Artykuły w czasopismach na temat „Ignation pedagogy”
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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<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>
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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.
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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.
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<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>
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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.
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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.
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Chien, Gloria I.-Ling. "Integrating Contemplative and Ignatian Pedagogies in a Buddhist Studies Classroom". Religions 11, nr 11 (30.10.2020): 567. http://dx.doi.org/10.3390/rel11110567.
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The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism.
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Tardiff, Anthony. "400 Years Old and Still Cutting Edge: Applying Ignatian Pedagogy to an Online Library Orientation". Journal of Library & Information Services in Distance Learning 13, nr 1-2 (5.09.2018): 184–95. http://dx.doi.org/10.1080/1533290x.2018.1499251.
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González Magaña, Jaime Emilio. "La formazione spirituale ignaziana al sacerdozio. Dal Collegio Romano all’Istituto di Spiritualità della Pontificia Università Gregoriana di Roma". Studia Universitatis Babeș-Bolyai Theologia Catholica 65, nr 1-2 (30.12.2020): 107–52. http://dx.doi.org/10.24193/theol.cath.2020.05.
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"The Ignatian Spiritual Formation in The Priesthood. From the Roman College to the Institute of Spirituality of The Pontifical Gregorian University of Rome. The present study aims to analyze the importance of the spiritual formation of Seminarians and Priests in the present times. Assuming that the most delicate part of the formation concerns the work of the divine grace, the exhortations of the Pontiffs, from Leo XIII to Francis insist that the good dispositions of the Seminarians help them to find in their Formators the spirit, better understanding and all the help to reach the state of perfection, called priestly holiness. As one of the forms of the celebrations of the 60° anniversary of the Institute of Spirituality of the Pontifical Gregorian University, this paper also has the purpose of some genuine expressions of gratitude for the contributions of Fathers Herbert Alphonso and Maurizio Costa, two Jesuits who have been called to the Father’s House. Together with Father Franco Imoda, they were sensible toward the needs of the Church with great courage. As an answer to these expectations and on the explicit request from Congregation for the Catholic Education of the Holy See, Father Joseph Pittau S.I., the then Magnificent Rector of Pontifical Gregorian University, founded, the Interdisciplinary Center for the Formation of the Formators in Seminaries (CIFS = Centro Interdisciplinare per la Formazione dei Formatori nei Seminari) in May 1996. Our conclusions synthesize the results of the research, and place in prominence the mission of the Institute of Spirituality as an expression of its fidelity to the inheritance of the Roman College. Keywords: priestly spirituality, priestly and spiritual formation, formation of the formators, Ignatian pedagogy, prayer, theology, Roman College, the Ignatian vision of man, pastoral charity."
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Prasetyo, Dominikus. "PROMOTING RESPONSIBILITY THROUGH THE MATHEMATICS CAPITA SELECTA COURSE WITH RECIPROCAL TEACHING STRATEGY BASED ON IGNATIAN PEDAGOGY". International Journal of Indonesian Education and Teaching 2, nr 2 (30.07.2018): 170–76. http://dx.doi.org/10.24071/ijiet.2018.020209.
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Andrade, Leandro Lente de, i Marcos Roberto de Faria. "PEDAGOGIA DO EXEMPLO: a autobiografia de Loyola e as missões na América Portuguesa do século XVI". Cadernos de Pesquisa 26, nr 3 (18.11.2019): 30. http://dx.doi.org/10.18764/2178-2229.v26n3p30-48.
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Tendo em vista a dimensão educacional dos jesuítas na Europa e a expressiva ação dos homens de preto nas terras além-mar, marcando por mais de dois séculos o período colonial brasílico, o artigo analisa dois documentos do fundador da ordem religiosa Companhia de Jesus, Inácio de Loyola: a Autobiografia e os Exercícios Espirituais; e, também, as cartas dos primeiros jesuítas em missão na América portuguesa do século XVI. Nesse sentido, é tomada a característica pedagógica jesuítica do exemplo. A Autobiografia é interpretada como uma obra elaborada com a finalidade de expor um exemplo a ser seguido e, portanto, norteadora do modus procedendi jesuítico. Os Exercícios Espirituais como fruto dessa pedagogia, como um manual de imersão mística possibilitando a conversão e a alteração radical na conduta moral, religiosa e prática do exercitante por meio do autoexame. Assim, os missionários pioneiros reproduzem a fundamental importância da ação exemplar como meio de ensino. No entanto, o embate com os maus exemplos dos colonos e do clero secular parecem desfavorecer as investidas dos padres, fazendo com que o desafio da conversão do gentio tenha dificuldades além das relações entre jesuítas e nativos.EXAMPLE PEDAGOGY: Loyola's autobiography and Missions in 16th century Portuguese AmericaABSTRACTConsidering the educational dimension of the Jesuits in Europe and the expressive action of the men in black in the lands beyond the sea, marking for more than two centuries the Brazilian colonial period, the article analyzed two documents of the founder of the religious order Company of Jesus, Ignatius of Loyola: the Autobiography and the Spiritual Exercises; and also the letters of the first Jesuits on mission in Portuguese America of the sixteenth century. In this sense, the Jesuit pedagogical characteristic of the example is taken. The Autobiography is interpreted as a work elaborated with the purpose of exposing an example to be followed and, therefore, guiding the Jesuit modus procedendi. The Spiritual Exercises as a result of this pedagogy, as a manual of mystical immersion enabling the conversion and radical change in the moral, religious and practical conduct of the exerciser through self-examination. Thus, the pioneer missionaries reproduce the fundamental importance of exemplary action as a means of teaching. However, the clash with the bad examples of settlers and secular clergy seems to disadvantage the priests' onslaughts, making the challenge of the conversion of the gentile difficult beyond relations between Jesuits and natives.Keywords: Jesuits. Pedagogy of the Example. Autobiography. Spiritual Exercises. Letters. Missions.PEDAGOGÍA DEL EJEMPLO: la autobiografía y las misiones de Loyola y las misiones en América Portuguesa del siglo XVIRESUMENTomando en cuenta la dimensión educativa de los jesuitas en Europa y la expresiva acción de los hombres de negro en las tierras más extremas del mar, marcando por más de los siglos el período colonial brasilero, el artículo analiza dos documentos del fundador del orden religioso Compañía de Jesús, Ignacio de Loyola: la Autobiografía y los Ejercicios Espirituales; y también las las cartas de los primeros jesuitas en misión en la América portuguesa del siglo XVI. En ese sentido, se toma la característica pedagógica jesuítica del ejemplo. La Autobiografía es interpretada como una obra elaborada con la finalidad de exponer un ejemplo a seguir y, por lo tanto, orientadora del modus procedendi jesuítico. Los Ejercicios Espirituales como fruto de esta pedagogía, como un manual de inmersión mística posibilitando la conversión y la alteración radical en la conducta moral, religiosa y práctica del ejercitante por medio del autoexamen. Así, los misioneros pioneros reproducen la fundamental importancia de la acción ejemplar como medio de enseñanza. Sin embargo, el embate con los malos ejemplos de los colonos y del clero secular parece desfavorecer las embestidas de los sacerdotes, haciendo que el desafío de la conversión del gentil tenga dificultades más allá de las relaciones entre jesuitas y nativos.Palabras clave:Jesuitas. Pedagogía del Ejemplo. Autobiografía. Ejercicios Espirituales. Cartas. Misiones.
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Warner, Keith Douglass, Andrew Lieberman i Pamela Roussos. "Ignatian Pedagogy for Social Entrepreneurship: Twelve Years Helping 500 Social and Environmental Entrepreneurs Validates the GSBI Methodology". Journal of technology management & innovation 11, nr 1 (2016): 80–85. http://dx.doi.org/10.4067/s0718-27242016000100011.
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Basenko, Ruslan. "RENAISSANCE-HUMANISTIC CONCEPTS OF CULTURE OF PEDAGOGICAL DIALOGUE OF THE TEACHERS OF THE ORDER FROM THE SOCIETY OF JESUS IN EARLY MODERN TIMES". Aesthetics and Ethics of Pedagogical Action, nr 15 (9.03.2017): 26–35. http://dx.doi.org/10.33989/2226-4051.2017.15.175866.
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A period of European Renaissance is the birth of the modern personality and virtues Renaissance Christian humanism is a model of ethical attitudes today. The first attempt of early modern European youth education in educational system of coordinates of Renaissance humanism, no doubt, was created within the youth Order of St. Ignatius.The proposed article is devoted to the analysis of verbal communicative competence of early modern Jesuit teachers. The author revealed the contents of value-semantic, spiritual and pedagogical concepts of educational communication in the Society of Jesuits, and proved that it was based on Renaissance and Christian- humanistic positions of “brilliance, beauty and sophistication” of the academic word, the skill of public speaking and high style and the art of eloquence of the early modern university speaker.The author concludes that the Jesuits interpreted pedagogically Renaissance and humanistic intellectual heritage to the implementation of the Order implementing schooling some semantic meaning loads of humanism in this article. Recognizing it as "imitation of ancient people", as an appeal to samples of ancient learning,fundamental virtues of the Society of Jesus proclaimed erudition, sophistication of Latin, intellectual culture, exquisite taste, eloquence, perfection scientist speech and public speaking, virtuous behavior. With the Renaissance and humanistic individualism priorities code integrity Jesuit added active devotion, diligence, active, creative enthusiasm and initiative, determination and zeal, compassion, rationality and prudence, the Jesuits appreciated the talent and abilities of youth, drawn attention to the need to care for the physical health etc. Etymological interpretation of humanity as humanity in correctional priorities Jesuits answered task of building virtues of modesty and politeness, prudent and tolerance, respect and attention for elders, love and kindness, ethics, partnership and unity.The article highlights and grounds the components of the Jesuit methodology of formation of conversational competencies in the youth of the Order (didactically and cognitive, rhetoric and stylistic, moral and aesthetic); the article also proves the sonority of the Jesuit practice of teaching literature with the didactic pedagogy of the European Renaissance. The conclusion was made about the significant role of socio- cultural, socio-integrating task and spiritual significance of educational communication of Jesuit teachers for implementation of the European Youth Policy of St. Ignatius rank in XVI – XVII centuries.
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Chien, Gloria. "Integrating the Ignatian Pedagogical Paradigm with Buddhist-Inspired Compassion Meditation". Wabash Center Journal on Teaching 2, nr 1 (30.03.2021). http://dx.doi.org/10.31046/wabashcenter.v2i1.1753.
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While Ignatian pedagogy is distinctive in Jesuit education, scholarly attention on its applications is scanty. This article demonstrates the relevance of the Ignatian Pedagogical Paradigm (IPP) to compassion cultivation through showing how it integrates into a Buddhist-inspired contemplation program, Cognitively-Based Compassion Training® (CBCT®). Using a case study of a CBCT® course at a Jesuit University that developed students’ “whole person” and ethical discernment, this research analyzes how CBCT® works with the IPP’s five elements: context, experience, reflection, action, and evaluation. This study evaluates participants’ changes in their emotional well-being and ethical concerns by employing psychological measurements such as the Compassionate Love for Humanity Scale. The discussion concludes by elucidating how I have adapted this integrative pedagogical method to teach an undergraduate credited course, “Buddhist Meditation and Practice.” Broadly, this study contributes to a larger conversation about how educators can create an environment that supports both cognitive and affective learning.
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Callahan, Richard. "Professional Reflections: The Alignment of Ignatian Pedagogy Principles with Jesuit Business School Education and Business Practices". SSRN Electronic Journal, 2013. http://dx.doi.org/10.2139/ssrn.2450862.
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Pangalila, Theodorus. "IBM PADA GURU-GURU DI SD KATOLIK ST. IGNATIUS PANGOLOMBIAN". ABDIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT 11, nr 2 (26.05.2019). http://dx.doi.org/10.36412/abdimas.v11i2.886.
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Secara konseptual, guru merupakan sosok yang memiliki andil terhadap keberhasilan pembelajaran di sekolah. Guru sangat berperan dalam membantu perkembangan peserta didik untuk mewujudkan tujuan hidupnya secara optimal. Ketika orang tua mendaftarkan anaknya ke sekolah, pada saat itu juga mereka menaruh harapan terhadap guru, agar anaknya dapat berkembang secara optimal. Namun kenyataan yang terjadi di SD Katolik Pangolombian, sebagian besar guru-guru belum mengembangkan secara mantap kompetensi pedagogiknya dan termasuk di dalamnya kurang menguasai model-model pembelajaran PAIKEM. Tujuan kegiatan ini untuk meningkatkan kompetensi pedagogik guru-guru di SD Katolik Pangolombian. Untuk mencapai tujuan tersebut maka metode pendekatan yang digunakan adalah pelatihan, pendampingan, dan memfasilitasi seluruh kegiatan termasuk praktek mengajar dengan model-model PAIKEM. Rencana kegiatan ini dilaksanakan selama 1 bulan (2 hari pelaksanaan kegiatan) dengan tahapan sebagai berikut: Persiapan, Pelaksanaan, Pemantapan Program Kerja dan Evaluasi. Hasil yang dicapai melalui kegaitan IbM pada guru-guru di SD Katolik St. Ignatius Pangolombian bisa disimpulkan sebagai berikut: (1). Ada antusias yang tinggi dari para guru untuk mengembakan kemampuannya dalam mengembangkan kompetensi pedagogik. (2). Terdapat peningkatan kemampuan guru dalam mengembangkan model-model pembelajaran yang aktif, inovatif, kreatif, efektif dan menarik (PAIKEM).
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Cherniak S. G. "A PERSONALIZED APPROACH TO THE STUDY OF THE PROBLEM OF EDUCATIONAL AND PEDAGOGICAL FORECASTING IN UKRAINE IN THE EARLY TWENTIETH CENTURY". International Journal of Innovative Technologies in Social Science, nr 7(28) (23.11.2020). http://dx.doi.org/10.31435/rsglobal_ijitss/30122020/7235.
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The article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system.
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Sinaga, Juster Donal, i Maria Josepha Retno Priyani. "Perkuliahan Bernuansa Layanan Bimbingan Menggunakan Pembelajaran Kontekstual dan Paradigma Pedagogi Ignatian untuk Meningkatkan Sikap Penghargaan Diri dan Orang Lain". Indonesian Journal of Learning Education and Counseling 2, nr 1 (5.07.2019). http://dx.doi.org/10.31960/ijolec.v2i1.196.
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The purpose of this study is to determine the level of effectiveness of lecture with nuances of guidance services using Contextual Teaching Learning and Ignatian Pedagogy Paradigm in Group Dynamics Course to increase self-respect and others attitudes of students. The research subjects are 36 students participating in the Group Dynamics Course. This research method is a pre-design one-group pre-test-posttest design. The research instrument used the Scale of Self-Respect and Others Attitudes totaling 25 items with a reliability value of 0.936. This study uses descriptive data analysis techniques with categorization, and t-paired sampel test. The results showed that 27.78% of students had self-respect and others in the very high category before accepting lectures increased to 55.56% after receiving lectures. In the high category, 47.22% of students are required after attending college from 58.33% before receiving college. In the category there was a decline, namely before college there were 19.44% of students became absent (0%) after attending college. The conclusion of the results of this study is that lectures with the nuances of guidance services using CTL and IPP in the Group Dynamics Course effectively increase the self-respect and and other attitudes based on the t-paired sampel test with a significance value Sig. (2-tailed) (0.001) <(0.05).