Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment

Abstract

The article presents Ignatian (Jesuit) spirituality as the source of a pedagogical concept that takes a subjective view of the human being regardless of their social position. Other subjects in the educational process (educator and personal God) are companions on the way to achieving good and developing one’s life potential. Another important aspect of Ignatian spirituality is the assumption that it can also perform a healing function, particularly transcendentally. This function concerns all the structures of human development and can be reflected in many ways of supporting human health. This perspective makes it possible to develop a model of Ignatian pedagogy in which the following elements are present: context, experience, reflection, action and evaluation. Recognising the educational values of these elements makes it possible to develop a pedagogical theory, called the pedagogy of accompaniment, which is reflected in a deep inner and outer sense of human existence. Thus, the purpose of this article is to describe the meaning of Ignatian spirituality for the pedagogy of accompaniment, with reference to its function of supporting the health of the human being, particularly the young.

Pedagogical Support as an Improvement Strategy: A Bibliometric Review of The Literature in Scopus and Wos During 2018-2023

“…The results phase begins with an overview of the studies included with their respective authors and titles, as shown in Table 2. [11] Art in the Silence: New Experience Towards the Role of the Bilingual Hypoacous Teacher Chávez-Peña et al (2022) [12] Pedagogical leadership applied to teaching practice in times of pandemic crisis in Peru De Sa and De Carvalho (2020) [13] A proposal for technical-pedagogical support in professional and technological distance education courses Herrera-Pastor et al (2020) [14] Socio-pedagogical accompaniment, holism and longitudinality: Keys from a good practice with a young offender Kariyev et al (2022) [15] Development of primary school teachers' skills to accompany pupils in projects and research Karsenti et al (2020) [16] Digital technologies in teaching and learning foreign languages: Pedagogical strategies and teachers' professional competence Kenigs et al (2022) [17] Perception of teachers and school directors on teaching advice in the classroom Kozanitis et al (2018) [18] Continuous development and education follow-up of new university professors: Effects on the use of teaching strategies Lara-Reimundo et al (2022) [19] School management during the pandemic: relationship between educational support and teaching performance Marek and Walulik (2022) [20] Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment Mojica and Palacios (2022) [21] Pedagogical strategy: Life plan for teenage mothers Morado and Hernandez (2019) [22] An Accompanying Experience in the Construction of Virtual Environments for Learning in Higher Education Navarro and Torres (2023) [23] Digital culture in the Telesecundaria school curriculum Neyra et al (2021) [24] Management of Pedagogical Supervision and Teacher Performance in the Teaching of English in Peru Pérez and Marquez (2022) [25] Pedagogical support in on-site and virtual professional practice Posso-Pacheco et al (2021) [26] Educational management: Key factor in the implementation of the physical education curriculum Rasskazova et al (2021) [27] Readiness of social services specialists for gender-sensitive activities with offence-prone juveniles Reyes and Azahuanche (2020) [4] Relationship between pedagogical accompaniment and reflective teaching practice Rosas et al (2022) [28] Pedagolical Support in, A Hybrid Setting, in Public Institutions and PRONOEI of the Initial Level…”

Synergiczny charakter pedagogiki Dobrej Nowiny

“…Synergia ujawniona w postaci nowej jakości postuluje w postrzeganiu człowieka uwzględnianie jego wymiaru duchowego, określanie celu życia w pespektywie transcendentnej, budowanie wiedzy nie tylko na drodze poznania naturalnego, ale też religijnego, uznanie Boga za punkt odniesienia aksjologicznego. Na tej podstawie budowane są koncepcje wychowania inspirowanego chrześcijaństwem, czego przykładami są: pedagogika Dobrej Nowiny (Marek, Walulik 2020), pedagogika świadectwa (Marek, Walulik 2019) i pedagogika towarzyszenia (Marek 2017;Marek, Walulik 2022).…”