Abstract
This research examines how team-based pedagogies may benefit from being centered in the five key elements of the Ignatian Pedagogy Paradigm (IPP): context, experience, reflection, action, and evaluation. Examining evidence gathered from across a variety of classes in which the proposed pedagogies were deployed, the project shows how integrating the IPP into team-based learning introduces students to transformational practices both during their time together, and more importantly, as lifelong practices in the years following graduation. As young people today are searching for meaning, spiritual frameworks and practices, such as the IPP, can be incorporated into team-based learning pedagogies to meet student needs. The fruits of such frameworks and practices include helping students to: become more inclusive, respectfully communicate across differences, expand and challenge perspectives, deepen understanding their own assumptions and implicit biases, clarify values, and increase their desire to act collaboratively and ethically in service of the common good.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Entrepreneurial, Innovation, Ignatian, Discernment, Vocation, Community-Based-Learning
