From July 3 to 4, the Pedagogical Conference of the Jesuit Schools in Portugal brought together teachers from Colégio das Caldinhas and Colégio de S. João de Brito to reflect on the Learning by Refraction (LbR) teaching model. Held at Colégio das Caldinhas, the event provided educators with a valuable opportunity to deepen their understanding of the role of the teacher in Jesuit education and to reflect on practical ways to incorporate Ignatian pedagogy into their teaching.
The two-day training programme combined theoretical input with practical engagement. After a roundtable discussion on the challenges that education is facing today, which brought together the pedagogical directors of the Colégio das Caldinhas schools, Yolanda Baquero, representing JECSE, led a session on Learning by Refraction (LbR), an approach to pedagogy that has become a key part of Ignatian formation programmes. Participants revisited the core principles of the Ignatian Pedagogical Paradigm (IPP) and explored how LbR can enhance modern teaching and learning. Using examples from the worldwide Jesuit network, the session demonstrated the growing importance of LbR in encouraging deeper reflection and discernment in teaching and learning.
Building on this foundation, the practical sessions, led by pedagogical coordinators from Educsi, focused on connecting the IPP with the LbR approach. Teachers engaged in personal and group activities centred on the profile of the Ignatian educator, examining how teachers’ presence and approach shape students’ experiences and development. These reflective exercises encouraged educators to intentionally align themselves with the Ignatian vision of accompaniment, care and formation.
The participation of Edusci and JECSE representatives emphasised the shared mission and collaborative spirit that unite Jesuit schools across Europe, reaffirming a collective commitment to nurturing conscientious, competent, compassionate and dedicated students.
The Pedagogical Conferences are held biannually, and are organized alternately by each of the two Portuguese schools. Since their creation, they have aimed to think about education from external perspectives that challenge the schools and by sharing the schools’ pedagogical proposals.
