Ignatian Pedagogy in Practice
Ignatian Pedagogy in Practice: A Forum for Educators in Jesuit Schools is an annual periodical for Jesuit educators to share and publish research-informed articles on key issues in 21st-century Jesuit education.
Ignatian Pedagogy in Practice:
A Forum for Educators in Jesuit Schools
Ignatian Pedagogy in Practice: A Forum for Educators in Jesuit Schools is an annual periodical that aims to foster research-informed dialogue and inquiry around key issues facing Jesuit educators in 21st-century education. We welcome pieces from classroom teachers and researchers whose perspectives help to deepen our understanding of the values of Jesuit education and elevate practices related to teaching and learning.
Issue 1 – Fall 2024
“Reimagining Rigor: Elevating Learning in the 21st-Century”
Our inaugural issue focuses on the theme of “reimagining rigor.” The idea of rigor has a complex history across Jesuit schools and, in the 21st century, has evolved well beyond typical assumptions about what rigor can or should look like. This issue of Ignatian Pedagogy in Practice invites educators to reimagine how we define rigor in Jesuit school contexts, particularly in the face of a quickly evolving landscape for educating students.
Issue 2 – Forthcoming Fall 2025
“Unique Approaches to Feedback in Ignatian Pedagogy”
Our second issue, forthcoming Fall 2025, will explore unique approaches to feedback in the Ignatian tradition. We invite submissions from a range of perspectives and contexts that tackle this topic in creative, particularly insightful, and yet practical ways. For more information, please see the call for papers below.
Call for Papers
Arguably, feedback is one of the most well-researched and pivotal elements of effective classroom instruction. This issue of Ignatian Pedagogy in Practice invites educators to explore, articulate, and/or propose unique perspectives on feedback and its role in Jesuit education. Despite the abundance of research on feedback, little research has focused explicitly on crafting effective feedback for students that embodies Ignatian pedagogical ideals or aligns closely to the mission of Jesuit schools. Moreover, there is a need for more research that articulates how the IPP—Ignatian Pedagogical Paradigm—might be used as a framework for informing feedback strategies for teachers in Jesuit schools. This issue of Ignatian Pedagogy in Practice aims to fill that gap.