TOPIC 7

7.0. COUNTER REFORMATION AND EDUCATION

Objectives
By the end of this topic you should be able to:
1. Explain the contribution of Ignatius of Loyola to Educational theory and practice
2. Discuss the impacts of Counter Reformation on Educational theory and practice

7.1. Ignatius of Loyola

Introduction
Iñigo de Recalde de Loyola, most commonly known as Ignatius Loyola, was born in 1491 in the
Basque Country, the smallest province of Spain, which is located in the northeastern region of
the country and near the French border. Ignatius was the youngest of 13 children. He was born
into a family of aristocrats. His father, Don Bertram, was Lord of Ognez and Loyola, head of one
of the most ancient and noble families of that country. At the age of 15, he worked as a page for
a relative, Juan Velázquez, treasurer of Castile to Ferdinand and Isabella, the ruling family of
Spain at the time. (Butler, 1926)
However, Ignatius was in no way an angel as a child. He and his brother were involved in a
brawl, arrested and brought to court. He was acquitted, primarily because of his family
connections with well-to-do people (Donnelly, 2004, pg.7). Three years later, Ignatius entered
the army. He was a part of many minor battles prior to the battle at Pamplona in 1521 against the
French, which would be a defining moment in Ignatius’ life (Butler, 1926).
He read so many books that influenced his educational ideas (he developed educational values
and principals) as presented below:-
I. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of
education?
II.  Theory of Knowledge: What is knowledge? How is it different from belief? What is a
mistake? A lie?
III. Theory of Human Nature: What is a human being? How does it differ from other species?
What are the limits of human potential?
IV. Theory of Learning: What is learning? How are skills and knowledge acquired?
V. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be?
VI. Theory of Society: What is society? What institutions are involved in the educational
process?
VII. Theory of Opportunity: Who is to be educated? Who is to be schooled?
VIII. Theory of Consensus: Why do people disagree? How is consensus achieved? Whose
opinion takes precedence?
The Ignatian Pedagogy Paradigm

 
 Ignatian Pedagogical Paradigm
 
The IPP can be applied to many different aspects of the educational process. We will consider
here how faculty might use the questions inherent in the paradigm to think about their course
design. It is important to remember, however, that the IPP is NOT a method of teaching but
rather an overlay to course design that helps faculty ask questions about student involvement in
the content and the meaning they ascribe to their learning.
Teaching Practice:
Moving from the theory of Ignatian Pedagogy to teaching practice is something faculty may
already be doing. Here are a few ideas to add to the lexicon of activities that may help students
move into the meaningful learning practices that reflect Ignatian Pedagogy.
• Active Learning Strategies
• Opinion Polls:
• Reflective Activities:
• Student-Generated Content:
Jesuit Education
• aspired to promote universal education: Unlike the monastics, who withdrew from the
world, the Jesuits mingled with the world. They established schools everywhere, and
placed them in charge of teachers of remarkable skill and pedagogical training.
• They made no effort to reach young children, their schools being designed for boys not
less than fourteen years of age.
• Primary education did not enter into their scheme.
• They sought to reach sons of princes, noblemen, and others who constituted the
influential classes.
• All teachers of the Jesuit schools were carefully trained before they were allowed to give
instruction.
• Every Jesuit school was divided into two departments, the lower, (studia inferiora,)
consisting of five classes, and the higher, (studia superiora) requiring two or three years.
• Boys were admitted to the lower course at the age of fourteen, and the work consisted
chiefly of the study of the humanities.
• Emulation was employed to stimulate pupils to work and to secure good conduct.
• Prizes, decorations, rewards, titles were offered as a means of attaining desired ends.
• While corporal punishment was allowed, it was generally administered by an official
disciplinarian, usually some servant of the institution.

Conclusion
References
Butler, R. A. (1926). St. Ignatius Loyola - Founder of the Society of Jesus. In The Lives of the
Fathers, Martyres and other Principal Saints (volume iii, pgs 104-124). Retrieved April 4, 2010
from http://www.catholicapologetics.info/library/onlinelibrary/ignatius.htm
Campion Jesuit High School. Constitution of the Jesuits. (n.d.). Retrieved April 4, 2010.
Website: http://www.bibliotecapleyades.net/vatican/esp_vatican13.htm
Donnelly, J. P. (2004). Ignatius of Loyola, Founder of the Jesuits. Pearson Education.
Kiefer, J. E. (n.d.). Ignatius Loyola, Mystic, Educator, Preacher, and Founder of the Jesuits.
Retrieved April 4, 2010, from http://justus.anglican.org/resources/bio/215.html
O'Malley, R. J. W. (n.d.). Introduction. In Ratio Studiorum: Jesuit Education. Retrieved April 4,
2010, from http://www.bc.edu/libraries/collections/collinfo/digitalcollections/ratio/
ratiointro.html

7.2. Impacts of Counter reformation

(To be discussed in Virtual class)