Assumption College
Assumption College San Lorenzo


As of June 2018, Assumption College has embarked on a new ecology, i.e., a pedagogy known as, Ability Based Learning or “ABLe” to be implemented in varying degrees from Kindergarten to Seniors in College. ABLe is totally student-centered and directed toward abilities. It is not about accumulating knowledge but rather about the development of Prime Life Abilities that are always “in-formed” by Assumption Core Values that flower in wisdom and kindness in a life of service and love.

The Operational Learning Principles of ABLe are:
1. The purpose of our learning should lead to personal and social transformation in service for others.
2. The dynamics of our learning processes affirms and celebrates our core values: Awareness, Commitment, Kindness, Simplicity,Humility, Integrity, Oneness, and respect for Nature.
3. Our learning energizes and engages because it is active and handson. We learn by “experience with reflection” and by doing. Welearn “in-context.”
4. We explore our world and our lives in an interdisciplinary, thematic manner. We strive to explore different perspectives so that we candeepen our understanding.
5. Our learning is a productive struggle. It can be disruptive, uncomfortable, and ambiguous. It does not always follow a logical pattern so it could be “messy.” It allows for not knowing. Asking the right questions is more important than the answers. “When emotion awakens, it should not be suppressed but guided.” (SME)
6. Our learning emerges from making meaning of co-constructed experiences. Our voice and choice are valued.
7. Our learning is a self-directed process where we set goals and monitor our progress.
8. Each one of us is creative and innovative in our own way. These are innate abilities. We need encouragement from our teachers and fellow students to dare to risk and be vulnerable.
9. There are many ways to demonstrate that we have learned. Tests are only one way of measuring the extent to which we have attained
the abilities. The assessments measure what we understand, and what we can do with what we have learnt.
10. Our school is a fun and safe environment where we can make mistakes and fail in order to learn and grow. Each one of us is unique and must be respected. We learn from the feedback we give
ourselves, and receive from others.
11. The teacher is one of many sources of information and is a facilitator of learning. She/he lays the groundwork, encourages us to explore,
and supports us when we fail. All of this takes place within a culture of kindness.
12. Wisdom is the final end of our learning process — it finds its mirror in nature itself: it emerges, it is born and it evolves. Learning
is natural to our intelligence, it flows when it is stimulated and inspired.
Echoing the words of the IEG 2018, our new Ecology of Learning is energized by a Pedagogy of Desire, a Pedagogy of Experience and is Project-based in its approach.

Following the insights of the IEG 2018, we believe that human beings have an instinct to address their issues by creating, designing, planning and translating these into action. This definition points to the freedom we all have. The creation and execution of “projects” opens doors so that, as empowered, wise and empathetic women, they can make significant contributions to their community and are not trapped by challenging situations. The IEG calls this a “Project.” It can be small like a lesson in the classroom, doing work in a corporation or it can be large scale, personal or communitarian such as founding a school or business. Efficiency with designing “projects” is a robust way toward solving problems and surfaces several options.

ABLe is project-based not so much about a framework that the students should follow but it is a mind-set, a way of being, thinking and doing, an art and a science that the students need to learn. The more practice the better. In this way, the student can address every circumstance with which she is challenged in her life. It will give her the freedom to make new pathways for herself and her community.
Projects decipher contexts, expand horizons, search for resources, make room for emotional components and try to learn from every situation. Projects
are valuable opportunities for students to live out their abilities and values.

Pedagogy of Desire
To quote from the IEG 2018, “the pedagogy of desire is a pedagogy in which the educator accompanies the person on a path to interiority so that one may descend into oneself and make contact with God within and with the desire of which God is the source. Anthropologically, desire is the source of movement and action… it asks the educator to offer spaces of distance.” Pedagogy of desire makes space for discernment, of questioning, to step back and then move into
action. Therefore, Entheos is critical to be awakened in silence and in community relationships to God’s presence in the times that we love. Entering into project-based learning and delving into the pedagogy of desire creates the ground work for growing a new ecology of learning.

Pedagogy of Experience
ABLE is a pedagogy of experience. It is “based on the conviction that one can learn many things by living them… the learner is the principal actor. Perhaps one of the most important elements in the pedagogy of experience is practice with re-reading the experience once it is done.”15 The teacher’s role is supportive, a “facilitating position that allows the learners to listen to what one has experienced… evoke and keep the questions that arise.” Self-knowledge is one of the lasting fruits of any learning experience.

Our Students and Graduates are servant leaders who…
- are motivated by their faith, love for country and fidelity to duty
- are sensitive and responsive to God’s call
- are simple in their being
- are reflective and critical thinkers
- are innovative and have passion for learning
- are effective-communicators
- respect the dignity of persons
- have integrity and the courage to work for truth, justice, peace and
care of creation.

Women of faith, women of action!