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The Ignatian pedagogical paradigm is a way of learning and a method of teaching taken from the Spiritual Exercises of Ignatius of Loyola. [1] [2] It is based in St. Ignatius Loyola's Spiritual Exercises, and takes a holistic view of the world. [3] The three main elements are Experience, Reflection, and Action.
Cavaletti has been characterized as "arguably the most effective catechetical theorist and practitioner of her era". [6] The development of the method began in 1954, following a discussion with children regarding a Bible passage; Cavaletti and Giobbi sought to discover what teaching message would best suit these children.
The Bible records that Jesus sent out his disciples to evangelize by visiting peoples homes in pairs of two believers (cf. Luke 10:1–12). [15] In the same text, Jesus mentioned that few people were willing to evangelize, despite there being many people who would be receptive to his Gospel message. [16]
The New International Version of the Bible is quoted in the course materials. Three of the fifteen sessions are given to the person and work of the Holy Spirit and cover the infilling of the Spirit; speaking in tongues and healing via prayer. Conversion stories in the book of Acts (see 2:1ff, 9:17-19, 10:44-46, 19:1-6) are seen as normative.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [ 1 ]
While the term exposition could be used in connection with any verbal informative teaching on any subject, the term is also used in relation to Bible preaching and teaching. The practice originated from the Jewish tradition of the rabbi giving a "Dvar Torah", explaining a passage from the Torah, during the prayer services. Expository preaching ...
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