Issue Home Volume 11: Issue 4

A Recipe for Jesuit Pedagogy
Mark Pousson, M.Ed, M.S.W.
Program Director for Service Learning, Reinert CTE

Several years ago a friend, who is a religious brother, introduced me to the film, Like Water For Chocolate. Being a foodie I enjoy films where the preparation of food and meals play a significant part in telling the story. Like Water For Chocolate was such a film, and yet took the use of meal preparation to another level. It was in the interaction with food while preparing a meal that affected those who consumed the meal later. Good food can lend itself to good conversation among those breaking bread with one another. Nourishment for the body nourishes the psyche and soul. After the film, I knew I was transformed. By being present to the experience of preparing a meal and subsequent fellowship transformation can occur.

Historically, the Jesuits espouse the power of transformation through conversation. Ignatius Loyola, the founder of the Jesuit order, readily engaged people in conversation about God and spirituality. He even came up with a recipe for conversation: begin with small talk in order to enter into the depth and breath of sharing one’s hopes and dreams. It is from his value of transformation through experiences that Saint Ignatius companions infused transformation in what is known as the Jesuit tradition of education. Consider the following components of this rich tradition.

1. Context
The Ignatian phrase Cura personalis (personal concern) best describes this component of the Jesuit tradition of education. Here as educators we not only speak to students about their academic programs, but also about their lives. By learning about students’ personal and professional goals, aspirations, and meanings, we show personal concern (cura personalis) for them. Admittedly, this may be easier with some classes than others due to sheer numbers, but the challenge remains. Who is your audience? How can you connect their life experiences into their learning experiences? Lastly, as a member of the learning community, what personal experiences of mine influence my pedagogical model, and determine what academic content is important?

2. Experience
From learning who the students are, what classroom experiences can be integrated into the curriculum to enhance the course content? Here the Ignatian principle, magis, is appropriate. Magis in Latin means more, and is related to the Ignatian motto, dedication to the “greater glory of God”. One interpretation is that magis calls us forth to give more yourself. However, another interpretation that has broader implications for us educators is magis as discernment. Taking academic content, applying it to the
systems that students find themselves in and determining options to meet the greater good. Similarly, magis¸ calls me as an educator to learn more about my discipline and with my research to provide for the greater good.

3. Reflection
Critical reflection is what links vicarious or direct experiences to course content. Here the voice of transformation is expressed through a variety of means. Many student and faculty experiences can be linked to course content, and thus can raise the bar of understanding. And with such understanding more questions can be raised, thus continuing the cycle of learning. Socrates’ wisdom on students seems applicable here. A good student is one that leaves with more questions than answers. Critical reflection can create this type of student.

4. Action
Action is the next step after understanding has occurred. After looking at what occurred, and understanding the significance of the experience, what is next? What can the teacher or student do with new knowledge? It is the task of the teacher to challenge students to consider the next step. The transformation continues when new knowledge accompanies new behavior into current systems.

5. Evaluation
Ontological and epistemological questions emerge throughout this idea of transformational education. What is truth/knowledge? How do I know that I know? The educator is concerned with determining if students know what they know. If we as educators began with a baseline of their knowledge, any quantitative and/or qualitative post tests could help us in determining a shift in their knowledge. Can we measure transformation? No, but we can listen for and observe it in our students and ourselves using Ignatius’ recipe.

Last updated 04.28.09