Educational Receptivity: Karol Wojtyla’s Philosophy of Community as a Means Towards Embracing Differences

Abstract

Karol Wojtyla is one of the 20th Century philosophers who personally witnessed the tragedy of World War II in the hands of Totalitarian Regime: Nazism and Communism. These experiences lead Wojtyla to philosophize on the value of the person. Wojtyla did not stop simply on rediscovering the meaning of what it is to be human, more than that he also highlights the importance of community and participation. There, he shows that dialogue is one of the authentic attitudes to participate in a community. This philosophy of Wojtyla continues until he became Pope John Paul II, particularly in his encyclical letters (qualitative method). Nevertheless, the central theme of these writings is receptivity. Which, for Pope John Paul II, is the means towards engaging differences insofar as it calls both sides to engage in a meaningful dialogue through intellectual humility. By "Differences", Wojtyla means diversity of knowledge as having a unitive aspect as long as it aims to contribute in learning the truth. "Educational receptivity" in this sense, is therefore framed within the context of teaching-learning because without receptivity, there can be no learning. Without this, a student can never learn from his/her teacher/s despite of what is being taught to them, and teacher/s can never learn from their students once they are being corrected or questioned by them. Thus, this theory can be applied in any fields of education, for it is universally applicable in character for instance, in interdisciplinary education where positive sciences are engaging dialogue with humanities.



Author Information
Blaise Ringor, University of Santo Tomas, Philippines

Paper Information
Conference: ECE2020
Stream: Interdisciplinary

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