The Ignatian Pedagogical Paradigm (IPP) is a method for adult education utilized by the Jesuits for some 500 years to develop critical thinking. They also intend to form influential individuals. Here the IPP is connected to the learner's journey using Campbell's Hero's Journey archetype to attain both objectives: To prepare Critically thinking, influential individuals.

1. Arturo J. Bencosme-Dávila, PhD
Affiliate Faculty
Ignatian Faculty Scholar
College for Professional Studies ~ Regis University

2. A tandem integrated by the Ignatian Pedagogical Paradigm
and the Hero’s Journey Archetype
can effectively scaffold the learner’s inner transformation.
Both components of the tandem are cyclical processes
which can be synchronized based on their fundamental principles.
The tandem is driven by the educator’s true self
in connection with the Universal Source / Spirit / God.
This tandem provides a powerful framework
for educating and forming students
and for several other academic instances.
Arturo J. Bencosme, PhD
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3. The Ignatian education strives to develop men and women
of competence, conscience, and compassion.
It is a collaborative process between and among faculty and students
which fosters personal and cooperative study, discovery, creativity, and reflection
to promote life-long learning and action in service to others.
Korth, S.J. , Precis of Ignatian Pedagogy
Arturo J. Bencosme, PhD
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4. The Ignatian Pedagogical Paradigm states
that all learning Is . . .
 Situated in a specific context, especially that
of the learner.
CONTEXT
EXPERIENCE
 Rooted in previous and in new experience.
 Dependent upon - and deepened by - reflection
about those experiences.
REFLECTION
ACTION
 Made meaningful when new knowledge is put
into action involving interior choices
and/or external manifestations.
 Reinforced by explicit evaluation (and ultimately,
self-assessment) of those actions and the degree
to which learning has occurred.
EVALUATION
Korth, S.J. , Precis of Ignatian Pedagogy
Arturo J. Bencosme, PhD
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5. LEARNING
Arturo J. Bencosme, PhD
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6. In the Jesuit tradition, every student is trained to lead based on the premise that
leadership begins with personal mastery, that is, all leadership comes from within.
Four leadership principles form the basis for such a personal development
path:
Self-Awareness – understanding personal strengths, weaknesses, values
and worldview, and practicing constant self-feedback.
Ingenuity –
proactively creating or searching for effective and
efficient ways to be of service in varied and changing
circumstances.
Love –
having an active compassionate drive in approaching
self and others.
Heroism –
deriving creative energy from visualizing worthwhile
results to be attained, and being committed to pursue
such a vision.
Lowney, C., Heroic Leadership
Arturo J. Bencosme, PhD
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7. “A hero ventures forth from the world of
common day into a region of supernatural
wonder;
fabulous
forces
are
RETURN /
CELEBRATION
PREPARATION
/ DEPARTURE
there
encountered and a decisive victory is won;
the hero comes back from his mysterious
PASSAGE /
TRANSFORMATION
adventure with the power to bestow
boons on his fellow man.”
Campbell, J., The Hero with a Thousand Faces
Arturo J. Bencosme, PhD
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8. The Hero´s Journey pattern provides both the educator
and the learner with an experiential map
… A map which guides in understanding the steps, the emotions
and the meaning in the learner’s move toward greatness.
Preparation/Departure –
Developing emotional and intellectual
readiness for the learning journey ahead.
The Inner World of Learning
Passage/Transformation
– Knowledge adquisition,
insight experiencing, skill
development, & appropriating
the learning gained.
Return/Celebration –
Manifesting the treasured learning
through inner choices & external deeds.
Arturo J. Bencosme, PhD
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9. Arturo J. Bencosme, PhD
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10. Arturo J. Bencosme, PhD
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11. A CAVEAT: The inner state of the educator will affect the performance
of the IPP / L J tandem: the leaner’s journey will be affected
The educator’s inner work needs to focus on connecting with the true self
within and thus let understanding, appreciation and compassion blossom.
A container upon which to develop those traits is the practice of
contemplative disciplines.
Having a keen awareness of the personal hero’s journey being experienced
will support the educator in being empathic with the learner.
Understanding
Appreciation
Compassion
Arturo J. Bencosme, PhD
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12. The IPP / L J Tandem is Driven from Wihin
The quality of the educator’s connection with the true self within
will determine the quality of the energy that drives the IPP / LJ Tandem
Understanding
Appreciation
Compassion
Arturo J. Bencosme, PhD
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13. 1. By designing the learning process on hand around the IPP approach:
-be it lessons, syllabi, academic programs, student counseling activities,
faculty mentorships or other leaning processes.
Context:
Building on the learner’s motivation, multiple circumstances & prior
experiences.
Experience: Presenting the topics through all the sensory channels and
underscoring all mental, emotional and spiritual aspects of experience
– For Ignatius, experience meant: “To taste something internally”.
Reflection: Guiding enquiring tasks into single, double and higher loop learning.
Action:
Focusing on applications of the learner’s interests, aiming at interior choices
and/or external manifestations.
Evaluation: Self-assessing of progress in academic and personal growth in addition to
assignments & tests given by the teacher.
Arturo J. Bencosme, PhD
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14. 2. By following the educational principles derived
from the Ignatian Spiritual Exercises
Instrumentality:
Imparting education to develop independence
and responsibility.
Learner Focused: Systematically designing units emphasizing
self-activity & self-discovery and using
flexibility to adapt to the learner within the
structure.
Personal:
Centering around reflection & accountability
directed toward personal appropriation
by the student resulting in a life-long,
independent learner.
Teacher’s Role:
Being an experienced guide, skilled at utilizing
multiple techniques
Newton, R.R. ,
“Reflections on the Educational Principles of the Spiritual Exercises”
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15. 3. By addressing the archetypical behavioral patterns of the Hero’s Journey
along the learner’s inner transformational experience
Preparation
Building a safe learning environment,
optimism, winning attitude and empathic
fellowship for the journey ahead.
Challenges, Insight,
and Appropriation
Using everything for learning, growth and
uplifting, focusing on the highest good,
expanding the capacity to let go and affirming
self identity with creativity.
Manifesting
Establishing order, aiming at transforming
reality, seeking truth via detachment &
discernment, deepening self-awareness with
a sense of humor, and being free to live and
to go on into new journeys.
Based on Pearson, C. “Awakening the Heroes Within”
Arturo J. Bencosme, PhD
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16. Consistently and methodically utilizing the Ignatian Pedagogical Paradigm
in sync with the learner’s journey will effectively scaffold the becoming of the learner.
The learner will progressively :
 discern and intelligently choose experiences
 draw useful insights from the reflection on those experiences
and that can be applied to real life situations;
 enhance the patterns of thought and emotion as the sequence
experience-reflection-action is internalized as a discipline;
 be self-motivated and guided by a sense of integrity,
humanity and transcendence;
 pursue a life-long learning path aimed at leadership in service,
consistent with the Ignatian objectives and with Campbell’s
description a good life: One Hero’s Journey After Another.
Arturo J. Bencosme, PhD
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17. The tandem IPP / L J can be directed to several academic applications
Arturo J. Bencosme, PhD
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18. LEARNER’S .
I.P.P. ▼
JOURNEY
►
CONTEXT
Self-Awareness
PREPARATION,
DEPARTURE
CHALLENGES, INSIGHTS,
APPROPRIATION
What is the learner’s inner What is the learner’s inner state
state (mind set, heart set)
while going through the trials,
in the journey´s initial stage?
treasures and appropriation?
RETURN,
MANIFESTING
What is the learner’s inner
state in the final stage of
the journey?
EXPERIENCE
In-Class & OffClass Activities
“to taste within”
What activities will ensure
readiness to go into the
journey?
What will be the containers for
the challenges, insights and
personal appropriation?
What activities will lead to
applying the treasure to
work for the highest good?
REFLECTION
Questioning,
Wondering
How to be well prepared for
the journey, and what useful
previous experiences are
available?
How can high order learning be
accomplished to connect the
learning to values, worldview,
assumptions and choices?
How to synthesize and
connect the learning with
work for the highest good?
What choices will impel the
How to integrate the learning
journey including overcoming into previous knowledge other
resistances?
lessons, courses, programs, etc?
What choices will connect
inwardly and in deeds with
work for the highest good?
ACTION
Choices, Attitudes,
Decisions
EVALUATION
Assessment,
Feedback
Arturo J. Bencosme, PhD
What degree of readiness is
present, and what else can be
done to improve on it?
How significant is the learning
attained and how effective the
learning methods utilized?
How can this learning
experience become a
resource for the future?
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19. LEARNER’S .
I.P.P. ▼
JOURNEY
►
CONTEXT
Self-Awareness
EXPERIENCE
In-Class & OffClass Activities
“to taste within”
REFLECTION
Questioning,
Wondering
PREPARATION,
DEPARTURE
Arturo J. Bencosme, PhD
RETURN,
MANIFESTING
• Resolve to approach the lesson.
• Compassion/trust - based
connection to faculty & peers
• Asking for assistance
• Loving surprise & appreciation for
mental model renewal.
• Tune in to the lesson.
• Intellectual expansion awareness.
• Mastery of new,, awareness of
old knowledge: gratitude, joy.
• Fascination with lesson
content, enthusiasm about
further learning.
• Tools & materials needed.
• Search for additional
preparation.
• Assignments prior to class
Activities: including homework:
Research, problem solving, reading,
writing, contemplating, presenting,
analyzing, field experiences,
interviews, discussions & dialogues.
Application focus: developing,
writing, presenting, sharing and
discussing.
• Ponder previous knowledge &
experience.
• Assess academic significance of
the lesson for the course.
High order meta-cognition:
• Inquiring, intuiting, wondering.
• Exploring underlying values,
assumptions.
• Insertion in own worldview.
Synthesize the learning from the
lesson and connect it with work
for the highest good.
• Building understanding & meaning.
• Establishing connections with
other lessons & the subject matter.
Choices to connect the lesson
inwardly and in deeds with work
for the highest good.
• Learning attained.
• Effectiveness of methods & tools.
Learning experience as a
resource for the future.
• Further connection to self, peers,
ACTION
Choices, Attitudes, faculty.
Decisions
• Overcome inner resistances.
EVALUATION
Assessment,
Feedback
CHALLENGES, INSIGHTS,
APPROPRIATION
Focus on readiness for the lesson.
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20. LEARNER’S
I.P.P. ▼
JOURNEY
►
CONTEXT
Self-Awareness
EXPERIENCE
In-Class & OffClass Activities
“to taste within”
REFLECTION
Questioning,
Wondering
PREPARATION,
DEPARTURE
• Resolve to approach the course.
• Compassion/trust - based
connection to faculty & peers
• Asking for assistance
• Ponder previous knowledge &
experience.
• Assess academic significance of
the academic program.
Arturo J. Bencosme, PhD
Focus on readiness for the course.
RETURN,
MANIFESTING
• Mastery of new,, awareness of
Loving surprise & appreciation for
old knowledge: gratitude, joy.
mental model renewal.
• Fascination with lesson
Tune in to the course.
content, enthusiasm about
Mindfulness of intellectual expansion. further learning.
Activities: including homework:
•Tools & materials needed.
Research, problem solving, reading,
•Search for additional preparation. writing, contemplating, presenting,
•Assignments prior to first class
analyzing, field experiences,
interviews, discussions & dialogues.
• Further connection to self, peers,
ACTION
Choices, Attitudes, faculty.
Decisions
• Overcome inner resistances.
EVALUATION
Assessment,
Feedback
CHALLENGES, INSIGHTS,
APPROPRIATION
Application focus: developing,
writing, presenting, sharing and
discussing.
High order meta-cognition:
 Inquiring, intuiting, wondering.
 Exploring underlying values,
assumptions.
 Insertion in own worldview.
Synthesize the learning and
connect with work for the
highest good.
- Building understanding & meaning.
- Connect with other courses & the
academic program.
Choices to connect course
learning inwardly and in deeds
with work for the highest good.
- Learning attained.
- Effectiveness of methods & tools.
Learning experience as a
resource for the future.
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21. LEARNER’S
I.P.P. ▼
JOURNEY
►
CONTEXT
Self-Awareness
EXPERIENCE
In-Class & OffClass Activities
“to taste within”
REFLECTION
Questioning,
Wondering
PREPARATION,
DEPARTURE
• Resolve to enter the program.
• Compassion/trust - based
connection to faculty & peers.
• Asking for assistance
Arturo J. Bencosme, PhD
Loving surprise & appreciation for
mental model renewal.
Tune in to the lesson.
Mindfulness of intellectual expansion.
Activities: including homework:
Research, problem solving, reading,
•Tools & materials needed.
writing, contemplating, presenting,
•Search for additional preparation.
analyzing, field experiences,
interviews, discussions & dialogues.
• Ponder previous knowledge &
experience.
• Assess academic significance of
the lesson for the course.
• Further connection to self, peers,
ACTION
Choices, Attitudes, faculty.
Decisions
• Overcome inner resistances.
EVALUATION
Assessment,
Feedback
CHALLENGES, INSIGHTS,
APPROPRIATION
Focus on readiness for the
program.
RETURN,
MANIFESTING
Mastery of new,, awareness of
old knowledge: gratitude, joy.
Fascination with lesson content,
enthusiasm about further
learning.
Application focus:
developing, writing, presenting,
sharing and discussing.
High order meta-cognition:
 Inquiring, intuiting, wondering.
 Exploring underlying values,
assumptions.
 Insertion in own worldview.
Synthesize the learning and
connect with work for the
highest good.
- Building understanding & meaning.
- Establishing connections with self,
career and family.
Choices will connect inwardly
and in deeds with work for the
highest good.
- Learning attained.
- Effectiveness of methods & tools.
Learning experience as a
resource for the future.
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22. Arturo J. Bencosme, PhD
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23. Jesuit
Spiritual Exercises
Ignatian Pedagogy
Transformation
Ingenuity
Influential
Love over Fear
Context
Reflection Subjective Experience Heroism
Evaluation
Self-Awareness
Scaffold
Experience
Experiential Map
Learner’s Journey
Action
Lessons
Academic Programs
Leadership from Within Education
World as Usual
Archetype
Departure
Learning
Courses
Extraordinary World
Educator’s Inner Work
Magis
Return
Service to Others
Synchronized Hero’s Journey
Servant Leader
Arturo J. Bencosme, PhD
Passage
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24. Arturo J. Bencosme, PhD
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25. END
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