Berkley Center

Background: As part of the Education and Global Social Justice Project, in summer 2013 undergraduate student Elisabeth Lembo interviewed Dr. Ewa Dybowska, a professor of Ignation pedagogy and social work at the Jesuit University of Philosophy and Education Ignatianum in Krakow, Poland. In this interview Dybowska discusses the concept of Ignation pedagogy, the university course she has developed, and the role of social justice in Poland.

How did you become interested in the subject of Ignation pedagogy?

I met Jesuits a long time back and realized that Ignation spirituality is good for my being and development. This was when I was only 17 years old, before my formal studies.

What exactly is a course on “Ignation pedagogy”?

Basically, I teach a required course for all of our students that focuses on the “Ignation way of thinking” to be with people. There is a difference between Ignation pedagogy and Jesuit pedagogy. Ignation pedagogy focuses on self-formation to help and guide ways. Here at Ignatianum, all students are required to take both “History of Jesuits” and “Ignation Pedagogy” courses. I teach the "History of Ignation Pedagogy" course. Some students are excited about this class, while others are angry that they need to take it. I also teach pedagogy and social work. Students here find that the anthropology and philosophy courses at Ignatianum are different from other universities. That is the key here: that the person is very important.

How do you develop this course?

The purpose of the Ignation pedagogy course is to prepare students for two things. First, I teach the students about the elements of the Ignation paradigm. From there, they are prepared to think using this paradigm for the rest of the course and for other courses as well. There is a lot of presentation as part of the course. Students are required to connect one or more elements of the Ignation paradigm when thinking about how to approach this specialization such as childcare or animation environment. Basically, the structure of my course is to teach students about Ignatius of Loyola, explain his educational experiences, show “God as educator in Ignatius’s life,” and explain the ten important ideas of Ignation teaching. Most importantly, though, is showing how the Ignation paradigm may be put to use in everyday life.

What is the value of “Ignation pedagogy”?

The Jesuit education offers students a degree of human contact and the ability to learn professional development. There is an Ignation way of proceeding that involves learning how to be with people and the best approaches to interacting with others. There is not exactly a formula with rigorous rules or regulations for how to best do this, but the education is very important. This field of Ignation pedagogy shows students how to work with people based on empowerment. The Ignation way of thinking teaches a way to work with people. Ignation pedagogy is a type of learning available for all students, spiritual and religious organizations, and whoever wants to practice. Overall, these people want more development of the self—they want more magis.

How are Jesuit pedagogy and Ignation pedagogy different?

Ignation pedagogy, I think, is a way of thinking. It is open to everyone, particularly to a layperson. One may use elements of this thinking in his or her everyday life. Sometimes, it is difficult for students to understand the process. Basically, an Ignation idea of charism calls for a deeper meaning and deeper philosophy to life. We strive to show that it is very important to work on oneself. Self-awareness, ingenuity, love, and heroism are all important. The key to Ignation thinking, I believe, is that there is not one set way for all people or one way of thinking about education. There is a stress on cura personalis—the idea that teachers accompany students while learning of Ignation pedagogy. This includes context, experience, reflection, action, and evaluation. Students are also assisted with documents of Ignation pedagogy. From the beginning, pedagogy is very important.

How do students in your department learn about service?

There are 16 provinces in Poland. Each province has an institution that prepares social policy. The EU gives money for concrete activities to prepare people to work with families, disabled people, families with violence, and other issues. Each province also has an institution with a social worker. One new position that is popular in Poland is “family assistant.” Many students are often volunteering, but they are looking throughout all of Krakow—not necessarily through Ignatianum. Many of our students volunteer at a place for children with a dysfunctional family environment. Here at Ignatianum, all students must also complete a practicum that involves work at school as well as at the institution.

How does this “family assistant” role in Poland work towards social justice?

The role of social work is becoming more and more popular here in Poland, I think, because of the rise of “social justice” thought. An act in Poland in 2008 introduced the position called “family assistant,” whose task is to provide thorough support for families bringing up children who are at risk of different dysfunctions. The job here in this country is to make the family achieve a level of life stability that enables it to bring up children. Basically this person serves as a guide of social work in the family and helps with whatever is necessary for that specific family. The role of “family assistant” really focuses on empowerment. Many clients of social workers, at least in Poland, are not used to being treated well, and often people just want money. This role for family assistant is completely solution-based. This role involves mediation, therapy, and family group decision-making. When diagnosing a family, the family assistant makes a holistic diagnosis, the purpose of which is to understand the family as a system. In this system, every part is important. A family assistant is a role that many of our students might go on to become. They will help with various roles in the family: handling a budget, hygiene, finding a job, and referring families to professional courses that may provide additional help with all of these things.

Are there any other fields of social work where social justice is popular?

Yes, there is a large discussion on “resocialization pedagogy.” This is very popular here in Poland. It is the name we use here that refers to re-integration for people after jail or sometimes for youth who have social maladjustment problems. For the youth, “resocialization pedagogy” calls for improvements in youth education centers, where young people are taught skills on how to succeed in society and especially how to love. Additionally, the preschool and elementary school movements are becoming a very popular focus here in Poland. This is important for good education and plays a role, I believe, in social justice.