EDUCATIONAL STYLE FEATURES IGNATIAN

To achieve the Vision and Mission Immaculate College shares a style with their own educational Jesuit Colleges and Schools Argentina and the world basically Ignatian identified in these notes:
1. An educational philosophy that underpins the whole of the educational proposal.
The Spiritual Exercises of St. Ignatius of Loyola inspired the ultimate aim of Jesuit education: helping students to find God in all things, to discover their human vocation and mission in life to serve others in the context of their families, society and country, to be opened from the identity to all reflection and action worthy of the human person, to learn to discern what is good or not for himself and for others.

2. A personal care and follow each of the students.
Our education works not only in the intellectual formation of students, but in their spiritual, moral, emotional and psychological, and the integration of all these dimensions. The personal tracking helps achieve the goals of this comprehensive training, as part of the educational community where we have the active participation of families.

3. The pursuit of excellence in human conception comprehensive and balanced as possible, as a hallmark, along with the encouragement and development of individual talents of each student. Magis is the Ignatian that moves us to multiply as much as possible the gifts of God and promote it in all the atmosphere of the College for the training process covers all areas of school life.

4. Insistence on a thought, thoughtful, critical and a mature and effective interpersonal communication as the evolutionary stage of each.
The Education of the Society of Jesus is distinguished for being the human heart in the process of comprehensive training. We want to create the conditions for the development of reflective thinking, a clear and logical reasoning, interpersonal skills and oral and written communication. We teach how to think critically and interpret the wealth of data that inundates us and act righteously.

5. The search for an open and comprehensive education, not specialization hastily closed, and capable of interacting with their time.
It seeks to form the wisdom that is linked to consciousness rather than instrumental skills, without denying their importance but nesting place.

6. A sincere commitment to the faith that builds justice, in dialogue with culture.
As Jesuit School we want our students to integrate their personal identity in a mature and consistent vision of the Christian faith with a genuine commitment to transform the dehumanizing and unjust aspects of reality through knowledge, work and service to others. Transformation that begins in one's conversion of heart as a testimony of Christian love through the personal experience of friendship with Jesus Christ and trust in the tenderness of Mary, Mother of Mercy.

7. A sense of time that placed education as a path and task of a lifetime. We began a comprehensive training process, with families, which ends at the end of years of formal education. We reject both an immediate conception reduces education to an instant product.

Ignatian Pedagogical Model

Ignatian Pedagogy is the way in which teachers accompany students in their growth and development. Includes a world view, life, God, and a specific vision of the ideal human person to be trained. It is a conscious and dynamic, in which each of its steps are integrated so that affect and interact throughout the process, thus promoting steady growth in the individual or groups of individuals and institutions, affecting always, in some Thus, the reality involved. It develops in five stages or successive steps:

1 Place the reality in Context

2 Experience from reality experientially

3 Reflection on that experience

4 act accordingly

5 Evaluate the action and the process followed.

CONTEXT OF LEARNING.

The teacher and the world needs to know the student, including the ways in which family, friends, peers, youth culture and customs, social pressures, school life, politics, economy, media social, art, music, religion and other realities that impact and affect the student world for better or for worse. Similarly, knowing the social, political, economic, cultural, religious, and so on., In which the educational activity takes place.

THE EXPERIENCE.

Ignatian experience goes beyond purely intellectual understanding. St. Ignatius asks that the whole man, mind, heart and will, be involved in the educational experience. In fact, the affective dimensions of human being have to be as involved as cognitive skills, because if the inner feeling is not attached to intellectual knowledge, learning does not move to action.

The human experience can be:
a) Direct: in the academic context is presented in interpersonal relationships such as conversations or discussions, findings in the laboratory, field, social service practices, activities according to each educational project or other similar experiences.

b) Indirect: in the academic context, direct experience is not always possible. Instead, learning is often achieved through vicarious experience, reading or listening to a lecture, using simulations and representations, using audiovisual materials, etc..

REFLECTION.

The term reflection we express serious reconsideration and weighted on a given topic, experience, idea, purpose or spontaneous reaction, in order to grasp its deeper meaning. Therefore, reflection is the process by which the surface is removed the sense of experience. The processes of reflection distinguish two fundamental operations: understanding and judging.

Understand: You discover the meaning of experience, is to establish the relationships between data seen, heard, touched, smell, etc.. It is the spark that lights the darkness that was presented in perception. It's what allows the subject to conceptualize, formulate hypotheses, conjectures, theorizing, provide definitions.

Judging (check): This is a trial issue, check the fit between what is understood and experienced, between your hypothesis and data presented by the senses. Collective thinking makes it possible to reinforce, challenge and encourage reconsideration, allowing for greater security in the action to be performed and the opportunity to grow in community.

ACTION.

The Ignatian Pedagogical Paradigm teaches that reflection is inextricably linked with the action in a committed human life and action, without the selfless service to others, does not deserve the name of compromise.

THE EVALUATION.

The Ignatian Pedagogical Paradigm, through evaluation, taught to look for results, to effectively get things done because they always look for excellence, but specifically taught to do the right things done right from the beginning.

Evaluation is a review of the entire educational process followed along each step of the paradigm, to verify and ponder how much has been done faithfully and efficiently and, moreover, to what degree have been obtained the objectives pursued, in terms of change and personal transformation, institutional and social.