~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ EDUCATIONAL RESEARCH: BUILDING NEW PARTNERSHIPS 25 - 29 NOVEMBER 1996 INTEGRAL PEDAGOGY PROCESS PRESENTED BY ANDRE BRUYLANTS Calcutta - India On behalf of the Council for the Indian School Certificate Examinations - New Delhi India SINGAPORE ERA AND AARE EDUCATION CONFERENCE 25-29 NOVEMBER 1996 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ INTEGRAL PEDAGOGY PROCESS ============================= INTRODUCTION: In 1986 the Indian Government published the National policy on Education 1986. The thrust of the policy: a) education of the whole person through integral approach to the teaching-learning process; b) equality of access to education and of opportunity for all; c) active participation of the learner in his/her own growth. A core curriculum focussed on national integration in a multi religious and multi cultural context, on cultural identity, on concern and justice for the marginalised1. *** *** *** With this in mind the Council for the Indian School Certificate Examination, New Delhi, requires of their 700 affiliated schools on the subcontinent that they combine academic competence with sound cultural identity and the formation of the whole person2. As a positive contribution to the above, a section of schools affiliated to this Council offers teachers and school administrators an in-service formation programme entitled : INTEGRAL PEDAGOGY PROCESS a tool encompassing the sum-total of the learning practice into a well defined pedagogical system adaptable to all cultures3. THE FIVE ELEMENTS OF INTEGRAL PEDAGOGY P.2 the spiral process context -> experience -> reflection | | <----- evaluation <- action THE FIVE IMPERATIVES OF INTEGRAL PEDAGOGY 1 Be aware of the learning context of the child 2 Develop the heart-level or experience of learning, not only the head level 3 Keep reflection as the key element in learning 4 Through 'experience' and 'reflection' lead the student to action(compassionate commitment) 5 Apply evaluation to measure the students' attitudes to life and their priorities THE UNDERLYING ASSUMPTIONS OF INTEGRAL PEDAGOGY The objective of Integral Pedagogy is the formation of the student as an individual person and as a member within society. Mahatma Gandhi said "The goal of education is to establish a non-violent and non- exploiting social and economic order."4 In Education the two components, the person as an individual and as a member of a community, are inseparable. With this in mind integral pedagogy : 1 affirms "the radical goodness of the world (leading the individual and society )to regard every element of creation as worthy of study and P.3 contemplation, (open) to endless exploration." 2 tends to "the fullest possible development of all the God-given talents of each person as a member of the human community." 3 insists on "individual care and concern for each person; emphasizes activity on the part of the student; encourages life-long openness to growth. 4 leads the students "to preparation for active life commitment (in society), seeks to form 'men and women for others', shows a preference for the weak and marginalised." 5 fosters the collegial spirit of the educating community: administrators, teachers, parents, neighbourhood5. Young people in schools today must enter into the dynamics of a society in travails so as to act upon it in their adult and professional lives and transform it from an unjust society into a world where men, women and children live a dignified life. The academic content of schooling is, in this sense, seen more as a means than as an end. The end is clear: the development of the person and of its full potential as a member of society, in its religious, cultural, social and economic context. Have not most nations turned back to include value education in their school curricula? In integral pedagogy, we have coined it in the following way: The ultimate goal of Education is the formation of a person: *of competence *of conscience *of compassionate commitment. OVERVIEW OF INTEGRAL PEDAGOGY P.4 The key result area of the pedagogy is to provide the student with a constant challenge to develop his reflective faculties and move away from the slavery of rote learning. Challenge the young: 1 to reflect on the data acquired, 2 to assimilate them to the point of being moved at the feeling level, and 3 to move to action. What does this mean? When the child enters formal schooling, it means the personal discovery, and all the enthusiasm that go along with it, that 'two plus two is four'. Not because Johnny has learned it by heart, but because he has discovered the process. Through 'doing it', he has mastered the concept. At the other end of the pedagogical spectrum, when the youth reaches the threshold of adulthood, the reflexive process encouraged during his school years will reveal that languages, history and geography, chemistry, physics and biology, are not dispensed to us to develop the means which lead to the destruction of nature and of people. We think of the manufacturing of atomic weapons or of so many products which turn the environment into chemical wastelands. The competence acquired through the study of these subjects thrusts into our very hands the preservation of the environment and the building of a just society. The reflective process will further move the young emotionally to personal involvement and commitment to make of this world a better place to live. ANALYSIS OF THE FIVE ELEMENTS P.5 1 context 1.1 The family, the cultural and socio-economic factors Learning takes place in a context. If Johnny has a bad headache his power of attention will be affected, so also his degree of motivation. If he is in good health, and comes from a happy family background his retention power will be higher, so also the degree of motivation to studies. Contextual factors influence attitudes, judgements and reactions to specific stimuli. How important, therefore, is it not that the teacher, and even the student himself, be aware of these factors? A culture of poverty usually influences the student's expectations negatively. Children of parents in bonded-labour lack the confidence and the background for meaningful learning. While children from cultured families benefit from social and home environments that encourage and support study. 1.2 The school climate The school climate equally influences the student's power of concentration and motivation. School Climate is a subtle entity which encompasses the sum total of all that is and happens in the school, the physical plant, people's faces, the body language, words spoken, attitudes taken in given situations, the whole domain of rewards and punishments,etc. The more positive the school climate the more a child grows in a congenial atmosphere, and the more it has a chance of developing an attitude of confidence, self-esteem and love so necessary for the full development of any human being. 1.3 The teacher's own assumptions Does the teacher consider that school education is only for a privileged few? Is every fault on the part of Johnny a major breakdown in confidence? When he P.6 lags behind, is it all imputed to his 'laziness'? Depending on whether the teacher's assumptions and comportment are positive or negative the child will be motivated or discouraged to learn. 1.4 The student's own experience A child of six beginning class one in a 'big' school may be considerably devoid of motivation. In many cases several years of compulsive rote learning beyond his grasp prior to class one, because of the parents' annxiety to have him admitted in a 'reputed' school, have thouroughly disgusted him with study. Every child has a learning style of its own. He may be a visual learner, or an audio-learner,or kinesthetic And if we agree with the pluralist theory of cognition, the teacher ought to explore which 'intelligence' the child possesses: whether linguistic, spatial, logico- mathematical, or musical, etc. 2nd element: experience Since the objective of integral pedagogy is the whole person, the affectivity in the child must be allowed to develop. "It is this essential feeling level that is often either not recognized or ignored by teachers. Only when work is at an experiential feeling level can a change of understanding take place."6 In integral pedagogy the stress, therefore, is on the feeling level, on experience. Why? (1) Too often, this is neglected in classroom activities; (2) the aim is to form persons of compassion, who will feel with people and move to action. Bloom's taxonomy and levels of mental complexity is a precious legacy to teachers desirous to develop the reflective faculties of the child from sheer memorization and rote learning to reflection and analysis.Of even greater importance for the teacher is P.7 to be cognizant with the stages of behavioural objectives7(receiving, responding, valuing) Experience is multi faceted: "You gain experience by working in an office and get an experience certificate. Visiting the Taj Mahal is an uplifting experience. Watching or taking part in a closely contested match is a thrilling experience. Being involved in an accident is a terrifying experience. And sitting in class listening to a lecture may be a boring experience"8 In each of these cases, the feeling level is at work; the affectivity of the subject is stimulated. Affectivity is part of our lives and of our growth as human persons. Just as the development of the student's mind is the teacher's prime responsibility, that of the heart is equally, if not more, in the teacher's care. It is through the heart that the student moves to action. A teacher takes up in class a story on child labour. She reads the story, explains the words, directs the students to write a comprehension exercise. The more common approach, helas! Another teacher puts a lot of life in 'telling' the story, adapts the tone of her voice, acts the more vivid passages, and finally engages the children in a role play. There is a greater chance in the second example that the children become part of the story and feel compassion for hapless children engaged in hazardous labour.Two teachers: the first falls short of the integral pedagogy model. The second is much in line with it. There are two types of learning experiences: direct and indirect. The second example given above is one of indirect experience. The child hears, sees and acts a specific scenario and enters into it through her imagination. The heart is moved. This is generally what happens in a well-prepared teaching period. P.8 Even more effective is the direct experience provided to children in some schools. Actually mixing with child labourers on a work site, or inviting them to share a game in the school or teach them the basics of reading and writing will give children the direct exposure which will move them to compassion and later on, hopefully, to commitment to do something for the less privileged9. Clearly in integral pedagogy, the distinguishing factor is the stress on the affective domain in the learning experience. 3rd element: reflection We are at the very core of our model: reflection. Any experience worth the name which moves the subject affectively calls for reflection. Experience without reflection may lead to a major catastrophe. Look at the angry mob assaulting the unlucky driver caught in a motor accident; or the crowds venting their wrath over the players and throwing water bottles and crackers onto the field. Watch the over enthusiasm of the fans gate-crashing their way to the play ground leaving behind a trail of wounded and dead. In all these events people vented their emotions without second thoughts: the result spelled disaster. The model is: experience <> action Experience followed by senseless action Against the above scenario, reflection helps to distant oneself from the emotional element and to see things in a more objective light.The situation or the event is examined under its various angles and a more balanced and considered opinion can be formed. This second model (as against model 1 above) spells: experience <> reflection <> action P.9 3.1 Questioning skills a) On the negative side, a too familiar scene, the teacher teaches and the students assimilate, more often than not repeating the very words dictated in class or read in the textbook. There is scant regard for the higher strata of intelligence in Bloom's taxonomy. This is the prevailing model. b)On the positive side, reflection is fostered through the questioning skills of the teacher. A skilled teacher will avoid questions which test memory only. She will challenge the student to think, to analyze, to evaluate a given situation or data: *What are the assumptions in this theory of the atom? *What is your opinion regarding the use of the atom bomb? *What I have just learned, how does it make me feel? *Am I at peace at the end of the day?10 ..... 3.2 Journaling. Another way of fostering reflection is the practice of journaling. It involves reflecting on the matter read earlier, on what one feels at the end of a period of study, or at the end of a day, etc. It gives an opportunity for both reflection and repetition. Schools have introduced journaling in different ways. "In one school the bell rings three minutes before the end of the school day: every class is silent, and the students, helped by the teacher, reflect on the day. In other schools students are encouraged to keep a diary and make entries daily or weekly." The diary or journal ought not to be shared. Where a spirit of trust prevails, however, the student may gradually like to share her writing with the teacher. The latter will be better equipped to guide her pupils. P.10 We give here some sample questions which the teacher may propose to foster reflection over one's feelings: *What new insights did you gain? *What did you find difficult to understand? *What are your feelings about this/that topic? *What points struck you during the lesson? *Is there anything in this lesson which, you think, will be of practical use in ordinary life? 3.3 Repetition For the Oxford Dictionary repetition means a piece set to be learnt by heart. It is often this situation which prevails in the classroom. Something like this: "Make sure you can repeat tomorrow what I teach you today." In this sense, repetition is the revision of subject matter covered in class and faithfully reproduced by the student. Repetition in our model has a deeper meaning. It is a process flowing out of the following steps: 1* Review point by point the matter you have covered in class(this is the more mechanical aspect of repetition). 2* Reflect over those points which struck a "chord" because they caused confusion or excitement, fear, annoyance, or satisfaction. 3* Write down the reason why such emotions arose, and how to improve or enrich yourself. In other words, the essence of repetition is (1) what happens at the "gut" level, (2) my becoming aware of the nature of what has moved me, (3) taking note of it and deepening the experience. Let us take the case of Johnny. He comes out of a history class on the culture and architecture of the Mughal period in India. The Taj Mahal and the abandoned city of Fathepur Sikri featured in the chapter. He goes home and (1)'reviews' the points of the lesson. There is much boring stuff, he P.11 finds, and wonders at the meaning of having to remember so many details. But stumbling on the Taj (2)strikes a chord. Johnny remembers the wonderful sight of it under moonlight. That was last year when he visited Agra with his parents. The description in the textbook suddenly speaks to him. He 'feels' a desire to know more. He dwells some time on the pictures, and remembers the details. (3)He notes his impressions in writing. Other great monuments of India find a new meaning in this context. Repetition here, therefore, is not only recalling the factual details of a lesson, but going over them at a deeper level, where they moved me. I dwell for a while on the feelings and responses, with the view to generate new learning, new discoveries, new insights. "In this sense, repetition promotes higher levels of thinking and further augments the student's power of reflection.11" 3.4 Mentoring Yet another reflection mode is mentoring. Mentoring involves the personal care of the students. It is at the very heart of our Pedagogy. The ideal is that every child has her own mentor. The mentor-teacher meets the pupil privately once every four to six weeks. They chat on progress in study, on difficulties with this or that subject, on his personal interests in sports or leisure, on what gives him much pleasure or what dejects him, etc. The mentor uses this occasion to encourage and offer suggestions for improvement. Such personal interest helps the student to realize that someone cares for her personally. Meeting with a mentor is an ideal occasion to review students' journals. Student and mentor reflect together on the challenges the former faces, as well as on his accomplishments or failures. It is also a time to test the student's attitudes as a person growing in or lacking social commitment. P.12 Personal care is a continuation of the education going on the home front. It needs a strong link with the parents, and brothers and sisters. Here are some suggestions for a mentoring period: *Teaching the students to write their journal *Filling bio-data *Sharing of experiences *Meeting a student individually while the rest do group work *Preparing for a class project *Composing self-evaluation sheets on student's progress in a subject, on an attitude/value12 4th element: action What the student learns and the values he imbibes throughout his school years must lead him to action. We remember 'model 2' presented earlier: experience <> reflection <> action It is essential to distinguish between action and activity. The teacher may pride herself on the number of activities in the classroom, as writing, singing, and role play. So too the Principal and the Staff are satisfied with the number of co-curricular events, sports and games and quizzes and debates. Yet these are more specifically speaking 'activities'. They are not necessarily action in our sense. Action is a complex reality which encompasses the learner's habits, attitudes, priorities, values, commitment flowing from an experience. This experience is reflected upon and translated into actions for others. The process originates with attitudes or priorities set as interiorized choices. It finds its fulfilment as the learner feels impelled to act and do something consistent with what he experiences. These are choices manifested externally.13 P.13 4.1 Attitudes An attitude grows gradually: it moves from awareness of a new conviction, to experimenting with that conviction, to accepting it in such a way that it becomes part and parcel of a person's make-up. It may flow from various kinds of experiences: *I appreciate so&so because he is hardworking, despise his poor health: the attitude flows from my knowledge of the person. *I sense so&so accepts me; I am secure in her presence: the attitude flows from my feelings towards that person. *Being called to the Principal's office may cause a sudden shock because of previous unpleasant memories: the attitude flows from a previous experience. *I adopt the attitude of my mother, or my father, or friend, because I am emotionally attached to them: this attitude flows from a sense of identification with them. Or I identify myself to the attitudes of my school, caste or religious group because I belong to them14. The home environment or the school climate greatly influences the child as he grows. If the home front is caring, the child will grow in an evironment which induces security in him, and a sense of caring and of reaching out to others. If the school climate encourages competing and striving for academic excellence only, reinforced by stern discipline, the child may grow in fear of the other, turn upon himself, and develop into a selfish individual. It is such experiences which form attitudes. "Integral pedagogy is a value based pedagogy. Active learning is in view of the vision of a student who gradually becomes ready to enter into the sacrifice and joy of sharing his life with others and who understands that other persons and not material possessions are their richest treasures.15" 5th element: evaluation P.15 evaluation is the last element of Integral Pedagogy, and not the least. Examinations are part and parcel of school life and of a student's woes. Corrections are the nightmare of the teacher. Periodic testing offers the teacher a diagnostic on where the learner stands and how far her methods have proved fruitful. For the committed teacher, remedials and enrichment programmes then follow. But just as the words action and repetiton have for us a meaning specific to our context, so too has the word evaluation a broader connotation. The aims and objectives of integral pedagogy determine the scope of evaluation. 5.1 What to evaluate in the child's life? evaluation is part of any teaching-learning process. It is essential to integral pedagogy. More often than not, evaluation in schools refers to the quantum of marks obtained in a given subject and the corresponding rank in the class. Although this is still the practice in most schools today, it is very different from rating the total growth of a student. Examinations cover academic subjects. At best the questions test the memory of the child, more than his power of reflection and analysis. This is especially true in the Arts subjects. Even, where the questions focus on reflection and analysis, the attitudes and the values of the learner figure nowhere in the progress report. And if such reports are registered and submitted to students and their parents, it is given second place to scholastic achievements. Where the system of academic results prevails, we fall into the first model: experience -> action P.15 Where model 2 takes precedence: experience -> reflection -> action examination questions will be more thourough,the rating of the total growth of the child more comprehensive. Integral pedagogy maintains that the educational process, is not complete until the learner and his parents receive a comprehensive evaluation of the former's total performance in school. Besides academics, comprehensive evaluation encompasses "the student's growth in attitudes, priorities and actions, consistent with being a person socially aware of the needs of others16." Thus interests, attitudes, skills, and committed social concerns are all objectives of evaluation. 5.2 How to evaluate? Really, who evaluates? The teacher! Obviously the teacher has an important role to play. "But as we embark on the assessment of a student's growth , his concern for others, his sense of conscience and cooperation, etc., it does seem more acceptable that the student judges himself, rather than the teacher passing judgement17." It seems that no model of self- evaluation exists on this scale. "The success will depend on the maturity of the student, the mentoring system of the school and the prevailing climate of trust18." Efforts are on therefore to develop an effective tool for a more thorough and objective evaluation of a student's overall growth. Any information on what and where resource material is available on this topic will be gratefully acknowledged by the author of this paper. What obtains already? We know that schools have progress reports displaying a list of descriptors covering behavioural outcomes of students' attitudes and comportment. This is a step in the right direction. Still, this does not satisfy us fully. Descriptors are P.16 answered by individual teachers. Being responsible for a large number of children, it is hardly possible to offer an objective picture of the student's profile. One way to overcome this obvious difficulty is to organize 'teachers' consultative conferences'. 5.3 With whom? Parents will play an important role. They are more naturally attuned to the scholastic achievement record. When it comes to a more comprehensive evaluation of the child's growth, they will have to be taken into confidence. We will explain in dialogue with them the objectives of the school and the methods followed18. 5.4 What to evaluate in the school's life? We refer here to the spiral process context -> experience -> reflection | | <-----evaluation <----action Evaluation in our context covers the all the events and achievements in the course of the scholastic year, and not only that of the students! The teachers' role and that of the administration of the school are equally subjected to evaluation. Here again we may not have drawn up a scientific tool. But rather than follow too formal a system of evaluation - which sometimes hinders rather than help a more genuine process - the Head, the Section and Subject Coordinators and the Teachers will come together and review the various events of the school year in accordance with the dictates of integral pedagogy. For instance: 5.41 with regard to context : How far did I, as a teacher, familiarize myself with the factors helping or hindering the student's readiness for learning? P.17 *the family and socio-economic factors the school climate, and the hidden curriculum *the teachers'/administrators' own assumptions *the student's own experience in learning *the student's own learning style 5.42 with regard to experience The emotional element in the learning process plays a vital role. How far am I aware of it as a teacher, and how much do I invest in stimulating the affectivity in learning? *level of questioning and its relation to experience and reflection *stages of behavioural growth *benefits of cooperative learning 5.43 with regard to reflection Learning to think critically is vital in life. Do I make use of the various means at my disposal to generate reflection in my students? *fostering journaling and practising mentoring *guiding the process of repetition or in depth analysis of matter covered *using case studies, role play, dilemmas 5.44 with regard to action Developing in the student a concern for others, and leading him to commitment to serve is the goal of integral pedagogy. How often and how far have I transcended the purely scholastic aspect of my role as a teacher and a guide, and endeavoured to develop genuine social attitudes in the children ? *evaluation of attitudes and values of the students *projects/assignments designed to move them from reflection to action *service experiences: students' participation in the planning, the execution and the follow-up P.18 5 with regard to evaluation We are not referring now to formal tests but to the teacher's genuine acceptance of her responsibility to go on assessing the development of the student's total growth in and outside the classroom *Developing methods of students' comprehensive evaluation *fostering self-evaluation among the students *calling on the opinions of knowledgeable colleagues to find out the measure of growth Evaluation is not only for the student and the teacher. It is for the Institution as well, and thus for the Head and the members of the administrative body. Developing methods for a comprehensive evaluation of the whole school is the Principal's responsibility. This may be done, using the schema given here above. The Principal and the teachers will devote at the very least a minimum of one day at the beginning of the year for curriculum planning in the light of the five elements of integral pedagogy; and so too at the end of the scholastic year to review their performance against earlier planning and decisions. C O N C L U S I O N S This presentation is only but a modest and limited attempt to give an overview of integral pedagogy process. It is based on the experience of the author in conducting formation programmes for teachers in India. The paradigm itself is the fruit of much experience and reflection flowing from the spiritual heritage of Ignatius of Loyola(1491-1556). Isn't it strange that we rely on a man who over 450 years ago began his formal education in his native Spain at the advanced age of P.19 thirty? But for him that decision had been the result of a deep and prolonged contact with God. Ever since, the Society he founded in 1450 has made a mark in the area of education all over the world. "In a widely used book reprinted in London in 1965 for the fourteenth time since its first appearance in 1918, The Doctrines of the Great Educators, Robert R.Rusk, selected for treatment thirteen writers who have been unsually influential in shaping Western educational tradition. Ignatius of Loyola finds his name along with Plato, Quintilian, Elyot, Comenius, Milton,Locke, Rousseau, Pestalozzi, Herbart,Montessori and Deway19." In 1993 an International Commission composed of scholars, professional educators and grass roots school teachers published a monograph,Ignatian Pedagogy, "intended not only for formal education, but (also for) every form of educational service20." Ignatian Pedagogy, which we have renamed integral pedagogy, draws inspiration from Ignatius'insights in his Spiritual Exercises. It has the added merit that it equally draws on the works of modern psychologists who, through their research and publications, have unveiled for us in more recent times the cognitive and affective complexities of a child's intellectual and emotional growth. We believe that, in most cases, educational practices in schools direct their time and energy to developing the cognitive domain nearly exclusively. Knowledge gets greater recognition thant the realisation of how that knowledge will help the child in his growth towards maturity. The activities of the school, the reward and recognition system, examination grades and promotions reflect the school's preference for scholastic performance. In contrast, the affective domain is neglected. Yet, "it is the basic force that controls and directs the behaviour of a person. It determines the individual's life, and ultimately the life of an entire people21." P.20 To obviate this inadequacy, integral pedagogy dwells at length on affective growth. The aim is to help teachers and administrators in their endeavours to form 'men and women for others'. This concern is particularly relevant "in a postmodern world where so many forces are at work which are antithetical to that aim22." A number of schools in India and other parts of the globe now familiarize themselves with the dynamics of integral pedagogy. Increasingly, teachers and administrators recognize the wisdom and the practicality of the paradigm. Formation programmes spanning from three to five days are being organized in a number of places. The COUNCIL FOR THE INDIAN SCHOOL CERTIFICATE EXAMINATIONS, NEW DELHI, on whose behalf this paper is presented to the ERA and AARE Conference in Singapore gives the leadership to its member schools in line with the model proposed here encompassing the total growth of the student. From its research and development wing at Nodia(India), the Council offers a wide range of formation programmes to teachers and school administrators. Calcutta, 21 November 1996 Andre Bruylants headmaster st xavier's collegiate school calcutta 70016(India) Ph: 91.33.2477276 Fax: 91.33.2405735 email: sxc@cal.indiax.com More information is available from: francis fanthome Chief Executive & Secretary council for the indian schools certificate examinations Pragati House - 47-48 Nehru Place New delhi 110014 educational media research centre robert slattery st xavier's college jesuit educational association of india calcutta 700016 225 jor bagh New Delhi 110003 REFERENCES 1 National Policy on Education (NPE) 1986, Gvt of India, New Delhi 2 Council for the Indian School Certificate Examinations, New Delhi 3 Ignatian Pedagogy - A Practical Approach, 1993, Gujarat Sahitya Prakash, Anand 388001(India) 4 qtd from Integral Pedagogy(IP), Robert Slattery, JEA Secretariat, New Delhi, July 1996, p.7 5 Characteristics of Jesuit Education, 1986, Gujarat Sahitya Prakash, Anand(India) 6 qtd from IP, ibid p.19 7 Sterling M.McMurrin, Towards Affective Education, qtd in 'Setting Behavioural Objectives' Patna(India) unpublished 8 IP ibid p 7 9 IP ibid p 21 10 IP ibid p 28 11 IP ibid p 12 Ignatian Pedagogy Project Resource Manual p.55, edt Robert Slattery 1995, New Delhi 13 IP ibid Jan 1996 p.21 14 Ignatian Pedagogy Project Resource Manuel 15 IP ibid p.46 16 IP ibid p.50 17 IP, ibid, p.51 18 IP ibid p.51 18b IP p.56 19 Constitutions of the Society of Jesus, Gans, St Louis USA p.172 20 IP p. 21 Patna workshop paper op.cit. Gujarat Sahitya P. 22 Ignatian Pedagogy, op.cit, p.11 \\\\\