ERIC Number: EJ1260767
Record Type: Journal
Publication Date: 2020-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1368-4868
EISSN: N/A
Complementary Teaching Practices: Ignatian Pedagogy and Buddhist-Inspired Compassion Meditation
Teaching Theology & Religion, v23 n2 p96-109 Jun 2020
While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist-inspired and interdisciplinary contemplation program, Cognitively-Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well-being and widen their ethical concerns. As these outcomes are inherently cross-disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.
Descriptors: Teaching Methods, Buddhism, Metacognition, Educational Objectives, Altruism, Personality, Catholics, Comparative Analysis, Interdisciplinary Approach, Program Descriptions, Universities, Teacher Attitudes, Church Related Colleges, Reflection, Measures (Individuals), Well Being, Values Education, College Faculty
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A