The Contribution of the Ignatian Pedagogical Paradigm to the Assurance of Learning Development

This theoretical article relates the assumptions of the Ignatian Pedagogical Paradigm (IPP) with the Assurance of Learning (AoL) process. We believe that IPP could contribute to AoL based on three arguments: (1) focus on the integral formation of the student; (2) think of assessment as a continuous process; and (3) generate a positive impact on society by being a qualified professional and a citizen aware of his/her social role. This idea arises from the perceived convergence between the values of the Jesuit tradition in education and the AoL practices. We believe that Jesuit education, under the guidance of IPP, can contribute to the AoL process in the way of (re)thinking about student learning and experience. From a systematic literature review based on seminal and current studies, we highlight the main points that contribute to the convergence of these themes. First, the Jesuits have been active in education, since 1548, which proposes an “integral education” and specifically under the orientation of the IPP, since 1993, recognizing the importance of context, experience, reflection, action, and evaluation for the learning process. Thus, just as student experience and assessment are central elements of the IPP, they are also important components of the AoL process. Student learning, within the AoL perspective, is conceived and understood beyond the acquisition and accumulation of knowledge and incorporates the development of competencies. Second, the orientation toward continuous improvement, which underlies AoL, is aligned to Magis within IPP. A mature AoL process leads one to always seek to do the best: both for oneself and for others (regardless of whether one is talking about teachers or students, for example). IPP can help to achieve the AoL purpose, since/once it is focused on experience based curricula. Finally, the IPP assumptions allow leaders to be trainers of leaders, to be Good-oriented, and to be protagonists of social transformation. Therefore, we believe that the presence of leaders who are focused on autonomy, spiritual exercises, and the cura personalis of the IPP plays a fundamental role in the ability to acculturate the AoL processes in Jesuit institutions. From these identified core elements, we present three propositions: P1 - The continuous formative process advocated by the IPP, which highlights experiences, self-reflection and assessment, is essential to ensure and stimulate student learning; P2 - The IPP contributes to the process of AoL from Magis and continuous improvement, as part of the institutional culture; P3 - Inspired by Ignatian pedagogy, leadership plays a key role for AoL, in a recursive idea of training agent and, at the same time, in the development of leadership competence of our students. From our findings, we build a framework that articulates how IPP contributes to the AoL development.