Integrating the Ignatian Pedagogical Paradigm with Buddhist-Inspired Compassion Meditation

Ignatian pedagogy's relevance to compassion cultivation is demonstrated through its integration with Cognitively-Based Compassion Training (CBCT), a Buddhist-inspired program. A case study of a CBCT course at a Jesuit University shows how the Ignatian Pedagogical Paradigm's five elements (context, experience, reflection, action, evaluation) develop students' whole person and ethical discernment. Psychological measurements, including the Compassionate Love for Humanity Scale, evaluated changes in emotional well-being and ethical concerns. The author describes adapting this integrative method for an undergraduate course, "Buddhist Meditation and Practice." The work contributes to discussions on creating environments supporting cognitive and affective learning.

Study at a glance

Abstract

While Ignatian pedagogy is distinctive in Jesuit education, scholarly attention on its applications is scanty. This article demonstrates the relevance of the Ignatian Pedagogical Paradigm (IPP) to compassion cultivation through showing how it integrates into a Buddhist-inspired contemplation program, Cognitively-Based Compassion Training® (CBCT®). Using a case study of a CBCT® course at a Jesuit University that developed students’ “whole person” and ethical discernment, this research analyzes how CBCT® works with the IPP’s five elements: context, experience, reflection, action, and evaluation. This study evaluates participants’ changes in their emotional well-being and ethical concerns by employing psychological measurements such as the Compassionate Love for Humanity Scale. The discussion concludes by elucidating how I have adapted this integrative pedagogical method to teach an undergraduate credited course, “Buddhist Meditation and Practice.” Broadly, this study contributes to a larger conversation about how educators can create an environment that supports both cognitive and affective learning.