"[4] The Ignatian pedagogical paradigm is also used in spiritual retreats and learning experiences as an active means of developing and questioning one's own conscience, as well as in making sound and conscientious decisions.
In the ensuing centuries, Jesuit institutions of learning around the world have adopted the methods laid out in Ratio and refined by others through the years.
Cultures of poverty usually negatively affect expectations about success; oppressive political regimes usually discourage open inquiry.
.We use the term experience to describe any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature is registered by the student.
.In his pedagogy, Ignatius highlights the affective/evaluative stage of the learning process because he is conscious that in addition to letting one 'sense and taste,' i.e., deepen one's experience, affective feelings are motivational forces that move one's understanding to action and commitment.
"[6]: 31.1 Learners gather and recollect their own experiences in order to understand what they know already in terms of facts, feelings, values, insights and intuitions they bring to the current study.
[7] Reflection means thoughtful reconsideration of subject matter, an experience, an idea, a purpose or a spontaneous reaction, that its significance may be more fully grasped.
Rather, while respecting human freedom, he strives to encourage decision and commitment for the magis, the better service of God and our sisters and brothers.
Evaluation is to assess those things, but it is also to produce an awareness of the real needs yet unmet, as well as to understand the learner's own personal and moral growth.