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A recently published book by Springer, The International Handbook of Positive Psychology, has a chapter on Positive Psychology in Sub-Saharan Africa as part of the chapter, Selvam’s contribution to positive psychology has been extensively reviewed.
Wilson Fadiji, A., & Wissing, M. P. (2022). Positive Psychology in Sub-Saharan Africa. In The International Handbook of Positive Psychology (pp. 307-354). Springer, Cham.
https://link.springer.com/book/10.1007/978-3-030-57354-6
Articles/Chapters
Articles
Educating to the Spirit of Fratelli Tutti through Service Learning: An African Perspective
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EDUCATING TO THE SPIRIT OF FRATELLI TUTTI THROUGH SERVICE LEARNING: AN AFRICAN PERSPECTIVE
Selvam, Sahaya.
Marist International University College, Nairobi
Kiema, Brenda.
Tangaza University College, Nairobi
Abstract
Fratelli Tutti is the third encyclical of Pope Francis on fraternity and social friendship. In
this encyclical, the Pope invites ‘all brothers and sisters’ to an improved global cooperation,
human fraternity, and universal solidarity. How can this noble philosophy trickle down
to the younger generation? The document proposes education and formation of young
people. The objective of this chapter is to explore the potential of service learning in
building the spirit of Fratelli Tutti among learners in institutions of higher learning. This
aim is realised in five major sections of the chapter.
The first section of the chapter presents an overview of the basic tenets of Fratelli Tutti.
It offers a summary which is a synthesis of the eight chapters of the document. The second
section reflects on those parts […]
University Preparedness for Online Teaching and Learning amid COVID-19 in Kenya
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University Preparedness for Online Teaching and Learning amid COVID-19 in Kenya
Stanislaus Agava, Sahaya G. Selvam, Judith Pete
New Student Literacies amid COVID-19: International Case Studies
ISBN: 978-1-80071-467-0, eISBN: 978-1-80071-466-3
ISSN: 2055-3641
Publication date: 7 December 2021 
Abstract
Globally, the COVID-19 pandemic took institutions of learning and the workplaces by surprise. Offering online learning was an alternative for institutions of higher learning. Were the Kenyan institutions adequately prepared for this? The present study had three specific objectives: (a) to establish the status of policy preparedness of online teaching and learning in Kenyan universities; (b) to explore the infrastructural preparedness of the universities; and (c) to find out the level of competency preparedness of lecturers and students in embracing the facilities for online teaching and learning. The study had an embedded mixed method research design. Data were gathered using an online questionnaire, from […]
Learning to Live Together: Achieving the Spirit of Fratelli Tutti through Service Learning
Learning to Live Together: Achieving the Spirit of Fratelli Tutti through Service Learning
Abstract
In what is known as the “Delors Document of 1996,” UNESCO proposed four pillars of education in the 21st Century: Learning to know, learning to do, learning to be, and learning to live together. The aim of this chapter is to examine the similarity between the UNESCO document’s pillar of “learning to live together” and the spirit of Fratelli Tutti in building fraternity and social friendship among young people. Further, the chapter proposes “Service Learning” as a methodology of achieving the aims of UNESCO and Fratelli Tutti in the context of formal education.
The aim of the chapter is realised in three major sections and a strong conclusion. The three sections follow an adapted model of the pastoral cycle of […]
My Contribution to the 1st Uniservitate Global Symposium on Service Learning
This volume dedicated to the I Global Symposium Uniservitate, compiles the reflections and experiences shared in the virtual event held in October 2020. The meeting aimed to facilitate the exchange between specialists, authorities and teachers of Higher Education institutions from different cultural contexts worldwide, around university social commitment and service-learning practices and programs.
My contribution was to:
Reflections on service-learning in the identity and mission of Catholic Higher Education. It was entitled, “Motivation for Social Transformation through Spirituality in Service-Learning”.
In summary, the reflection argued that:
The goal of Catholic Higher Education Institutions is to create competent graduates
who will be agents of social transformation.
This can be achieved through well-accompanied service-learning.
Service-learning becomes a lifestyle when coloured by a deep spirituality.
Spirituality has the potential to generate intrinsic motivation, which will sustain the
graduates in social transformation.
Reference:
Selvam, S.G. (2021). Motivation for […]