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1

Using Art as a Medium to Enhance Social Responsibility and Citizenship

100%
Costandius E.
Discourse and Communication for Sustainable Education
|
2010
|
vol. 1
|
issue 2
74-81
EN
The aim of this research is to consider the impact of a Service-Learning module aiming at enhancing social responsibility and citizenship by using art as a medium for learning and reflection. It involves an explicit and designed programme that includes Socratic discussions and self-reflection projects through art. Action research was used as a methodology, ensuring that the whole class and the researcher were involved in the research process. The results of the project demonstrated that art is an effective medium to address sensitive issues because it functions on a symbolic and metaphorical level. Art that uses metaphors involves participants both consciously and sub-consciously and encourages possibilities for a diversity of interpretations.
2

Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses

88%
Mbugua T.
Journal of Pedagogy
|
2010
|
vol. 1
|
issue 2
87-98
EN
Educators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21st century. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in elementary school classrooms. As a response, institutions of higher learning are seeking ways of preparing pre-service teachers who are culturally sensitive and globally aware and who will in turn prepare young children to be world citizens. One way of achieving this goal is to integrate an experiential service-learning component in courses as a way of expanding pre-service teachers perspectives to the world while enhancing their cultural competence, understanding of others different from themselves, commitment to social justice issues, and mastery of course content. This manuscript describes the development of a graduate course at a university in northeast USA, and the subsequent implementation of the course in Kenya with an integrated international service-learning component. Ideas of scholars on multicultural education, global education, culturally relevant pedagogy and service-learning will be used as a way of framing the discussion topic. The positive rewards and some challenges of this course will be discussed along with some concluding remarks.
3
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„Kochaj a zrozumiesz”: charyzmat Chiary Lubich w dialogu z pedagogią uczenia się przez służbę (aprendizaje-servicio)

75%
Tapia M. N.
Paedagogia Christiana
|
2019
|
vol. 1/43
507-526
PL
Pedagogia uczenia się przez służbę (aprendizaje-servicio) rozprzestrzenia się na pięciu kontynentach pod różnymi nazwami, ma bardzo stare i różnorodne korzenie, lecz swoją nazwę zyskała w USA i zaczęła rozwijać się systematycznie od 1968 r. Dwa lata wcześniej Chiara Lubich założyła Ruch Gen, młodzieżowe odgałęzienie Ruchu Focolari. Główne przemówienia i przesłania, które kierowała do młodych, są podstawowym źródłem tego artykułu. Charyzmat Lubich zainspirował wiele praktyk i refleksji dotyczących uczenia się przez służbę oraz zasadnicze podstawy tej pedagogii. Mogą one stać się bardziej czytelne w zestawieniu z założeniami, które Lubich przedstawiła w swoich rozważaniach, pismach oraz twórczości inspirującej Ruch Focolari. Artykuł ukazuje pierwsze refleksje dotyczące współczesnego dialogu pomiędzy charyzmatem Chiary Lubich a pedagogią uczenia się przez służbę. W pierwszej części proponuje się krótkie wprowadzenie do idei pedagogii uczenia się przez służbę, w drugiej części dokonana została analiza niektórych jej fundamentalnych cech występujących w dialogu z „charyzmatem jedności”.
EN
Having originated from very old and diverse roots, the pedagogy of service-learning continues to spread on five contents under different names. It was given its present name in the USA and has developed systematically since 1968. Two years earlier, Chiara Lubich founded the Gen Movement, a youth-based branch of the Focolare Movement. The article explores her key speeches and messages that she addressed to young people. Lubich’s charisma inspired many practices and reflections on service-learning, laying the foundations for this pedagogy. They may be easier to understand if analysed through the prism of ideas discussed by Lubich in her studies, writings and works that inspired the Focolare Movement. The article presents the first reflections on the contemporary dialogue between Chiara Lubich’s charisma and the pedagogy of service-learning. The first part proposes a brief introduction to the idea of ​​pedagogy of service-learning, while the second offers an analysis of some of its fundamental features present in the dialogue with the “charisma of unity”.
4
Content available remote

"Ama y comprenderás": el carisma de Chiara Lubich en diálogo con la pedagogía del aprendizaje-servicio

75%
Tapia M. N.
Paedagogia Christiana
|
2019
|
vol. 1/43
487-505
ES
La pedagogía del “aprendizaje-servicio”, hoy difundida en los cinco continentes bajo diversas denominaciones, tiene raíces muy antiguas y diversas, pero tomó nombre propio en Estados Unidos y comenzó a difundirse sistemáticamente desde 1968. Dos años antes, Chiara Lubich fundaba el Movimiento Gen, la rama juvenil del movimiento de los Focolares. Los discursos y mensajes que dirigiera a los jóvenes a partir de esa fecha son una de las fuentes principales de este artículo. El carisma de Lubich ha inspirado muchas prácticas y reflexiones sobre el aprendizaje-servicio, y los principios fundamentales de esta pedagogía pueden iluminarse en diálogo con afirmaciones que Lubich hizo en sus meditaciones y escritos, y también en las acciones que impulsó dentro del Movimiento de los Focolares. Se presentará sintéticamente una primera aproximación al diálogo contemporáneo entre el carisma de Chiara Lubich y la pedagogía del aprendizaje-servicio. En la primera sección se ofrece una breve introducción a la propuesta pedagógica del aprendizaje-servicio, y en la segunda parte se profundizan algunas de sus características fundamentales en diálogo con el “carisma de la unidad”.
EN
Having originated from very old and diverse roots, the pedagogy of service-learning continues to spread on five continents under different names. It was given its present name in the USA and has developed systematically since 1968. Two years earlier, Chiara Lubich founded the Gen Movement, a youth-based branch of the Focolare Movement. The article explores her key speeches and messages that she addressed to young people. Lubich’s charisma inspired many practices and reflections on service-learning, laying the foundations for this pedagogy. They may be easier to understand if analysed through the prism of ideas discussed by Lubich in her studies, writings and works that inspired the Focolare Movement. The article presents the first reflections on the contemporary dialogue between Chiara Lubich’s charisma and the pedagogy of service-learning. The first part proposes a brief introduction to the idea of ​​pedagogy of service-learning, while the second offers an analysis of some of its fundamental features present in the dialogue with the ‘charisma of unity’.
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