Arturo J. Bencosme-Dávila, PhD

Affiliate Faculty Ignatian Faculty Scholar

College for Professional Studies ~ Regis University

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.

This tandem provides a powerful framework

for educating and forming students

The tandem is driven by the educator’s true self

in connection with the Universal Source / Spirit / God.

and for several other academic instances.

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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

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The Ignatian Pedagogical Paradigm states

that all learning Is . . .

Situated in a specific context, especially that

of the learner.

Rooted in previous and in new experience.

Dependent upon - and deepened by - reflection

about those experiences.

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.

Korth, S.J. , Precis of Ignatian Pedagogy

EXPERIENCE

ACTION REFLECTION

EVALUATION

CONTEXT

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L E A R N I N G

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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

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.

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“A hero ventures forth from the world of

common day into a region of supernatural

wonder; fabulous forces are there

encountered and a decisive victory is won;

the hero comes back from his mysterious

adventure with the power to bestow

boons on his fellow man.”

Campbell, J., The Hero with a Thousand Faces

PREPARATION / DEPARTURE

PASSAGE / TRANSFORMATION

RETURN / CELEBRATION

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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.

Return/Celebration – Manifesting the treasured learning through inner choices & external deeds.

Passage/Transformation – Knowledge adquisition, insight experiencing, skill development, & appropriating the learning gained.

The Inner World of Learning

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Understanding

Appreciation

Compassion

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.

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The IPP / L J Tandem is Driven from Wihin

Understanding

Appreciation

Compassion

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

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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.

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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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Preparation Building a safe learning environment,

optimism, winning attitude and empathic

fellowship for the journey ahead.

Challenges, Insight, Using everything for learning, growth and

and Appropriation 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”

3. By addressing the archetypical behavioral patterns of the Hero’s Journey

along the learner’s inner transformational experience

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The learner will progressively :

Consistently and methodically utilizing the Ignatian Pedagogical Paradigm

in sync with the learner’s journey will effectively scaffold the becoming of the learner.

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.

be self-motivated and guided by a sense of integrity,

humanity and transcendence;

enhance the patterns of thought and emotion as the sequence

experience-reflection-action is internalized as a discipline;

draw useful insights from the reflection on those experiences

and that can be applied to real life situations;

discern and intelligently choose experiences

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The tandem IPP / L J can be directed to several academic applications

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LEARNER’S .

JOURNEY ►

I.P.P. ▼

PREPARATION, DEPARTURE

CHALLENGES, INSIGHTS, APPROPRIATION

RETURN, MANIFESTING

CONTEXT

Self-Awareness

What is the learner’s inner

state (mind set, heart set)

in the journey´s initial stage?

What is the learner’s inner state

while going through the trials,

treasures and appropriation?

What is the learner’s inner

state in the final stage of

the journey?

EXPERIENCE

In-Class & Off-

Class 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?

ACTION

Choices, Attitudes,

Decisions

What choices will impel the

journey including overcoming

resistances?

How to integrate the learning

into previous knowledge other

lessons, courses, programs, etc?

What choices will connect

inwardly and in deeds with

work for the highest good?

EVALUATION

Assessment,

Feedback

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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LEARNER’S .

JOURNEY ►

I.P.P. ▼

PREPARATION, DEPARTURE

CHALLENGES, INSIGHTS, APPROPRIATION

RETURN, MANIFESTING

CONTEXT

Self-Awareness

• 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.

EXPERIENCE

In-Class & Off-

Class Activities

“to taste within”

• 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.

REFLECTION

Questioning,

Wondering

• 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.

ACTION

Choices, Attitudes,

Decisions

• Further connection to self, peers,

faculty.

• Overcome inner resistances.

• 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.

EVALUATION

Assessment,

Feedback

Focus on readiness for the lesson. • Learning attained.

• Effectiveness of methods & tools.

Learning experience as a

resource for the future.

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LEARNER’S

JOURNEY ►

I.P.P. ▼

PREPARATION, DEPARTURE

CHALLENGES, INSIGHTS, APPROPRIATION

RETURN, MANIFESTING

CONTEXT

Self-Awareness

• Resolve to approach the course.

• Compassion/trust - based

connection to faculty & peers

• Asking for assistance

Loving surprise & appreciation for

mental model renewal.

Tune in to the course.

Mindfulness of intellectual expansion.

• Mastery of new,, awareness of old knowledge: gratitude, joy.

• Fascination with lesson content, enthusiasm about further learning.

EXPERIENCE

In-Class & Off-

Class Activities

“to taste within”

•Tools & materials needed.

•Search for additional preparation.

•Assignments prior to first 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.

REFLECTION

Questioning,

Wondering

• Ponder previous knowledge &

experience.

• Assess academic significance of

the academic program.

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.

ACTION

Choices, Attitudes,

Decisions

• Further connection to self, peers,

faculty.

• Overcome inner resistances.

- 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.

EVALUATION

Assessment,

Feedback

Focus on readiness for the course. - Learning attained.

- Effectiveness of methods & tools.

Learning experience as a

resource for the future.

20 Arturo J. Bencosme, PhD

LEARNER’S

JOURNEY ►

I.P.P. ▼

PREPARATION, DEPARTURE

CHALLENGES, INSIGHTS, APPROPRIATION

RETURN, MANIFESTING

CONTEXT

Self-Awareness

• Resolve to enter the program.

• Compassion/trust - based

connection to faculty & peers.

• Asking for assistance

Loving surprise & appreciation for

mental model renewal.

Tune in to the lesson.

Mindfulness of intellectual expansion.

Mastery of new,, awareness of old knowledge: gratitude, joy. Fascination with lesson content, enthusiasm about further learning.

EXPERIENCE

In-Class & Off-

Class Activities

“to taste within”

•Tools & materials needed.

•Search for additional preparation.

Activities: including homework:

Research, problem solving, reading,

writing, contemplating, presenting,

analyzing, field experiences,

interviews, discussions & dialogues.

Application focus:

developing, writing, presenting,

sharing and discussing.

REFLECTION

Questioning,

Wondering

• 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 and

connect with work for the

highest good.

ACTION

Choices, Attitudes,

Decisions

• Further connection to self, peers,

faculty.

• Overcome inner resistances.

- Building understanding & meaning.

- Establishing connections with self,

career and family.

Choices will connect inwardly

and in deeds with work for the

highest good.

EVALUATION

Assessment,

Feedback

Focus on readiness for the

program.

- Learning attained.

- Effectiveness of methods & tools.

Learning experience as a

resource for the future.

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Influential

Courses

Academic Programs

Lessons Learner’s Journey

Transformation Subjective Experience

Experiential Map

Learning

Context

Action

Reflection Experience

Ignatian Pedagogy Spiritual Exercises

Evaluation

Return Passage

Departure Archetype

Extraordinary World

World as Usual

Hero’s Journey Synchronized

Scaffold

Servant Leader

Education

Educator’s Inner Work

Leadership from Within

Self-Awareness

Love over Fear

Ingenuity

Heroism

Jesuit

Service to Others Magis

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END

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