Wezwanie Włodzimierza Ledóchowskiego do cura personalis. Unikatowy charakter jezuickiego wychowania i jego humanistyczne korzenie

Casalini, Cristiano

doi:10.12775/spi.2019.4.006

Cited by 3 publications

(4 citation statements)

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“…But these challenges will not disappear once the pandemic is under control. It is useful for faculty to adopt an empathic, reflective, and adaptive teaching approach, in whatever era, in a way that supports students' whole-person development (Casalini, 2019;O'Malley, 2015). By engaging in these empathic, reflective, and adaptive practices, faculty can help students develop as whole human beings living lives of meaning and purpose.…”

Section: Discussionmentioning

confidence: 99%

“…It is not sufficient simply to focus on students' reduced access to subject matter learning, important as that is. Our university practices "formative education," following the Jesuit method of teaching and learning that centers on cura personalis or "care of the whole person" (Casalini, 2019). This is of course only one "formative" approach to educating whole human beings.…”

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Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic

et al. 2021

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The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’ needs). These approaches could help instructors design online education that engages the whole person.

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Section: Discussionmentioning

confidence: 99%

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Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic

et al. 2021

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“…As a Jesuit core value, cura personalis is characterized as respect for all that makes up each individual. According to Casalini (2019), "…the key to the success of Jesuit schools had historically lain in the excellence of the care that such institutions devoted to their students. Excellence in other areas-including the teachers' extraordinary mastery of their disciplines, the perfection of the bureaucratic machinery, and even the beauty of the system of rules that let that machinery do its work-was not enough.…”

Section: Ateneo and Cura Personalismentioning

confidence: 99%

“…To begin, please enter the course title, number, and section of the course you taught during the Second Semester of SY2019 …”

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Cura Personalis during COVID-19: Student and Faculty Perceptions of the Pedagogy of Compassion

Moreno¹,

Rodrigo²,

Torres³

et al. 2023

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Moreno, M. M., Rodrigo, M. M. T., Torres, J. M., Gaspar, T. J., Casano, J.A. (2022) Cura Personalis during COVID-19: Student and Faculty Perceptions of the Pedagogy of Compassion. Computer-Based Learning in Context, 5 (1), 22-63. 10.5281/zenodo.7256911 In early 2020, the COVID-19 forced schools, colleges, and universities to close their campuses and shift 1.5 billion learners from the face-to-face mode of instruction to online learning. The abruptness of the shift took a toll on students' mental and emotional health. In response, educational institutions prioritized the use of compassion-based teaching and learning policies and approaches in order to create environments in which students can continue to thrive. This paper describes how the Ateneo de Manila University in the Philippines implemented its own brand of compassion-based teaching, cura personalis or care for the entire person. We discuss the circumstances that motivated the emphasis on compassion, the teaching and learning practices that enacted compassion, and the tradeoffs or costs to the institution. We found that the pandemic made it difficult for students to concentrate on their studies, were less engaged, and were fearful and anxious. Teachers therefore focused on students’ emotional wellbeing by conducting regular check-ins, just to find out how they were, and relaxed assessment requirements. As a consequence, teachers had to greatly reduce the scope of their subjects and deprioritize academic rigor. It is in this context that recommendations are made to balance emotional and academic wellbeing.

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Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment

Marek

Walulik

2022

J Relig Health

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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.

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Wezwanie Włodzimierza Ledóchowskiego do cura personalis. Unikatowy charakter jezuickiego wychowania i jego humanistyczne korzenie

Abstract: włodzimierz ledóchowski' s Call for Cura Personalis: Humanist roots and Jesuit distinctiveness in Education wezwanie włodzimierza ledóchowskiego do cura personalis. Unikatowy charakter jezuickiego wychowania i jego humanistyczne korzenie

Cited by 3 publications

References 0 publications

Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic

Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic

Cura Personalis during COVID-19: Student and Faculty Perceptions of the Pedagogy of Compassion

Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment

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