SXIE Curriculum

Ignatian Pedagogical Paradigm

The innovation developed and sustained by the institute is the Ignatian Pedagogical Model based on the Ignatian Pedagogical Paradigm. St. Ignatius of Loyola the patron saint of the institute had developed this reflective paradigm which was adopted to develop a culture of contemplation and reflection among teachers.

Objectives of the practice:

  1. To promote context based teaching practice.

  2. To provide rich teaching experiences.

  3. To make student teachers reflect on the content and help to make it relevant to their lives.

  4. To evaluate the content and the value acquired meaningfully.


The stages of the IPP are explained as follows:


Context: Teaching – Learning is meaningful when it is context-based and reflective. The context in which the learner finds himself or herself is important. This is partly the real circumstances the student teacher has to deal with. The teacher must be aware of these contextual features of the students and use it to design instructional processes in class.

Experience: The experience of the activity leads to stimulation of higher cognitive skills. The teachers provide cognitive, affective and psychomotor experiences in class to help students internalize the subject matter that is taught. This serves to foster a change in attitudes and understanding.

Reflection: The learner at the reflection stage makes the learning experience his/her own and draws meaning out of it. Here the learning experience is so assimilated that it translates into competence, compassion and conscience.

Action: Action means stirring the internal state of the learner that is his attitudes, values, commitment, and habits to reach out to others. Jesuit education is not meant to end in mere acquisition of knowledge but to move a person to contemplative action.

Evaluation: A continuous evaluation of the learner‟s growth is the key to his/her development. Evaluation encompasses the process and product assessment. Thus the model adopted in the activities of the institute as well as in the practice teaching lessons, proved to be beneficial to the student teachers in delivering effective value based lessons.