Service-Learning in the context of Karol Wojtyła’s theory of participation

• Beata Ecler-Nocoń ^[1] ; Mariola Teresa Kozubek ^[1] ; Maria Cinque ^[2]
  1. [1] University of Silesia

     University of Silesia

     Katowice, Polonia

     
  2. [2] LUMSA University
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 25, Nº. 1, 2024 (Ejemplar dedicado a: In search of spirituality and support in educational settings), págs. 45-67
• Idioma: inglés
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• Resumen

  • Objectives of the research:The aim of this article is to explore how KarolWojtyła’s theory of participation can enhance our understanding of ‘ServiceLearning’ (SL) and its potential benefits for education and personal devel-opment resulting from the implementation of SL in higher education.Research methods:The research was based on an analysis of publicationson Service-Learning, a hermeneutic examination of Karol Wojtyła’s writingson participation, and a case study using SL. A short description of the context of the issue: Service-Learning is definedas reflection and action to transform reality, as serving in solidarity with theapplication of learning content and as learning by serving the community.This article presents the principles of Service-Learning through communityparticipation, exposing the benefits of this approach in education.

    Research findings:Karol Wojtyła’s theory of participation serves as a cre-ative inspiration for the theoretical basis of Service-Learning. Its principlescan introduce SL project participants to personalistic values. The conceptsof service, community, common good, solidarity, dialogue and oppositionplay a key role in this confrontation. By combining service with the learn-ing process, SL can contribute to the development of project participants interms of both knowledge and social skills. Conclusions and recommendations:In drawing conclusions regarding thepotential benefits of implementing the Service-Learning method in educa-tion, the authors emphasise that values, in accordance with Wojtyła’s phi-losophy, are a key element of personal and social development. In thecontext of SL, people can find fulfilment through relationships with others,which is the answer to contemporary educational challenges. The authorsrecommend further research into different forms of SL implementation inorder to better understand and maximise its potential in fostering partici-pation and social service.