern liberal education and leads to creative expression of new ideas in new ways. Originality/value – The essay presents an alternative view of contemporary liberal education that is based on a well-developed historical approach (Ignatian discernment) and supported by current psychological research.
5
DeFeo, Joseph. "Ignatian Pedagogy: Classic and Contemporary Texts on Jesuit Education from St. Ignatius to Today, written by José Mesa, S.J." Journal of Jesuit Studies 5, nr 3 (26.03.2018): 505–7. http://dx.doi.org/10.1163/22141332-00503007-17.
Pełny tekst źródła
6
Chubbuck, Sharon M. "Socially Just Teaching and the Complementarity of Ignatian Pedagogy and Critical Pedagogy". Christian Higher Education 6, nr 3 (25.06.2007): 239–65. http://dx.doi.org/10.1080/15363750701268145.
Pełny tekst źródła
7
Rositawati, Dwi Nugraheni. "Penerapan Model Pembelajaran Berbasis Pedagogi Ignasian pada Mata Kuliah Termodinamika". Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) 2 (28.11.2017): 42. http://dx.doi.org/10.20961/prosidingsnfa.v2i0.16362.
Pełny tekst źródłaStreszczenie:
<p class="AbstractEnglish"><strong>Abstract: </strong>This research aims to improve academic ability and help students to be able to find the values of life that it is useful to become a whole person. This research is a research of learning that it was prepared by Ignatian Pedagogical Paradigm. The key elements in the system of Ignatian Pedagogical Paradigm are the context-experience-reflection-action-evaluation. The system is applied by lecture every meeting. Experience excavations are conducted in the laboratories that it enables students to study independently and in groups with experiment, viewing videos, working on questions, describing state diagrams, giving examples of everyday phenomena, presentations and trying to derive equations. The students reflect their experience and action to find the values of Ignatian Spirituality that it is useful for the development of student life into a whole person gained by 3C (competence, conscience and compassion) . The evaluation is done with observing the improvement of academic ability and the invention of life values. Implementation of Ignatian pedagogy in thermodynamics course has been able to improve academic and non academic ability of the students. The academic achievement is indicated by increasing the value of IPS and IPK. While non-academic achievement is indicated by the discovery of life values such as awareness of the need to advance, unyielding spirit, confidence, caring, discipline, systematic thinking, logical, conscientious, respecting process, independent, imaginative, responsible, self-handling, caring and moving to always try to get better.</p><br /><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meningkatkan kemampuan akademik dan membantu mahasiswa untuk dapat menemukan nilai-nilai kehidupan yang berguna untuk menjadi pribadi yang utuh. Penelitian ini merupakan penelitian pembelajaran yang disusun dengan berbasis Pedagogi Ignasian. Unsur-unsur pokok yang merupakan sistem pada Pedagogi Ignasian adalah konteks-pengalaman-refleksi-aksi-evaluasi. Sistem tersebut diaplikasikan pada setiap pertemuan. Penggalian pengalaman dilakukan di laboratorium yang memungkinkan mahasiswa untuk aktif belajar secara mandiri dan kelompok yaitu dengan praktikum, melihat video, mengerjakan soal, menggambarkan diagram keadaan, memberikan contoh fenomena sehari-hari yang terkait dengan materi, presentasi dan mencoba menurunkan persamaan. Melalui refleksi antara pengalaman dan aksi, mahasiswa diajak untuk mampu menemukan nilai-nilai Spiritualitas Ignasian yang berguna untuk perkembangan hidup mahasiswa menjadi pribadi yang utuh yang diperoleh dengan mengasah 3C (competence, conscience dan compassion). Evaluasi dilakukan dengan mengamati peningkatan kemampuan akademik dan penemuan nilai-nilai kehidupan. Penerapan Pedagogi Ignasian pada mata kuliah Termodinamika telah dapat meningkatkan kemampuan akademik dan non akademik mahasiswa. Peningkatan prestasi akademik diindikasikan dengan peningkatan nilai IPS dan IPK. Sedangkan prestasi non akademik diindikasikan dengan diketemukannya nilai-nilai kehidupan seperti kesadaran akan kebutuhan untuk maju, semangat pantang menyerah, percaya diri, kepedulian, disiplin, berpikir sistematis, logis, teliti, menghargai proses, mandiri, imajinatif, bertanggung jawab, mengatasi diri, bekerjasama, dan tergerak untuk selalu berusaha menjadi lebih baik.</p>
8
Chien, Gloria I‐Ling. "Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation". Teaching Theology & Religion 23, nr 2 (czerwiec 2020): 96–109. http://dx.doi.org/10.1111/teth.12540.
Pełny tekst źródła
9
Raharjo, Yoel Kurniawan. "Pengembangan Model Pembelajaran Sejarah Kepemimpinan Berbasis Pedagogi Reflektif Untuk Meningkatkan Sikap Kepemimpinan Siswa SMA". AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA 11, nr 2 (31.07.2021): 173. http://dx.doi.org/10.25273/ajsp.v11i2.7938.
Pełny tekst źródłaStreszczenie:
<p>Pembelajaran sejarah memiliki fungsi strategis dalam mengembangkan nilai karakter peserta didik apabila guru mengajarkan secara inovatif. Meninjau filosofis pedagogik, sejarah bukan hanya sebagai sarana <em>transmitting knowledge</em> namun juga <em>transmitting value </em>dan <em>transmitting virtue</em>. Desain pembelajaran sejarah sebaiknya bukan hanya mengeksplorasi narasi peristiwa saja, tetapi mampu merefleksi nilai karakter dari materi yang dipelajari. Materi sejarah tentang heroisme mengandung nilai karakter, salah satunya kepemimpinan. Nilai kepemimpinan dapat diajarkan kepada peserta didik dalam rangka menumbuhkan sikap kepemimpinan. Penelitian ini bertujuan mengembangkan model pembelajaran sejarah berbasis pedagogi reflektif untuk meningkatkan sikap kepemimpinan siswa. Model pembelajaran ini diintegrasikan dalam KD 3.2 sub materi Perjuangan RM Said atau Mangkunegara I. Metode penelitian menggunakan penelitian pengembangan. Objek penelitian adalah peserta didik Kelas XI IPS SMA Kolese De Britto, Yogyakarta. Hasil penelitian menunjukan bahwa (1) sikap kepemimpinan dikalangan peserta didik perlu ditingkatkan dilihat dari 8 indikator kepemimpinan dari Northouse dan Ignatian, (2) guru masih berkutat pada eksplorasi narasi peristiwa sejarah saja karena terpaku pada diktat-diktat, serta (3) Pengembangan model pembelajaran sejarah ini efektif untuk meningkatkan sikap kepemimpinan siswa dengan uji normalitas, uji homogenitas, dan uji t-test.</p>
10
Mbugua, Tata, i Lauren Godek. "Integrating International Service-Learning in an Academic Graduate Course: An Instructor and Student Perspective". Public Voices 12, nr 2 (23.11.2016): 19. http://dx.doi.org/10.22140/pv.83.
Pełny tekst źródłaStreszczenie:
This descriptive paper aims to discuss and share perspectives on a graduate travel course that integrated an international service-learning component. The course (Cross-Cultural and Global Perspectives in Education) taught in Kenya during the summer of 2010 had four registered students. Accompanying these students were the course instructor, two University of Scranton faculty members and three alumni. This article describes the experiences of two participants –instructor of the course and one graduate student who had never traveled outside of the United States prior to enrolling in this course.The students gained perspectives on the diversity of the African continent in general and Kenya in particular. Through course assignments such as journal entries, reflections on pertinent readings, discussion boards and experiences visiting primary classrooms, students acquired deeper insights into the educational system in Kenya, which helped quell misconceptions about the country. The notion of triple identity – citizen in a community, nation and world – was experienced by the students. A critical pedagogy approach, Ignatian pedagogy, in-depth reflection, international service-learning and learning outcomes will form the framework of the article.
Rozprawy doktorskie na temat "Ignation pedagogy"
1
Hayes, Christopher Xavier, i res cand@acu edu au. "Paradoxes, Parallels and Pedagogy: A case study of Ignatian Pedagogy and of teachers’ perceptions of its implementation in Australian Jesuit Schools". Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp100.04092006.
Pełny tekst źródłaStreszczenie:
In 1986 the International Commission on the Apostolate of Jesuit Education (ICAJE) produced a document titled The Characteristics of Jesuit Education. This document was an attempt to define the distinctive nature of Jesuit Education. Seven years later, Ignatian Pedagogy: A Practical Approach (1993) was written by the same body in response to the following questions: How can the principles and orientation of The Characteristics be made more useable for teachers? How can Ignatian values be incorporated into a practical pedagogy for use in the daily interactions between teachers and students in the classroom? This study investigates the nature and origins of Ignatian Pedagogy, and its implementation in Jesuit schools in Australia. The first part of the dissertation is a documentary analysis and interpretation. It traces the historical development of Ignatian Pedagogy in the context of Jesuit history and spirituality, and clarifies its purposes in relation to the educational mission of the Jesuit order. The inspiration for Ignatian Pedagogy is based on the purpose and methodology of the Spiritual Exercises of Saint Ignatius Loyola. The dissertation describes the implementation of the Pedagogy within the five Jesuit schools in Australia in the period 1994 to 2000. Ignatian Pedagogy is then located and evaluated within an educational framework. Its purposes are compared and contrasted with 5 different learning theories (Behaviourist; Cognitivist; Humanist; Social Learning and Constructivist), and comparisons are also made with approaches to ‘personal change’ education such as Groome’s Shared Christian Praxis, Freire’s Pedagogy of the Oppressed and Critical Pedagogy. It is shown that Ignatian Pedagogy has many points of similarity with elements in these various theories; the pedagogy was somewhat eclectic in the ideas it incorporated in trying to be faithful to the original vision of Jesuit education, while seeking to provide a coherent across-the-curriculum strategy for promoting the spiritual and moral development of pupils.The second part of the dissertation reports a qualitative empirical study of teachers’ perceptions of the Ignatian Pedagogy and its implementation in Jesuit schools. This data collection set out to investigate the level of congruence between the intentions of Ignatian Pedagogy and teachers’ perceptions of its purposes. A sample of teachers from all five Jesuit schools in Australia were interviewed in small focus groups and the data were analysed and interpreted using the method of grounded theory according to Strauss and Corbin (1990). Their responses were consistent with the findings from interviews with a selection of ‘key informants’ – very experienced educators/administrators within Jesuit schools who had a more extensive and responsible role in schools for the implementation of the Ignatian Pedagogy. 5 key themes were abstracted from the data. The core theme was the paradoxical nature of Ignatian Pedagogy. The teachers on one hand referred to it as “good teaching practice” and yet struggled to understand and implement the pedagogy. Other themes were the relational, methodological, Christian ministry and political categories. The data shows a level of congruence between the intentions of the Pedagogy, the historically stated aims and purposes of Jesuit education and the perceptions of current Australian teachers in Jesuit schools implementing the pedagogy. The data also shows problems with implementation: ecclesiastical/religious/educational terminology caused difficulties; the term ‘pedagogy’ itself resulted in misunderstandings; the politics of implementation were influential. The study shows that Ignatian Pedagogy as an attempt to sustain and develop the vision of Jesuit education for the lay people who now constitute the teaching staff in Jesuit schools incorporated ideas that are also prominent in other theories of education for personal change. Also, because of the natural complexities and uncertainties in links between pedagogy and actual spiritual/moral change in pupils, Ignatian Pedagogy, like other intentional spiritual/moral pedagogies, (e.g., critical pedagogy, values education), exhibits common problems with its conceptualisation and implementation. Ignatian Pedagogy is best interpreted as a ‘global ministry perspective’ informing teaching across the curriculum. The study helps put Ignatian Pedagogy into perspective within the context of contemporary Australian education. It shows how an educational thrust towards the development of critical thinking, social awareness and responsibility has been attempted within Jesuit education. The dissertation concludes with proposed implications for the more effective presentation and implementation of Ignatian Pedagogy. While these implications have particular relevance for Jesuit schools and religious schools in general, they also relate to the contemporary interest in the spiritual and moral dimensions to Australian education as evident in the national Values Education programme.
2
Rodrigues, Maria Teresa Moreira. "Exercícios espirituais de Inácio de Loyola: uma revisitação do texto em diálogo com Roland Barthes". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/1802.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-25T19:20:12Z (GMT). No. of bitstreams: 1
Maria Teresa Moreira Rodrigues.pdf: 1346152 bytes, checksum: 60cbe842a2be6a2e59cf7fd834721322 (MD5)
Previous issue date: 2011-05-11The goal of this work is to examine Spiritual Exercises, a short book by Ignatius of Loyola writen 500 years ago, from today s perspective. However, it does not intend to demonstrate that this work by Loyola is still relevant nowadays. We know it is, given that it has been continuously used since it was written. Neither does this work aim at explaining the spiritual exercises themselves, for they are self-explanatory in being realized within a person. I will rather bring up some aspects that may allow one to get to know Loyola in his context, his life, and his paths. It is in this common man of his time Iñigo that a transformation happened, which can also happen to any human being (including in our present time). Supporting this transformation are the spiritual exercises, an initiation method whose goal is a type of knowledge that does not result from education or science, but rather a type of knowledge that amounts to search for illumination and intimate contact with God. In order to present the content of Spiritual Exercises, we first show its making up, the influences it received, its internal structure, and specific subparts. We show that Iñigo s socio-historical context and the different types of influence he received contributed to the writing of Spiritual Exercises. To highlight its relevance at the present time, we resort to the reading Roland Barthes made of it, which enables us to understand why it can lead to the construction of a specific language that delimits one s subjectivity, thus allowing us more autonomy due to deeper self-knowledge. The present work is justified by the contemporary people s own quests for selfknowledge and something that transcend them, helping them to get out of that massification network that consumption society nourishes
O objetivo deste trabalho é examinar os Exercícios Espirituais de Inácio de Loyola, um pequeno livro escrito há 500 anos, e trazê-lo para a atualidade. No entanto, não se trata de demonstrar que ele é atual, pois já se sabe que ele é, pois seguiu sendo usado ininterruptamente desde o momento de sua confecção. Não se trata de explicar os Exercícios Espirituais, pois eles explicam-se a si mesmos, ao se fazerem na pessoa. Trata-se de levantar aspectos que possibilitem conhecer Inácio, em seu contexto, sua vida, seus caminhos e descaminhos, porque é nesse homem comum e do seu tempo, o Iñigo, que a transformação foi se dando, como pode dar-se também em qualquer ser humano comum e do seu tempo, como o de hoje. Para favorecer essa transformação estão os Exercícios Espirituais, um método de iniciação que tem como fim um conhecimento que não é de educação e nem de ciência, mas sim um conhecimento que é busca de iluminação e de contato íntimo com Deus. Para dar a conhecer o texto dos Exercícios Espirituais, foi feito um levantamento de como se deu sua construção, influências recebidas, sua estrutura interna e divisões que o compõem. Mostramos como o contexto sócio-histórico de Iñigo e as influências recebidas contribuem para a construção dos Exercícios Espirituais. Para fortalecer essa condição de sua atualidade, valemo-nos da leitura que Roland Barthes fez deste texto, numa análise que nos permite depreender porque eles podem levar à construção de uma língua própria, que marca e demarca a subjetividade de quem o faz permitindo-lhe maior autonomia, pois maior conhecimento de si. Justifica-se esse trabalho pela própria demanda do homem contemporâneo, necessitado de encontro consigo mesmo e de algo que o transcenda, ajudando-o a sair da rede de uma massificação que a sociedade de consumo favorece
3
Sisson, Christiane Miranda. "Fios do passado e do presente na tessitura do amanhã : reflexões em torno da Educação Infantil do Colégio Anchieta, Rio Grande do Sul". Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6473.
Pełny tekst źródłaStreszczenie:
Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-08-07T12:14:32Z
No. of bitstreams: 1
Christiane Miranda Sisson_.pdf: 17015780 bytes, checksum: 0adcec1f0baa0bd6ae938551c65691ee (MD5)Made available in DSpace on 2017-08-07T12:14:32Z (GMT). No. of bitstreams: 1 Christiane Miranda Sisson_.pdf: 17015780 bytes, checksum: 0adcec1f0baa0bd6ae938551c65691ee (MD5) Previous issue date: 2017-04-27
Nenhuma
A presente pesquisa investiga práticas pedagógicas, incluindo currículo e avaliação, da Educação Infantil do Colégio Anchieta de Porto Alegre, Rio Grande do Sul, a partir de observações do cotidiano, confrontando-as com as diretrizes presentes em dois documentos básicos orientadores das escolas jesuítas no Brasil – Pedagogia Inaciana e Projeto Educativo Comum – e com reflexões baseadas nas concepções teóricas acerca da criança e da infância na contemporaneidade, com destaque para as ideias de Manuel Jacinto Sarmento e Maria Carmen Barbosa. Além disso, por meio de questionários e entrevistas envolvendo profissionais que atuam ou já atuaram na instituição, bem como através de antigos registros encontrados na secretaria da escola, a pesquisa traz à tona elementos significativos que auxiliam a compreender o contexto deste específico setor ao longo dos anos. O processo analítico desenvolvido conduz às considerações finais, sugerindo a necessidade de maior coerência nas práticas pedagógicas observadas em relação tanto aos princípios prescritos nos documentos orientadores quanto às concepções contemporâneas de infância. Outra conclusão importante indica a imprescindibilidade urgente de revisão do currículo e dos modos de elaborar o planejamento e a avaliação, em especial quanto ao excesso de objetivos e tarefas propostas, evitando o uso acelerado do tempo e favorecendo maior protagonismo das crianças. Tais considerações supõem, igualmente, revisão e aprimoramento das práticas de gestão a fim de assegurar coerência ao conjunto da proposta anchietana de educação infantil.
This research investigates pedagogical practices, including curriculum and evaluation, in child education of the Colégio Anchieta at Porto Alegre, Rio Grande do Sul, based on observations of daily routine, comparing them with the guidelines presented in two basic documents guiding the Jesuit schools in Brazil – Ignatian Pedagogy and Common Educational Project – and with reflections based on the theoretical conceptions about children and childhood in the contemporary world, with emphasis on the ideas of Manuel Jacinto Sarmento and Maria Carmen Barbosa. In addition, through questionnaires and interviews involving professionals who work or have already worked in the institution, as well as through old documents founded at school office, the research discusses meaningful elements that help to understand the context of this specific sector over the years. The analytical process developed leads to the final considerations, suggesting the need for greater coherence in the pedagogical practices observed in relation to both the principles prescribed in the guiding documents and the contemporary conceptions of childhood. Another important conclusion indicates the urgent need to revise the curriculum and the paths to elaborate planning and evaluation, especially with regard to the excess of objectives and tasks proposed, avoiding the accelerated use of time and favoring a greater role of children. These considerations also imply review and improvement of management practices in order to ensure coherence in relation to the Anchietan proposal of child education.
4
Locatelli, Ederson Luiz. "A construção de redes sociais no processo de formação docente em Metaverso, no contexto do Programa Loyola". Universidade do Vale do Rio dos Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4196.
Pełny tekst źródłaStreszczenie:
Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-07-03T15:31:54Z
No. of bitstreams: 1
EdersonLocatelli.pdf: 4356048 bytes, checksum: 65321cd67bcb00d430e27d88aa4250e0 (MD5)Made available in DSpace on 2015-07-03T15:31:54Z (GMT). No. of bitstreams: 1 EdersonLocatelli.pdf: 4356048 bytes, checksum: 65321cd67bcb00d430e27d88aa4250e0 (MD5) Previous issue date: 2010
Nenhuma
O termo “rede” vem sendo utilizado por diferentes áreas de conhecimento. Na comunidade científica, o termo rede foi utilizado pela primeira vez pelo matemático Leonard Euler, em 1736, em Königsberg. Também, este termo tem sido utilizado na Biologia, na Física, na Administração e nas Ciências Sociais, onde este trabalho vai apoiar-se para falar das redes sociais. Contudo, este trabalho buscará discutir as redes sociais na Educação. Na experiência que tenho desenvolvido com os colégios jesuítas no Brasil, tenho percebido que a distância geográfica entre os colégios, torna-se um fator limitador do desenvolvimento de um trabalho colaborativo, em rede, em nível nacional. Entretanto, as atuais tecnologias digitais, entre elas os ambientes virtuais de aprendizagem, a Web 2.0, os mundos virtuais em 3 dimensões, entre outros... podem contribuir para superar este limite, possibilitando a construção de uma forma de trabalhar colaborativamente, em projetos comuns. É a partir dessa constatação que surge o problema principal dessa dissertação, que consiste em investigar como se configuram e são potencializados os processos de formação continuada, em rede, na constituição de ECODI, permeados pelo Paradigma Pedagógico Inaciano (Contexto-Experiência-Reflexão-Ação-Avaliação), no âmbito dos Colégios Jesuítas através do Programa Loyola? Do problema principal, derivam os seguintes objetivos: que envolvem o conhecimento que os professores tem em relação a Pedagogia Inaciana, como trabalhar a PI em ECODIs e se o trabalho neste ambiente é uma forma de potencializar o trabalho em rede entre os docentes. Além disso, buscar-se- á verificar se este trabalho pode gerar uma aproximação maior entre os docentes e a geração digital. O método científico utilizado na pesquisa foi uma abordagem quali-quanti-quali, configurando-se de forma exploratória e utilizando os procedimentos técnicos do estudo de caso e classificada como uma pesquisa bibliográfica e documental. Além disso, foi utilizada uma análise de conteúdo aplicada para analisar os chats e as imagens no curso ECODI Inaciano. Com isto, a pesquisa identificou que os docentes que participaram do curso tem uma compreensão satisfatória a respeito da Pedagogia Inaciana e com isso, conseguem trabalhar o tema em ECODIs, estabelecendo relações entre os temas. Também, depois de aprenderem como utilizar o metaverso, sentem-se muito a vontade para trabalhar em grupo, superando o limitador que é a distância geográfica. Além disso, um dos objetivos principais dos docentes ao fazer o curso é a busca de novas formas de ensinar e aprender para se trabalhar com a geração homo zapiens.
The term "network" has been used by different fields of knowledge. In the scientific community, the term network was first used by the mathematician Leonard Euler in 1736 in Königsberg. Also, the term has been used in biology, in physics, Administration and Social Sciences, where this work will rely on to speak of social networks. However, this paper aims to discuss social networking in Education. In the experience I have developed with the Jesuit schools in Brazil, I noticed that the geographical distance between the schools, becomes a factor limiting the development of a collaborative, networked, nationwide. However, current digital technologies, including virtual learning environments, Web 2.0, virtual worlds in three dimensions, among others... may help overcome this limit, allowing the construction of a way to work collaboratively on common projects. It is from this premise that comes the main problem of this dissertation, which is to investigate how to configure the processes are enhanced and continued training, networking, the provision of ECODI, permeated by the Ignatian Pedagogical Paradigm (Context-ExperienceReflection-Action-Assessment), under the Schools Program through the Programa Loyola? The main problem, derive the following objectives: to involve the knowledge that teachers have in relation to Ignatian Pedagogy, how to work with Ignation Pedagogy into ECODIS and if the work in this environment is a way to promote networking among teachers. Moreover, it will seek to verify that this work can generate a closer contact between teachers and the digital generation. The scientific method used in this research was a qualitative-quantitative approach to quality by setting up an exploratory manner, using the technical procedures of the case study and classified as a documentary and bibliographical research. Furthermore, we used a content analysis applied to analyze the images and chats in the course ECODI Ignatian. With this, the survey showed that teachers who attended the course has a satisfactory understanding regarding the Ignatian Pedagogy and with that, get to work on the theme ECODIS in connecting themes. Also, after learning how to use the Metaverse, they feel very comfortable working together, overcoming the limitation is that the geographical distance. In addition, a major goal of teachers doing the course is the search for new ways of teaching and learning to work with the generation homo zapiens.
5
Fonseca, Laez Barbosa. "Educação escolar - unidade e multiplicidade: crise, paradigma, dialética e pedagogia inaciana". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/11585.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-04-27T17:26:59Z (GMT). No. of bitstreams: 1
Laez Barbosa Fonseca.pdf: 917553 bytes, checksum: 1bbac41b066dc7acbe129971ffc3f860 (MD5)
Previous issue date: 2011-10-19Our reflection starts on the finding that school education is suffering a moment of tension and crisis. The origin and the explanation for this phenomenon can be found in the coexistence, in the school environment of two paradigms, both opposite and divergent: one from the unity and the one from multiplicity, each one with its own features built in distinguished cultural moments. The former in the Modern Age and the latter in the Post-Modern Age. Based on an anthropological understanding which finds the human being constituted by desire and pursuit, at the same time, from the unity and the from multiplicity, we propose a dialectical method as a tool for the understanding, the approach and the overcoming of the two antagonistic paradigms surpassing the harmful aspects and keeping the achievements of each one for the educational practice. Then, we present some discussions starting from the dialectic, seeking a synthesis between the unity and the multiplicity. At the end of the study, we investigate some aspects of the Ignatian Pedagogy - a pedagogical purpose of the Jesuit education - demonstrating, from its documents and its educational tradition, as it is itself, dialectically, facing, and overcoming of the mentioned tensions and the dynamic feature of the crisis in school education
A presente dissertação tem como ponto de partida a constatação de que a educação escolar vive um momento de tensão e crise. A origem e a explicação desse fenômeno encontram-se na coexistência, no ambiente escolar, de dois paradigmas, opostos e divergentes: o da unidade, e o da multiplicidade, com suas características próprias, tecidos em cenários culturais distintos. O primeiro, na Modernidade; o segundo, na Pós-modernidade. Partindo de uma compreensão antropológica que entende o ser humano como constituído pelo desejo e busca, ao mesmo tempo, de unidade e de multiplicidade, propomos o método dialético, como ferramenta, para a análise dos dois paradigmas, superando os aspectos nocivos e conservando as conquistas de cada um deles para a prática educativa. Em seguida, apresentamos algumas reflexões, a partir da dialética, buscando nelas a síntese entre unidade e multiplicidade. Ao término do trabalho, investigamos alguns aspectos da Pedagogia Inaciana - proposta pedagógica da educação jesuíta - demonstrando, a partir de seus documentos e da sua tradição educativa, como ela procede, dialeticamente, no enfrentamento, encaminhamento e superação das tensões e da crise, características do dinamismo presente na educação escolar
6
Hayes, Christopher Xavier. "Paradoxes, parallels and pedagogy a case study of Ignatian Pedagogy and of teachers' perceptions of its implementation in Australian Jesuit Schools /". 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp100.04092006/index.html.
Pełny tekst źródłaStreszczenie:
Thesis (EdD) -- Australian Catholic University, 2006.Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 224-242. Also available in an electronic format via the internet.
7
Monteiro, Carla Alexandra da Silva. "O ensino das artes visuais como ferramenta da pedagogia inaciana na formação integral do aluno". Master's thesis, 2018. http://hdl.handle.net/10400.14/27280.
Pełny tekst źródłaStreszczenie:
O presente relatório pretende demonstrar que as artes visuais e a pedagogia inaciana
podem ser fortes aliadas na educação integral dos alunos. No estágio que fizemos no Instituto
Nun’Alvres, detetámos fragilidades nas relações interpessoais dos alunos da turma que nos foi
atribuída. Estas dificuldades contrastavam com os bons resultados académicos obtidos.
É nossa intenção mostrarmos, que as experiências de criação artística potenciam as
relações interpessoais e criam condições de desenvolvimento integral dos alunos.
Pretendemos, desse modo, guiar os alunos a uma melhor compreensão de si e dos outros,
promovendo o conhecimento mútuo e capacitando-os com atitudes de respeito, de
cooperação, de interajuda, e ainda de coesão do grupo-turma.
Em síntese a presente reflexão estruturada numa parte de investigação teórica e uma
parte de aplicação pedagógico-didática, procura lançar um novo olhar para a relação entre o
fazer artístico e a formação integral do aluno, revalorizando o estatuto das artes visuais no
sistema de ensino, promovendo o encontro da arte com a pedagogia inaciana.The main goal of this report is to demonstrate that visual arts and Ignatian pedagogy can be strong allies in the integral education of students. During our internship at Instituto Nun’Alvres, we came across fragilities in the interpersonal relationships among the students of the class that had been assigned to us. Such difficulties contrasted with the good academic results the aforementioned students had. It is our intention to show that artistic creation experiments potentiate interpersonal relationships and create conditions for the students’ integral development. Therefore, it is our premise to steer students towards a better understanding of themselves and others by promoting mutual knowledge and enabling them with attitudes of respect, cooperation, mutual aid and also group-class cohesion. In summary, the present reflection structured not only on theoretical investigation but also in pedagogical-didactic application, aims to cast a new look into the relationship between artistic work and the learner’s integral education, revaluing the status of visual arts in teaching, by promoting the encounter of art with the Ignatian pedagogy.
8
Ramos, Beatriz Borges Falcão. "Pedagogia Inaciana, relação entre os valores institucionais e as práticas na vida laboral". Master's thesis, 2018. http://hdl.handle.net/1822/55633.
Pełny tekst źródłaStreszczenie:
Dissertação de mestrado em Gestão de Recursos HumanosO objetivo desta investigação é proporcionar uma reflexão sobre um tema que tem sido abordado por diversos autores, que é relação entre os valores institucionais e as práticas na vida laboral, este movimento amplo e crescente influência positivamente nos resultados da empresa e todos ganham. Os colaboradores encontram um significado para o trabalho, são mais comprometidos, as relações mais harmoniosas e trabalham mais felizes o que reflete na melhoria da qualidade de vida. Para a recolha de dados optou-se pela realização de entrevistas semiestruturadas, a amostra é composta por seis antigos alunos dos colégios dos Jesuítas atualmente empregados e quatro professores desses mesmos colégios em cargos de chefia/gestão, de entre um efetivo total de 10 entrevistados.
The purpose of this research is to provide a reflection on a topic that has been addressed by a variety of authors, which is the relationship between institutional values and practices in the workplace, this growth and influence have positively influenced the company's results and all win. The employees have a meaning for the work, are more committed, as the most harmonious and functional happiest for the work in improving the quality of life. For the collection of data it was used semi-structured interviews, the sample is composed by six former students of the Jesuit schools currently employed and four teachers from these same schools in management positions, out of a total of 10 interviewees.
Książki na temat "Ignation pedagogy"
1
Jesuits, red. Ignatian pedagogy: A practical approach. [U.K.]: Society of Jesus, 1993.
Znajdź pełny tekst źródła
2
Ignatian Pedagogy: Classic and Contemporary Texts on Jesuit Education from St. Ignatius to Today. Loyola Press, 2017.
Znajdź pełny tekst źródła
3
Cattoi, Thomas. Reading Ignatius in Kathmandu. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0015.
Pełny tekst źródłaStreszczenie:
The goal of this chapter is to reflect on a joint reading of Ignatius of Loyola’s Exercises and Śāntideva’s Bodhicaryāvatāra (The Way of the Bodhisattva) in seminars that were held in 2009 and 2012 at the Center for Buddhist Studies (CBS) in Kathmandu, Nepal. The seminars were a privileged occasion where the comparative reading of a Buddhist text and a Christian text was supplemented with a “dialogue of life” between practitioners of different traditions. This chapter presents some theological insights gained from these conversations, while also exploring the challenges of teaching these texts in a comparative and dialogical manner. In line with Francis Clooney’s call for a new systematic theology that is simultaneously confessional and interreligious, the chapter also attempts to lay foundations for a new “pedagogy of interreligious encounter,” which is characterized by “vulnerability” to the religious other while remaining grounded in a specific religious tradition.
Części książek na temat "Ignation pedagogy"
1
Yonson, Evans Rosauro I. "Philippines: Ignatian Pedagogy and Mindful Communication". W Mindful Communication for Sustainable Development: Perspectives from Asia, 150–60. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280697.n13.
Pełny tekst źródła
2
Mauri, Alfredo J., Nicholas S. Rashford i João Neiva de Figueiredo. "Using Ignatian Pedagogy in a Business Policy Course". W Mission-Driven Approaches in Modern Business Education, 220–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4972-7.ch012.
Pełny tekst źródłaStreszczenie:
Ignatian pedagogy is at the core of Jesuit education and is the foundation that has supported teaching in Jesuit universities in many areas. However, its use in the teaching of Business Policy has not been sufficiently examined. This chapter describes one way in which the basic precepts of Ignatian pedagogy can be applied in a Business Policy course for greater student benefit. The Ignatian approach is able to incorporate the analytical and the practical components needed for effective strategic management teaching, and therefore is uniquely suited to train business professionals. The main contention of this chapter is that Ignatian pedagogy offers a robust teaching approach for the Business Policy classroom. The chapter identifies and explains the Ignatian pedagogy concepts of context, experience, reflection, action, and evaluation as they relate to Business Policy instruction. As an illustration, the chapter applies Ignatian pedagogy precepts to an undergraduate capstone Business Policy course.
3
Bergman, Roger. "Ignatian Pedagogy and the Faith That Does Justice". W Catholic Social LearningEducating the Faith That Does Justice, 21–38. Fordham University Press, 2011. http://dx.doi.org/10.5422/fordham/9780823233281.003.0002.
Pełny tekst źródła
4
Crabtree, Robbin D., Joseph A. Defeo i Melissa M. Quan. "Feminist Pedagogy, the Ignatian Paradigm, and Service-Learning: Distinctive Roots, Common Objectives, and Intriguing Challenges". W Jesuit and Feminist EducationIntersections in Teaching and Learning for the Twenty-first Century, 99–124. Fordham University Press, 2012. http://dx.doi.org/10.5422/fordham/9780823233311.003.0007.
Pełny tekst źródła
5
Bergman, Roger. "Aristotle, Ignatius, and the Painful Path to Solidarity: A Pedagogy for Justice in Catholic Higher Education". W Catholic Social LearningEducating the Faith That Does Justice, 137–62. Fordham University Press, 2011. http://dx.doi.org/10.5422/fordham/9780823233281.003.0008.
Pełny tekst źródłaStreszczenia konferencji na temat "Ignation pedagogy"
1
Anggadewi, Brigitta Erlita Tri, Timotius Maria Raditya Hernawa, Marcellinus Andy Rudhito, Danang Satria Nugraha i Maria Josepha Retno Priyani. "Lecturers’ Perspectives on Ignatian Pedagogy". W Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.074.
Pełny tekst źródła