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Annex 4

Warsaw, 17 November 2017

Krzysztof Marcyński, Ph.D.

Institute of Media Education and Journalism

Faculty of Theology

Cardinal Stefan Wyszyński University

in Warsaw

SUMMARY

OF PROFESSIONAL AND ACADEMIC

ACCOMPLISHMENTS

TABLE OF CONTENTS

1. Basic information

1.1. Name and surname

1.2. Diplomas, academic degrees

1.3. Information on current employment in academic units

1.3.1. Science and research-based employment

1.3.2. Management and organizational employment

1.3.3. Other jobs and functions

2. Indication of achievement resulting from Article 16 paragraph 2 of the Act of 14 March 2003

on Academic Degrees and Title and Degrees and Title in the Arts (Journal of Laws 2016 item

882, as amended in the Journal of Laws of 2016 item 1311.)

2.1. Title of the academic achievement

2.2. Author/authors, title/titles of publications, year of publication, name of the publisher,

reviewers

2.3. Overview of the academic/artistic objective of the above-mentioned work/works and

achieved results, together with a discussion of their possible use

2.3.1. Justification of the subject

2.3.2. Basic methodological assumptions

2.3.2.1. Research objective

2.3.2.2. Research hypotheses

2.3.2.3. Research stages and implementation of the research objective

2.3.3. Work structure

2.3.4. Conclusions from the research

2.3.5. Summary of research and dissertation works

3. Overview of other academic and research achievements

3.1. Areas of research undertaken in academic and research work

3.2. Description of research areas

3.2.1. Religious communication in the context of media studies and theology of

media

3.2.2. The nature of media as a determinant of transmission and reception

3.2.3. Communication competence as a quality in communication

3.2.4. Journalistic education in the context of communication competence

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4. Other competences, and academic and research activities

4.1. International cooperation

4.2. Expert’s work

4.3. Educational work

4.4. Organizational work at the university

4.5. Popularization of science

1. Basic information

1. Name and surname: Krzysztof Marcyński

1.2. Diplomas, academic / artistic degrees – with the name, place and year of obtaining

them and the title of the doctoral dissertation:

▪ 24.06.2002 – doctoral degree in the area of humanities in the field of theological studies

– practical theology (theology of the means of social communication), by a resolution

of the Council of the Faculty of Theology at the Catholic University of Lublin (Polish:

KUL) of 24 June 2002. Title of the doctoral dissertation: „Świat mediów

elektronicznych w świetle teorii Marshalla McLuhana, a przepowiadanie słowa Bożego.

Studium z zakresu teologii środków społecznego komunikowania” (supervisor: ks. prof.

dr hab. Tadeusz Zasępa, of the Catholic University of Lublin, auxiliary supervisor: prof.

Neil Postman, New York University, USA).

▪ 1996-1999 – Master of Arts in Media and Social Communication (Media Ecology

Program) at the NYU’s Steinhardt School of Culture, Education, and Human

Development, at the Department of Culture and Communication.

▪ 1992-1996 – doctoral studies in homiletics – religious communication at the Catholic

University of Lublin (Chair of Modern Forms of Faith Transmission).

▪ 1985-1991 – Master’s Degree in Philosophy and Theology at the Academy of Catholic

Theology in Warsaw.

1.3. Information on current employment in academic / artistic institutions

1.3.1. Science and research-based employment

▪ Since 2005 – assistant professor at the Institute of Media Education and Journalism,

Faculty of Theology at the Cardinal Stefan Wyszyński University (Polish: UKSW) in

Warsaw.

▪ 2007-2010 – Head of the Unit for Theory of Social and Religious Communication at

the Institute of Media Education and Journalism, Faculty of Theology, UKSW in

Warsaw.

▪ 2004-2010 – lecturer at the Postgraduate School of Social Communication and

Journalism at UKSW in Warsaw.

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▪ Since 2004 – lecturer at the Catholic Apostolate Centre – branch of UKSW in Warsaw (conducting classes in the field of media education, religious

communication, public speaking).

▪ Since 2002 – lecturer at the Higher Theological Seminary of the Society of the Catholic

Apostolate – affiliated to UKSW in Warsaw (conducting classes in media education,

religious communication and homiletics).

1.3.2. Management and organizational employment

Besides academic and educational work, I have been working in various jobs related to the

management of institutions and organization of higher education:

▪ Since 2017 – Head of philosophical and theological studies at the Higher Theological

Seminary of the Polish Society of the Catholic Apostolate in Ołtarzew – affiliated to

UKSW in Warsaw. Scope of duties: organization of studies, preparation of curriculum,

organization of work of research and teaching stuff, assistance for students, preparation

and edition of a compendium about the educational offer, initiation of scientific

conferences, organization of foreign language courses for students in the seminar and

abroad, suggesting guidelines for the development of education in the seminar,

conducting professors’ councils and chairing the scientific bureau at Higher

Theological Seminary in Ołtarzew, involving students in various activities in the field

of science and education.

▪ 2014-2015 – Head of Leadership Studies (MBA), Christian Leadership School at

UKSW in Warsaw.

▪ 2014-2015 – counsellor at the Higher Theological Seminary of the Society of the

Catholic Apostolate (member of the five-member board running the seminar).

▪ 2005-2008 – provincial counsellor of the Province of the Annunciation of the Pallottine

Fathers (member of the five-member board managing the work of the Polish Pallottines in the country and around the world).

▪ 2002-2005 – Vice-Rector of the Higher Theological Seminary of the Society of the

Catholic Apostolate in Ołtarzew.

▪ 2001-2002 – Director of the Pilgrimage Office “Apostolos”.

1.3.3. Other jobs and functions

▪ 1996-1999 – teaching and educational work at Saint Margaret School in New York,

USA

▪ 1994-1995 – working as a chaplain and form teacher at a centre for people with learning

disabilities in Gattonside, Scotland, UK.

▪ 1991-1992 – teaching and educational work at the Primary School Complex in Ożarów

Mazowiecki.

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2. Indication of the achievement* resulting from Article 16 paragraph 2 of the Act of 14

March 2003 on Academic Degrees and Title and Degrees and Title in the Arts (Journal

of Laws 2016 item 882, as amended in the Journal of Laws of 2016 item 1311.):

2.1. Title of the academic artistic achievement:

The theoretical and empirical monograph is indicated as a special scientific achievement

referred to in Article 16 paragraph 2 of the Act of 14 March 2003 on Academic Degrees and

Title.

Communicative competence. Media Studies

(Polish: Kompetencja komunikacyjna. Studium medioznawcze)

2.2. Author/authors, title/titles of publications, year of publication, name of the publisher,

publishing reviewers:

Krzysztof Marcyński, Kompetencja komunikacyjna. Studium medioznawcze, Wydawnictwo

UKSW, Warsaw 2017, p. 628 (reviewers: prof. dr hab. Teresa Sasińska-Klas and prof. zw. dr

hab. Jerzy Jastrzębski).

2.3. Overview of the academic/artistic objective of the above-mentioned work/works and

achieved results with discussion of their possible use:

2.3.1. Justification of the subject

My dissertation (pp. 628) is a theoretical and empirical study, in which I present the synthesis

of theoretical insights of communicative competence and research on communicative

competence of journalism students in Poland. The need to learn, acquire and develop

communicative competence was related to the journalism students, because they are intended

to be communication specialists in different communication types and situations, and thus they

set the tone and styles of communication for the whole of society.

The issue of communicative competence in Poland is discussed only rarely and

marginally, and if so, it happens in terms of language competence and usually in the area of

pedagogical sciences (in the context of didactics, theory of education or media education), as

well as humanities (in the context of linguistics and glottodidactics). Outside of Poland,

research on the communicative competence of students – not only in journalism, but other

majors as well – has been conducted by Sherwyn Morreale, Lawrence Rosenfeld, Charles Grant

III, James McCroskey, Natarajan Ayyanathan, K. E. Kannammal, A. Bavani Rekh, Kevin

Wright, Jane Rosenberg, Nichole Egbert, Nicole Ploeger, Daniel Bernard, Shawn King.

My book and the research it refers to fill the gaps in the field of the Polish research on

the understanding of communicative competence and self-assessment of this competence in

journalism students and the importance of journalistic education for its acquisition in Poland.

2.3.2. Basic methodological assumptions

2.3.2.1. Research objective

The main purpose of the work is a synthetic presentation of the communicative competence

construct and a diagnosis of self-assessed communicative competence of journalism students

in Poland. Taking into account these research objectives I have asked the following questions:

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What is communicative competence? What is the self-assessed communicative competence of

journalism students in Poland? Specific objectives, on the other hand, are: What is the

understanding of communicative competence of journalism students in Poland? How do they

assess their communication skills and motivation to get into communication situations? To what

extent is education of journalism conducive to development of communicative competence of

journalism students in Poland? Do modern forms of electronic communication affect the

communicative competence of journalism students?

2.3.2.2. Research hypotheses

An in-depth study of the source literature and various research fields in communicative

competence and journalistic education allowed the author to formulate the following general

research hypotheses:

Hypothesis I: Polish journalism students lack in-depth knowledge of communicative

competence and cannot precisely define it.

Hypothesis II: Polish journalism students assess their communication skills highly.

Hypothesis III: Polish journalism students lack a high level of motivation to get into various

communication situations.

Hypothesis IV: Journalism studies in Poland do not improve their communicative competence.

2.3.2.3. Research stages and implementation of the research objective

The work is interdisciplinary. Its interdisciplinarity results primarily from the universality of

communication and communicative competence. The universality of communicative

competence is noticeable in applying it to various professions, and thus in researching it from

various perspectives (social, humanist, psychological, pedagogical, linguistic, neurobiological).

This universality and interdisciplinarity of communicative competence influences the research

process. Thus, with regard to the research objective, research questions, dissertation issues and

the need for verifying hypotheses, the stages of the process were as follows:

At the first stage I have formulated the initial research problem: What is communicative

competence? What key elements belong to communicative competence? What is the essence

of this competence? How it can be described and defined? Therefore, I have conducted a survey

of the English-language and Polish-language literature on theoretical approaches of

communicative competence and empirical studies of communicative competence of students,

in the Library of Congress in Washington, the British Library in London, the Library of the

University of Manitoba in Winnipeg, the National Library in Warsaw, the Main Library of

Cardinal Stefan Wyszyński University, the University of Warsaw Library, as well as academic

online resources. The gathered literature constituted the source and research material for this

stage of research, or the discussion of the theoretical foundations of communicative

competence, which became the starting point for designing the author’s own empirical studies.

The study of sources was mainly based on the following methods: content analysis and semantic

analysis. The gathered material, its detailed analysis and classification allowed me to do a

synthesis and thus gain an in-depth knowledge of the interdisciplinary issue of communicative

competence. At the final phase of this research stage I have specified the research problem,

formulated the research problem, and formulated the research hypotheses for the verification

of assumptions adopted for the purposes of this dissertation.

In the second stage of the research, I have constructed a research tool – a questionnaire

– in order to investigate the communicative competence of journalism students in Poland. In

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order to achieve this goal, I have used the following methods: representative method, poll,

CAWI, PAPI, self-evaluation.

At the third stage I have conducted a study on randomly selected Polish universities

between October 2015 – March 2016 and February 2016 – July 2016. It included those

universities that at the stage of conceptualization of research and tools development, were

authorized to teach journalism and social communication. The selected universities are:

University of Warsaw, Jagiellonian University, University of Wrocław, University of Silesia in

Katowice, Adam Mickiewicz University in Poznań, Maria Curie-Skłodowska University in

Lublin, University of Warmia and Mazury in Olsztyn, University of Łódź. A total of 979

questionnaires were collected (including 327 CAWI, 652 PAPI). Taking this data into account,

the research sample consisted of 979 journalism students.

At the fourth stage, having usesed the synthesis method, I have presented the results

from the empirical studies, which were developed and prepared on the basis of the theoretical

foundations of the communicative competence presented in the first part of the dissertation.

The summary of the course of the research process included various methods corresponding to

the research problem and research objectives of the analysis in the area of humanities, social

and media studies.

From such designed research process, I have developed a well-defined structure of the

theoretical and empirical dissertation consisting of ten chapters, constituting three parts. It

contains a theoretical part of communicative competence, its genetic and psychological

determinants, evolution, conceptualization and state of research, and the empirical part, or the

analysis of own research results concerning communicative competence of journalism students

in Poland.

2.3.3. Work structure

The first part of the work entitled “The quality of communication – communicative

competence” is theoretical and consists of five chapters. In the first chapter I have presented

theoretical foundations of competence and communication. In the case of communication, I

have included: face-to-face interpersonal communication and mediated interpersonal

communication. In the second chapter I have focused on the construct of communicative

competence, in particular, what it is and how it is understood in various research areas. The

diversity and multiplicity of definitions of communicative competence, as well as

multifacetedness of perspectives and understandings is the reason for the lack of full

presentation of communicative competence models that have been developed since the

beginning of scientific research on it. This is related to the lack of a single and coherent

definition of communicative competence. Hence, I have decided to introduce key definitions

and understandings of the leading concept of communicative competence. In the third chapter

I have presented and described important components of communicative competence. They are

understood as its constitutive elements. Following its leading researchers, such as Spitzberg,

Morreal and Barge, I have presented the three constitutive components: knowledge, skills and

motivation. These are the components that form one’s communicative competence. Therefore,

it is assumed that a competent communicator has: knowledge on competent communication in

various communication situations, communication skills, and motivation for competent

communication. In the fourth chapter I have presented differentia specifica of a competent

communicator, i.e. appropriateness, effectiveness, flexibility in communication, rich

communication repertoire and context awareness. In the fifth chapter I have dealt with the issue

of journalistic education, particularly in the areas of competence in education, competence in

the profession of journalism, communicative competence in the profession of journalism and

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communicative competence in journalistic education.

The second part entitled “Communicative competence of journalism students in the

light of empirical studies” is empirical. I have presented in it studies on the self-assessed

communicative competence of journalism students at selected Polish universities. I have

concentrated in these studies primarily on interpersonal communicative competence, face-to-

face interaction, although the new forms of communication were included as well, mediated

communication, including communication through social media. I have examined areas

included the communicative competence of students, their communication skills, motivation

for communication and the influence of journalistic studies on the communicative competence

of students.

Part three of the work “Competence of students: conclusions from the study”

contains the summary and conclusions drawn from the research. In the first chapter I have

presented conclusions for the understanding of communicative competence and its most

important skills. In the second chapter I have presented conclusions on the self-evaluation of

communicative competence of journalism students, and in the last one – conclusions related to

communicative competence in the context of journalistic education. In addition, I have

presented a model of communication styles of journalism students in Poland.

2.3.4. Conclusions from the research

Due to the fact that communicative competence consists of competent communication,

communication skills, verifying and expressing competence, as well as motivation for

competent communication, when surveying students, I focused mainly on these three elements

and I will present the key conclusions according to these elements:

▪ Knowledge of journalism students on communicative competence is largely identified

with the ability and communication skills, with the practical side of communication, and

therefore, primarily with one of the essential components constituting communicative

competence. The understanding of communicative competence gained in research is not

fully coincident with the theories and research of well-known representatives of this issue,

e.g. Brian Spitzberg, Sherwyn Morreale, James McCroskey. In the light of these theoretical

insights, it is noticeable that the understanding of communicative competence of

journalism students in Poland lacks the other two components of communicative

competence, that is, knowledge on competent communication and motivation for

competent communication. For the journalism students in Poland, communicative

competence is mostly a skill related to the principles of language use in various

communication situations and in this context, it is perceived as a linguistic competence.

▪ The self-assessed skills of communicative competence of journalism students in

Poland are on a high level. They evaluate themselves highly mainly in the following skills:

showing interest in their interlocutor, confirmation, affirmation, speech paraphrasing,

reflective approach to important conversations, kindness towards the recipient, eye contact

with the interlocutor. On the other hand, they evaluate themselves poorly in such

communication skills as: avoiding deconcentration in conversation, changing the objective

of the conversation depending on its course, making contact with a newly met person

easily, refraining from evaluating the interlocutor, fluency of speech. Communication

situations, where students, in their assessment, do well, are talking to a friend, talking to

a stranger of the opposite gender, talking to a stranger of the same gender, speaking to

a group of friends, discussions in the group of friends, while those they deal with less well,

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are verbal aggression from another person, speaking to a group of strangers, a video-

recorder speech, an audio-recorded speech. Particular attention is drawn to the fact that

journalism students have considerable difficulty with communication in situations of

verbal aggression, where communicative competence is assessed poorly. Communicating

in situations of verbal aggression can express communication outside one’s own comfort

zone, which may be difficult to overcome.

▪ Self-assessed motivation for competent communication of journalism students in

Poland is high. They are willing to enter into various communication situations. High

motivation for taking various communication situations may be connected to high self-

assessment of communicative competence (Mruk, Tafarodi, Swann, Chan-Jong).

Communicative competence in journalistic education is another issue discussed in my studies.

In this regard, the conclusions from the study are as follows:

▪ The influence of journalistic studies on the development of communicative

competence – in the assessment of the respondents – is moderately positive in the surveyed

communication situations. Significantly less impact of journalistic studies on the

development of communicative competence was proven in difficult situations (a difficult

conversation with a close one, an argument, verbal aggression from another person). There

is a significant influence of journalistic studies on the development of various

communication skills constituting communicative competence. The biggest influence was

observed in case of: the ability to match the words to the situation, the ability of conscious

nonverbal communication, the ability to discuss and argue. It has been shown that men and

women declare a similar level of influence of journalistic studies on the development of

their communication skills.

▪ According to the students, the most important subjects in journalistic studies that

support the development of communicative competence are those related to rhetoric and

the art of public speaking; related to theoretical presentation of communication models and

theories; linguistic; oriented towards developing linguistic culture and pragmatic

communication skills; specialist courses and workshops.

▪ The main obstacles in journalistic studies to gaining communicative competence are:

shortcomings in the curriculum (e.g. no opportunities to verify competence, no practical

exams, insufficient amount of training and apprenticeship, no simulations of occupational

situations, no discussions, debates, speaking in front of the camera), bad design of the

curriculum (e.g. general poor emphasis on the development of communicative competence,

excess of theoretical content, obsolete curriculum content, no training in stress

management, creating courses according to staff limitations, and not according to the

students’ needs), procedural and logistical aspects of courses (e.g. group overload, low

level of competence of the staff, no individual approach to the student, monotonous form

of classes, inadequate example of communication from the lecturer, informal atmosphere,

lack of respect for the lecturer), social and group aspects of the teaching process (e.g.

unkindliness within the group, competition in the group, no empathy in the group, students’

jobs colliding with the classes). The areas in the curriculum of journalistic studies that were

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indicated as needing improvement were: conducting formal conversations, public speeches

in front of groups over 30 people, live performance on television.

▪ According to the respondents, in order to improve the communicative competence of

students, the curriculum of journalistic studies should include the following courses:

related to public speaking (e.g. argumentation, Oxford debates, public speeches, speaking

in front of the camera, training in moderating a discussion, anti-stress training, psychology

of group processes, assertiveness training, active listening training) and related to social

aspects of communication (e.g. intercultural communication, subjects in the field of

management, training in team work and of communication in the group), linguistic (e.g.

language correctness of speech, basics of linguistics, basics of Polish phonetics), recorded

in video format (e.g. vocal emission, body language training, diction and fluency training,

media speech therapy, group discussions), field activities (e.g. conducting a street survey).

2.3.5. Summary of research and dissertation

A detailed analysis of the source literature, mainly in English, as well as the research conducted

among journalism students in Poland resulted in a theoretical and empirical dissertation –

an in-depth study on communicative competence in social communication. It is a synthesis of

communicative competence, its essential elements and the specific features of a competent

communicator, leading researchers, the evolution of its understanding, the variety of research

perspectives. Such developed and suggested theoretical synthesis of the issue of communicative

competence is, in the author’s opinion, an original proposal. The presented study also includes

a synthesis of communicative competence in the context of journalistic education and its

contemporary challenges.

My research on the communicative competence of journalism students in Poland allowed

me to develop also a model of communication styles among students. I have identified 13

communication styles of future journalists: dynamic communication, substantive

communication, flexible communication, attentive communication, altercentric

communication, phatic communication, empathic communication, contextual communication,

verbal communication, reflective communication, conflict communication, vocal

communication, eye communication. These models of communication styles can be a source

of inspiration, both a scientific one for further research, and a practical one for those dealing

with social communication.

3. Overview of other academic and research (artistic) achievements

3.1. Research areas

My academic and research interest in social communication, including, especially,

interpersonal communication, has its roots in my activity in amateur theatre, philosophical and

theological studies and specialists studies in the field of communication and media (program:

media ecology) at the Steinhardt School of Culture, Education and Human Development at New

York University in the United States. During that time, I met Neil Postman, JoEllen

Fisherkeller, Mark Crispin Miller, Terence Moran, Ted Magder, and several other prominent

researchers from the Marshall McLuhan’s school. These teachers helped me to deepen my

understanding of communication and discover its new aspects. It was important for me to learn

about the nature of electronic media, its impact on life and communication between people. I

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also found out that nowadays it is not just about communication in its basic sense, but about its

quality, or communicative competence.

My academic and research achievements are focused around social communication and

religious communication, and are of an evolutionary nature. After studying in New York and

defending my dissertation called “The world of electronic media in the light of Marshall

McLuhan’s theory and preaching the word of God. Study in the field of theology of social

communication” in 2003, I started working at UKSW in Warsaw in the newly formed Institute

of Media Education and Journalism, founded by Rev. prof. Antoni Lewek. This was the

beginning of research in the field of theology of the means of social communication in Warsaw,

and in Poland – the time of formation of the scientific identity of this field. Therefore, I would

describe my first research area as religious communication in the context of media studies

and theology of media, while the second one – the nature of media as a determinant of

transmission and reception, related to knowledge acquired in the US. Currently, I am still

loyal to the scientific interests related to theology of mass media and the nature of media,

however, for a couple of years now, I have been more focused on research related to

communicative competence, planning – due to its universality – to further research on it and

refer it to various social groups in the future, as well as journalistic education interpreted in

the context of communicative competence.

My scientific output consists of 50 scientific publications (see Annex 5), including two

original monographs (Komunikacja religijna i media, Kraków 2016 – publication based on my

doctoral thesis, updated and supplemented with the latest literature; Kompetencja

komunikacyjna. Studium medioznawcze, Warsaw 2017 – habilitation dissertation) and two co-

authorial anthologies and nine editorial books, reviewed. My scientific output also includes

eight scientific articles published in ranked journals, two reports from foreign conferences

published in ranked journals, 20 chapters in reviewed collective works (in Polish, English and

Italian) and six prefaces/introductions to books edited by me. As part of the popularization of

research results, I gave 9 talks at foreign and international conferences, as well as 22 at national

ones. In addition, in the area of public activity, I have given around 3800 public speeches in

Polish and English. The total number of points for scientific achievements amounts to 309. The

h-index: 2. The output is partially digitized and available in repositories: ACADEMIA.EDU,

POLon, Google.scholar.com.

Research areas I have been exploring in my scientific and research work are as follows:

▪ Religious communication in the context of media studies and media theology

▪ The nature of media as a determinant of transmission and reception

▪ Communicative competence as a quality in communication

▪ Journalistic education in the context of communicative competence

3.2. Description of research areas

3.2.1. Religious communication in the context of media studies and theology of media

I analyze media from the perspective of a theologian and a media specialist. Theology and

media, religion and communication are the areas that naturally penetrate each other. In my

research, I assume that religious communication benefits from media, the understanding of its

nature and modern language. I see religious communication as interpersonal communication in

the Church and the Church with the world, both direct and mediated communication, as well as

communication in our spiritual sphere with the Absolute. My publications from the beginnings

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of my research work include border issues, associated with media studies and theology of

media, which deal with issues combining humanities and social sciences – theories of social

communication, philosophy of communication, media pedagogy, semantics, pastoral

sociology, aesthetics, philosophy and history of culture, fundamental, moral, dogmatic, ascetic

and homiletic theology.

In this context, I study the nature of preaching and religious communication and the

nature of electronic media, as well as its usage in religious communication, asking about the

usefulness and effectiveness of electronic media in the transmission of faith, the language of

religious communication and the language of media, which is the main subject of my

monograph entitled “Religious communication and media”. The monograph discusses the

phenomenon of electronic media, its nature according to Marshall McLuhan, as well as the

nature of religious transmission, the subject, the meaning of communication, the incarnation

nature of religious communication, while the third one compares the nature of media with the

nature of religious transmission, thus showing the phenomenon of religious communication in

the context of electronic media (see Komunikacja religijna i media, Kraków 2016; Sztuka

komunikacji według Franciszka, Warsaw 2016).

What distinguishes the theology of mass media is the concentration of theological

reflection on the ecclesial functions of electronic media, treated as a means of expressing faith

and religious communication. By using the methods of media studies and theology of media, I

analyse this dimension and, in its context, the teaching of the Church on media and

communication (see Sztuka komunikacji według Franciszka, Warsaw 2016; Komunikacja

społeczna według Benedykta XVI, Kraków 2016; Audiovisuality in the context of

communicative and ethical competencies – media theology approach, “Communication Today”

6 (2015), No. 2, p. 4-19). I also study the message of media, the language of contemporary

media relating to religious communication (see Aplikacje mobilne jako nowa forma

komunikacji społecznej i religijnej, “Uniwersyteckie Czasopismo Socjologiczne. Academic

Journal of Sociology” 15 (2016), No. 2, p. 67-84; Wizerunek Franciszka na Facebooku,

“Biuletyn Edukacji Medialnej” 2 (2015), p. 70-82).

In the area of theology of the means of social communication, I also deal with

communicative competence of those responsible for the social message (see Kościół na

informacyjnej autostradzie, in: Media i Kościół. Polityka informacyjna Kościoła,

ed. M. Przybysz, K. Marcyński, Warsaw 2011, p. 19-35) and the religious message in the

Church. Within this topic, I ask questions about the effectiveness of communication, the

competence of the speaker (their knowledge, skills and attitude), and about the nature of

message (see Warunki skutecznej i interesującej komunikacji kaznodziejskiej według Jana

Pawła II, in: Błogosławiony Jan Paweł II – apostoł ludu Bożego, ed. M. Kowalczyk, T.

Skibiński, Warsaw 2011, p. 469-478; Wołanie o dobrą ambonę, in: Kościół marzeń? O reformie

Kościoła w Polsce, ed. M. Wyrostkiewicz et al., Lublin 2009, p. 95-102; Głoszenie

i rozpowszechnianie słowa Bożego, in: Apostolat Słowa Bożego, ed. M. Kowalczyk, Warsaw

2010, p. 336-347; Kompetencja komunikacyjna jako jedna z kluczowych kompetencji.

Kompetencja wiary w kontekście 8 kluczowych kompetencji zaproponowanych przez UE

w 2006 roku; project management from the statutory research, MNiSW – Ministry of Science

and Higher Education). I also discuss the topic of communicative competence of the Church

leaders (see Osoba medialna, in: Jan Paweł II człowiek kultury, ed. K. Flader, W. Kawecki,

Kraków 2008, p. 197-211; Sztuka komunikacji według Franciszka, Warsaw 2016; Komunikacja

społeczna według Benedykta XVI, Kraków 2016; Kompetencja etyczna i kompetencja

komunikacyjna przywódców w przestrzeni publicznej; MNiSW research, team member).

In conclusion, publications from the beginnings of my scientific and research work

12

(however, there have been some on this subject in recent years as well) and in the field of

theology of means of social communication are interdisciplinary. They belong to the field of

theology and media studies, homiletics and social communication and theology of media. In

the area described here, I use the methodological and theoretical tools characteristic of these

disciplines, fields and specialties. A full list of scientific activities in the field of religious

communication in the context of media studies and theology of media is presented below:

Scientific publications: Komunikacja religijna i media, Kraków 2016; Sztuka komunikacji według

Franciszka (together with M. Laskowska), Warsaw 2016; Komunikacja społeczna według Benedykta

XVI (together with M. Laskowska), Kraków 2016; Aplikacje mobilne jako nowa forma komunikacji

społecznej i religijnej, “Uniwersyteckie Czasopismo Socjologiczne. Academic Journal of Sociology”

15 (2016), No. 2, p. 67-84; Teleewangelia. Nowy paradygmat komunikacji religijnej, “Biuletyn Edukacji

Medialnej” 2 (2015), p. 11-27; Wizerunek Franciszka na Facebooku (together with A. Gralczyk,

M. Laskowska), “Biuletyn Edukacji Medialnej” 2 (2015), p. 70-82; Funkcje wypowiedzi religijnych

w mediach w ujęciu teologa mediów, in: Funkcje wypowiedzi religijnych, ed. R. Przybylska,

W. Przyczyna, Tarnów 2014, p. 269-279; Kościół na informacyjnej autostradzie, in: Media i Kościół.

Polityka informacyjna Kościoła, ed. M. Przybysz, K. Marcyński, Warsaw 2011, p. 19-35; Liturgia słowa

w przekazie telewizyjnym, in: Msza św. przed telewizorem, ed. W. Przyczyna, Kraków 2006, p. 65-84;

Osoba medialna, in: Jan Paweł II człowiek kultury, ed. K. Flader, W. Kawecki, Kraków 2008, p. 197-

211; Relacje o śmierci i pogrzebie Jana Pawła II jako wydarzenie medialne i... spektakl?, in:

Odchodzenie Jana Pawła II do domu Ojca w polskich mediach, ed. L. Dyczewski, A. Lewek, J. Olędzki,

Katowice 2008, p. 113-120; Przekazywanie wiary nie tylko z ambony, “Communio” 186 (2014), No. 2,

p. 106-122; Media – Applied Science for the faith, in: Media w transformacji, ed. A. Gralczyk,

K. Marcyński, M. Przybysz, Warsaw 2013, p. 13-22; Wołanie o dobrą ambonę, in: Kościół marzeń?

O reformie Kościoła w Polsce, ed. M. Wyrostkiewicz et al., Lublin 2009, p. 95-102; Warunki skutecznej

i interesującej komunikacji kaznodziejskiej według Jana Pawła II, in: Błogosławiony Jan Paweł II –

apostoł ludu Bożego, ed. M. Kowalczyk, T. Skibiński, Warsaw 2011, p. 469-478; Głoszenie

i rozpowszechnianie słowa Bożego, in: Apostolat Słowa Bożego, ed. M. Kowalczyk, Warsaw 2010,

p. 336-347; Środki masowego przekazu w służbie apostolstwa, in: 100-lecie Stowarzyszenia Apostolstwa

Katolickiego w Polsce, ed. A. Dyr, R. Forycki, M. Kowalczyk, Warsaw 2009, p. 359-363.

Lectures: Aplikacje mobilne jako nowa forma komunikacji społecznej i religijnej, wiary, International

conference called “Wirtualne Targowisko. O reklamie, marketingu i promowaniu się w Internecie”,

Warsaw, UKSW, 5-6.12.2012; Gli ultimi giorni di Giovanni Paolo II e and media polacchi,

International Scientific Conference called “John Paul II media events, John Paul II religious event”,

Rome, Italy, 6-7.04.2006; Funkcje wypowiedzi religijnych w mediach, Conference called “Funkcje

wypowiedzi religijnych”, organised by the Polish Language Council at the Presidium of the Polish

Academy of Sciences, the Committee of Religious Languages, Jagiellonian University, Polish Language

Institute, PAT, Rychwałd, 24-26.04.2003; Kościół na informacyjnej autostradzie, Conference called

“Polityka informacyjna Kościoła”, Warsaw, UKSW, 28.10.2009; Religia jako zabawa i zabawa jako

religia w przestrzeni wirtualnej, V Conference of Young Scientists from the series “Wyzwania Nowych

Mediów” called “Rozrywka w przestrzeni wirtualnej”, Warsaw, UKSW, 5.12.2013, God in question: is

this only a matter of language?, International Congress called “God in Question: Religious Language

and Secular Languages”, Brixen, South Tyrol, Italy, 29.08-01.09.2013; Jan Paweł II – autentyczny

świadek i duszpasterski “artysta”, Scientific Symposium called “Apostolstwo Ludu Bożego

w nauczaniu Jana Pawła II”, Warsaw, 21-22.04.2010; Kościół katolicki a media, Conference called

“Dyskurs religijny w mediach”, Warsaw, 22-24.11.2007; Speech within the panel discussion called

“Środki masowego przekazu w służbie apostolstwa”, Symposium called “Apostolstwo” Ołtarzew, 18-

19.04.2007; Zadania środków społecznego przekazu w świetle nauczania Kościoła, Polish Congress

called “Media miejscem ewangelizacji i troski o człowieka”, Warsaw, 31.03.2007; Liturgia słowa

w przekazie telewizyjnym, Conference called “Msza święta a telewizja”, PAT-UJ, Kraków, 12.05.2005;

Cyfrowy przekaz wiary, Conference called “Media-Teologia-Edukacja”, Warsaw, UKSW, 24.10.2012;

13

Wizerunek papieża Franciszka na Facebooku, VI Conference of Young Scientists from the series

“Wyzwania Nowych Mediów” called “Konsumpcja Internetu”, Warsaw, UKSW, 10-11.12.2014;

Przekaz wiary w przepowiadaniu słowa Bożego, Conference called “Wiara-Chrzest-Apostolstwo”,

Ołtarzew, UKSW and Higher Theological Seminary Ołtarzew, 25-26.04.2013; Głoszenie

i rozpowszechnianie słowa Bożego, Scientific Symposium called “Apostolat słowa Bożego w świetle

XII Zwyczajnego Zgromadzenia Synodu Biskupów”, Warsaw-Ołtarzew, 21.04.2009; Wołanie o dobrą

ambonę, Conference called “Kościół marzeń? O reformie Kościoła w Polsce”, Lublin, Catholic

University of Lublin, 21-23.04.2008.

Research projects: Kompetencja komunikacyjna jako jedna z kluczowych kompetencji. Kompetencja

wiary w kontekście 8 kluczowych kompetencji zaproponowanych przez UE w 2006 roku, project

manager from the statutory research, MNiSW (2013); Sposoby i umiejętności porozumiewania się

w różnych sytuacjach komunikacyjnych z uwzględnieniem komunikacji religijnej. Kontynuacja badań,

project manager from the statutory research, MNiSW (2014).

3.2.2. The nature of media as a determinant of transmission and reception

In my research, I also discuss the subject of the nature of media as a key element of

understanding society, also explored in the area of media studies. Following Lewis Mumford,

Harold Innis, Marshall McLuhan, Neil Postman, Paul Levinson, I analyse particular types of

media (from television to interactive media), the related technological determinism, the

influence of its nature on the message, sensory preferences resulting from the nature of

particular types of media. In my investigations, I take into consideration that the nature of media

determines the message and transmission of experience. The media have their own way of

coding information, and therefore, it can change the message content (see Komunikacja

religijna i media, Kraków 2016; Od informacyjnego zawału do skarbca mądrości – surfowanie

po internecie, in: Nowe media – możliwości i pułapki, ed. A. Adamski, M. Laskowska, Poznań-

Opole 2011, p. 67-79).

Having regard to the nature of media, I also ask questions about values, their

transmission in audiovisual media (see (Im)purity in the media on the basis of the films “50

Shades of Grey” and “Caroline”, “Studia Ełckie” 18 (2016), No. 3, p. 255-268).

In my research, I also discuss the issue of the nature of interactive media, the nature of

mediated communication, while exploring the influence of interactivity on contemporary

understanding of information and communication. This subject, expressing the new paradigm

of information and communication, characteristic of media studies, brings closer not only the

understanding of media, but also the understanding of society (see Od informacyjnego zawału

do skarbca mądrości – surfowanie po internecie, in: Nowe media-możliwości i pułapki, ed. A.

Adamski, M. Laskowska, Poznań-Opole 2011, p. 67-79).

In the context of the internet and mobile devices, which are gaining popularity, there

are new challenges emerging in the area of social communication, and thus new areas of

research. Taking into account the research tradition of the McLuhan School, his understanding

of the nature of media, in my research work, I also explore the subject of the nature of mobile

communication, seeking its understanding and meaning for contemporary social

communication and religious communication, using methods such as: media content analysis,

participant observation, statistical methods (see Aplikacje mobilne jako nowa forma

komunikacji społecznej i religijnej, “Uniwersyteckie Czasopismo Socjologiczne. Academic

Journal of Sociology” 15 (2016), No. 2, p. 67-84).

Taking into account the nature of media, I also address the issue of media personality,

fame, greatness and popularity on selected examples (see Osoba medialna, in: Jan Paweł II

14

człowiek kultury, ed. K. Flader, W. Kawecki, Kraków 2008, p. 197-211; Gli ultimi giorni di

Giovvanni Paolo II e and media polacchi, in: Karol Wojtyła, un pontefice in diretta. Sfida e

incanto nel rapporto tra Giovanni Paolo II e la TV, ed. G. Mazza, Rome 2006, p. 263-276).

In the topic of the nature of media as a determinant of communication and reception,

I also discuss religious communication, asking questions about the possibility of religious

transmission through media (see Liturgia Słowa w przekazie telewizyjnym, in: Eucharystia

na ołtarzu świata, ed. S. Koperek [et al.], Kraków 2006, p. 323-338). The nature of media is

also the subject of the book edited by me: “Media under transformation”. It discusses the issue

of changes and interpreting them in relation to media and its nature – changes in the content of

media, form and means of transmission (Media w transformacji, ed. A. Gralczyk, K.

Marcyński, M. Przybysz, Warsaw 2013). I am also the editor of the book called “Media at the

turn”, in which researchers analyse such nature from various research perspectives (Media na

przełomie. Dziennikarstwo, kaznodziejstwo, edukacja medialna, ed. K. Marcyński, J.

Szaniawski, J. Twardy, Warsaw 2011). The book called “Virtual market. About advertising,

marketing and promotion on the Internet”, also edited by me, explores the nature of Web 2.0

media (Wirtualne targowisko. O reklamie, marketingu i promowaniu się w Internecie, ed. M.

Butkiewicz, A. Gralczyk, K. Marcyński, Warsaw 2017). The full list of publications and my

scientific activity in the topic of the nature of media as a determinant of transmission and

reception of the message is shown below:

Scientific publications: Komunikacja religijna i media, Kraków 2016; Audiovisuality in the context of

communicative and ethical competencies – media theology approach (together with M. Laskowska),

“Communication Today” 6 (2015), No. 2, p. 4-19; (Im)purity in the media on the basis of the films “50

Shades of Grey” and “Caroline” (together with M. Laskowska), “Studia Ełckie” 18 (2016), No. 3,

p. 255-268; Od informacyjnego zawału do skarbca mądrości – surfowanie po internecie, in: Nowe

media-możliwości i pułapki, ed. A. Adamski, M. Laskowska, Poznań-Opole 2011, p. 67-79; Aplikacje

mobilne jako nowa forma komunikacji społecznej i religijnej, “Uniwersyteckie Czasopismo

Socjologiczne. Academic Journal of Sociology” 15 (2016), No. 2, p. 67-84; Osoba medialna, in: Jan

Paweł II człowiek kultury, ed. K. Flader, W. Kawecki, Kraków 2008, p. 197-211; Liturgia Słowa

w przekazie telewizyjnym, in: Eucharystia na ołtarzu świata, ed. S. Koperek [et al.], Kraków 2006,

p. 323-338; Gli ultimi giorni di Giovvanni Paolo II e and media polacchi, in: Karol Wojtyła, un pontefice

in diretta. Sfida e incanto nel rapporto tra Giovanni Paolo II e la TV, ed. G. Mazza, Rome 2006, p. 263-

276; Media w transformacji, ed. A. Gralczyk, K. Marcyński, M. Przybysz, Warsaw 2013; Media

na przełomie. Dziennikarstwo, kaznodziejstwo, edukacja medialna, ed. K. Marcyński, J. Szaniawski,

J. Twardy, Warsaw 2011; Wirtualne targowisko. O reklamie, marketingu i promowaniu się w Internecie,

ed. M. Butkiewicz, A. Gralczyk, K. Marcyński, Warsaw 2017, pp. 252.

Lectures: Media sposobami opowiadania historii, III Polish Conference on Narrative Psychology

organized by the Department of Personality Psychology of the Catholic University of Lublin,

St. Catherine, 11-14.09.2003; Spektakl umierania? Relacje polskich mediów o śmierci i pogrzebie Jana

Pawła II w aspekcie teorii komunikacji społecznej, Conference called “Odchodzenie Jana Pawła II

do domu Ojca w polskich mediach”, UKSW, Warsaw, 21-22.09.2007; Od informacyjnego zawału

do skarbnicy mądrości – surfowanie po internecie, Conference called “Etyczne i prawne wyzwania

Internetu”, Warsaw, UKSW, 14.05.2010; Wizerunek papieża Franciszka na Facebooku, VI Conference

of Young Scientists from the series “Wyzwania Nowych Mediów” called “Konsumpcja Internetu”,

Warsaw, UKSW, 10-11.12.2014; Facebook – planeta innych (obcych) twarzy?, Conference “Przejawy

manipulacji w dziennikarstwie, reklamie i public relations”, Kraków, UJ, 21-22.10.2014.

Research projects: E-retoryka w mediach społecznościowych (team member of research project within

the statutory research, MNiSW, 2015); Sposoby i umiejętności porozumiewania się w różnych

15

sytuacjach komunikacyjnych z uwzględnieniem komunikacji religijnej. Kontynuacja badań (Project

Manager from the statutory research, MNiSW, 2014).

3.2.3. Communicative competence as a quality in communication

In the context of social communication and religious communication, I also deal with

communicative competence, which is key for communication, understood as knowledge of

competent communication (e.g. language proficiency, communication repertoire, principles of

relevance, effectiveness, context, flexibility in communication, etc.), ability to use such

knowledge in specific situations, or acquiring and having communication skills (e.g. listening,

speaking, empathy, asking questions, role acquisition, appropriate behaviour, communication

in a conflict situation, etc.) and motivation, or willingness to enter competent communication

in specific social situations (e.g. communication activity, taking initiative, initiating topics in

conversation, etc.). I began the research in 2012, dealing with the topic of classic and

contemporary rhetoric (see Klasyczna retoryka na współczesne czasy. Wybrane elementy

kanonu retorycznego, in: Media w Kościele i Kościół w mediach, ed. M. Przybysz, J. Kloch,

Katowice 2012, p. 127-160). I explored the subject more in 2013, leading the research project

called “Kompetencja komunikacyjna jako jedna z kluczowych kompetencji. Kompetencja

wiary w kontekście 8 kluczowych kompetencji zaproponowanych przez UE w 2006 roku”

(within the statutory research – MNiSW).

A few years later, I concentrated on the analysis of communicative competence in

journalistic education, specifically on communicative competence of journalism students and

the importance of journalistic studies as a place and space for the gaining and deepening of the

communicative competence of future journalists (see Kompetencja komunikacyjna. Studium

medioznawcze, Warsaw 2017; Kompetencja komunikacyjna studentów dziennikarstwa

Uniwersytetu Warszawskiego i Uniwersytetu Jagiellońskiego w wybranych sytuacjach

społecznych, “Studia Medioznawcze” 67 (2016), No. 4, p. 39-56). In the article called

“Communicative competence of journalism students of the University of Warsaw and the

Jagiellonian University in selected social situations”, I presented partial research on the subject

of communicative competence in students of the Warsaw University and Jagiellonian

University, or the universities with a long tradition of education in the field of journalism. The

purpose of this part of research, presented herein, was to determine the self-evaluation of

communicative competence of journalism students in Poland in selected communication

situations such as: conversation with a friend, conversation with a stranger of the opposite

gender, conversation with a stranger of the same gender, formal conversation (e.g. job

interview), difficult conversation with a close one, argument, verbal aggression from another

person, speaking in front of a group of strangers, speaking in front of a group of friends,

discussion in the group of friends, discussion in the group of strangers, video-recorded speech,

audio-recorded speech (see Kompetencja komunikacyjna studentów dziennikarstwa

Uniwersytetu Warszawskiego i Uniwersytetu Jagiellońskiego w wybranych sytuacjach

społecznych, “Studia Medioznawcze” 67 (2016), No. 4, p. 39-56).

I also link communicative competence to ethical competence, exploring how they

overlap. I ask questions such as whether competent communication is possible without ethical

competence, and what they are, what they look like in students and what the abuses related to

them are, what they look like in media and mediated communication (see Audiovisuality in the

context of communicative and ethical competencies – media theology approach,

“Communication Today” 6 (2015), No. 2, p. 4-19; Gossiping in the social media as a barrier

in becoming competent and ethical communicator, “Sapere Aude” 7 (2017), p. 40-48).

Communicative competence as universal communication was studied not only in the

16

context of journalism students, but also leaders (especially during work in a research team in

the 2016 project called “Kompetencja etyczna i kompetencja komunikacyjna przywódców w

przestrzeni publicznej”). This work resulted in two original anthologies on communication of

Church leaders (see Komunikacja społeczna według Benedykta XVI, Kraków 2016 and Sztuka

komunikacji Franciszka, Warsaw 2016). These two anthologies required a meticulous and in-

depth analysis of papal statements (from the beginning of their pontificate to 2016) on media,

communication and communicative competence. Based on this analysis, it was possible to

make an appropriate thematic division of the collected research material and write a scientific

study. One of these books gained the attention of the PWN publishing house (Sztuka

komunikacji Franciszka), and the other of the Kraków Petrus publishing house. They were

reviewed by prof. nadzw. dr hab. Katarzyna Pokorna-Ignatowicz, prof. zw. dr. Jerzy Jastrzębski

and prof. dr. hab. Tomasz Goban-Klas. The preface, which is a comprehensive commentary on

them, was written by prof. J. Jastrzębski and prof. T. Goban-Klas.

I carry out the research on communicative competence within individual and team

research. I had the opportunity to present the results of this work at a 2016 Spanish conference:

European Communication Research and Education Association (ECREA), and in Italy at 2017

PIXEL Conference. Research in this area was the reason that, in my scientific and research

work, I started to use a broader range of research methods, techniques and tools, characteristic

mainly for social sciences. The full list of scientific and research activities in the field of

communicative competence as a quality in communication is presented below:

Scientific publications: Kompetencja komunikacja. Studium medioznawcze, Warsaw 2017;

Kompetencja komunikacyjna studentów dziennikarstwa Uniwersytetu Warszawskiego i Uniwersytetu

Jagiellońskiego w wybranych sytuacjach społecznych, “Studia Medioznawcze” 67 (2016), No. 4, p. 39-

56; Stosowanie metafor jako wyraz kompetencji komunikacyjnej u wybranych pisarzy

wczesnochrześcijańskich, “Collectanea Theologica” 3 (2016), p. 147-169; Komunikacja społeczna

według Benedykta XVI, Kraków 2016; together with M. Laskowska and Sztuka komunikacji Franciszka,

Warsaw 2016; together with M. Laskowska).

Lectures: Communicative competence and ethical competence as the key competencies for the

successful future education (together with M. Laskowska), International Scientific Conference “The

Future of Education”, Pixel, Florence, 8-9.06.2017; Communicative and ethical competence in the

context of the higher education system (together with M. Laskowska), International Scientific

Conference “Higher Communication Education: Serving or Innovating the Profession?”, Journalism &

Communication Education ECREA Temporary Working Group, University of Navarra in Pamplona,

19-20.05.2016; Communicative competence of John Paull II, International Scientific Conference

“Sociálne posolstvo Jána Pavla II. pre dnešný svet “Univerzita ako miesto dialógu”, Poprad, 29-

30.04.2014; Message – John Paul II. Communicative competence in transmitting the Christian faith,

International Scientific “Socialne posolstvo Jana Pavla II, pre dnesny svet”, Poprad, 21-22.03.2013.

Research projects: Kompetencja komunikacyjna jako jedna z kluczowych kompetencji. Kompetencja

wiary w kontekście 8 kluczowych kompetencji zaproponowanych przez UE w 2006 roku, project

manager, statutory research, MNiSW, 2013; Kompetencja etyczna i kompetencja komunikacyjna

przywódców w przestrzeni publicznej, research of young scientists, MNiSW, team member, 2016;

Kompetencja etyczna i kompetencja komunikacyjna przywódców w przestrzeni publicznej – kontynuacja

badań, research of young scientists, MNiSW, team member, 2017. Edukacja dziennikarska w kontekście

kompetencji etycznej i kompetencji komunikacyjnej (team project submitted within the statutory research

for 2018, MNiSW).

17

3.2.4. Journalistic education in the context of communicative competence

In my research, I also discuss the subject of journalistic education, asking in particular how far

in this regard, the students develop their communicative competence – what subjects serve such

purpose most, and which less, which elements of journalistic education allow to acquire and

shape communicative competence of future journalists. This research interest arose with my

didactic work, especially when holding classes, such as the theory of social communication,

rhetoric for journalists, the art of public speeches, presentations and public speaking,

negotiations and mediation. This work allowed me to notice and learn the current

communication challenges facing journalistic education and future journalists. The key

challenge, in the author’s opinion, is related to the need to develop the communicative

competence of journalism students. The profession of a journalist is naturally associated with

communication. If it is competent, we deal with professional journalism related to quality in

communication. Assuming that journalistic education prepares students for professional

journalism, communicative competence should be one of its biggest challenges and the subject

of particular educational efforts– as the subject of classes, teaching and communication style,

as well as education management. I also discussed the issue of journalistic education in the

context of communicative competence in the article called “Communication competence of

journalism students of the University of Warsaw and the Jagiellonian University in selected

social situations” (see Kompetencja komunikacyjna studentów dziennikarstwa Uniwersytetu

Warszawskiego i Uniwersytetu Jagiellońskiego w wybranych sytuacjach społecznych, “Studia

Medioznawcze” 67 (2016), No. 4, p. 39-56).

I also discussed journalistic education when writing on the subject of the activity and

development of the Institute of Media Education and Journalism at the Cardinal Stefan

Wyszyński University in Warsaw (see Inicjator studiów dziennikarskich w ATK/UKSW, in:

Media na przełomie. Dziennikarstwo, kaznodziejstwo, edukacja medialna, ed. K. Marcyński,

J. Szaniawski, J. Twardy Warsaw 2011, p. 86-110).

The topic of journalistic education in the context of communicative competence was

discussed by me during foreign conferences, during lectures given in Pamplona and Florence

at conferences dedicated to journalistic education. The conference in Pamplona called “Higher

communication education: Serving or innovating the profession?” was organised by Journalism

and Communication Education Temporary Working Group ECREA at the University of

Navarra in Pamplona on 19-20 May 2016. I then gave a lecture on journalistic education,

communicative competence and ethical competence (see Communicative and ethical

competence in the context of the higher education system; together with M. Laskowska,

International Scientific Conference called “Higher Communication Education: Serving or

Innovating the Profession?”, University of Navarra in Pamplona, Spain, 19-20.05.2016).

During the conference, I also took part in a discussion on educational experiences in the field

of journalistic education, as well as its current challenges. I discussed how to understand the

new educational paradigm, dictated by Jacques Delors’ theory: learning to know, learning to

do, learning to live together, learning to be. In my interview with the researchers, I drew

attention to the stage “learn to be” in journalistic education.

At the second conference, “Future of Education”, organized by Pixel in Florence on 8-

9 June 2017, I took part in a discussion after Martin Laba’s lecture from the Simon Fraser

University, School of Communication from Canada, called “Dangerous times: Media education

for civic engagement”, given within the “Media education” discussion panel. My speech

concerned the in-depth understanding of the nature of social media, keeping up with their rapid

development in the world of media and the application of such understanding to educational

and academic contexts. I also took the floor after George Cremon’s lecture from the University

18

of Malta, called “Creating student centred language learning environments through the

innovative multimodal pedagogic use of Eurovision music”, referring to the issue of creativity

and being creative in didactic work. The full list of scientific and research activities on

journalistic education in the context of communication competence is shown below:

Scientific publications and other: Sprawozdanie z międzynarodowej konferencji “Higher

communicatio education: “Serving or innovating the profession?”, Pampeluna, 19-20 maja 2016 r.

(together with M. Laskowska), “Studia Medioznawcze” 66 (2016), No. 3, p. 153-155; Sprawozdanie z

VII Międzynarodowej Konferencji “The Future of Education”, Florencja, 8-9 czerwca 2017 r., (together

with M. Laskowska), “The Future of Education”, Pixel, Florencja, 8-9 czerwca 2017 r., “Studia

Medioznawcze” 3 (2017), No. 70, p. 165-167; Inicjator studiów dziennikarskich w ATK/UKSW, in:

Media na przełomie. Dziennikarstwo, kaznodziejstwo, edukacja medialna, ed. K. Marcyński,

J. Szaniawski, J. Twardy Warsaw 2011, p. 86-110; Bio-bibliografia ks. prof. Antoni Lewek, in: Media

na przełomie. Dziennikarstwo, kaznodziejstwo, edukacja medialna, ed. K. Marcyński, J. Szaniawski,

J. Twardy, Warsaw 2011, p. 35-57.

Lectures: Communicative competence and ethical competence as the key competencies for the

successful future education (together with M. Laskowska), International Scientific Conference “The

Future of Education”, Pixel, Florence, 8-9.06.2017; Communicative and ethical competence in the

context of the higher education system (together with M. Laskowska), Conference called “Higher

Communication Education: Serving or Innovating the Profession?”, organized by Journalism &

Communication Education ECREA Temporary Working Group at the University of Navarra in

Pamplona, Spain, 19-20.05.2016; Conducting the “Debaty UKSWordzkie” debates at the Cardinal

Stefan Wyszyński University in the years 2014-2017, including the debate called “Universitas? Mistrz?

Uczeń? Rola uniwersytetów dzisiaj”, UKSW, 18.03.2015; conducting the panel discussion called:

“Edukacja w przestrzeni wirtualnej”, V Conference of Young Scientists from the series “Wyzwania

Nowych Mediów” called “Rozrywka w przestrzeni wirtualnej”, UKSW, Warsaw, 5.12.2013.

Research projects: Team member of a NCRD (National Centre for Research and Development in

Poland) research project – Activity 3.1. Kompetencje w szkolnictwie wyższym PO WER No.

1/NPK/POWER/3.1/2016. Operational Programme Knowledge Education Development 2014-2020

(organizational and substantive work on the project in April 2016); member of the selection committee

appointing a business partner for the NCRD scientific project– Activity 3.1. Kompetencje w szkolnictwie

wyższym PO WER No. 1/NPK/POWER/3.1/2016. Operational Programme Knowledge Education

Development 2014-2020, 6.06.2016; member of the project “Debaty UKSWordzkie” (statutory

research, MNiSW), Edukacja dziennikarska w kontekście kompetencji etycznej i kompetencji

komunikacyjnej (team project, statutory research, MNiSW, for 2018).

***

The above-described scientific and research work, particularly the achievement of the scientific

objective required multiple preliminary surveys of library holdings – in national and foreign

libraries: National Library in Warsaw, University of Warsaw Library, Main Library of Cardinal

Stefan Wyszyński University, Library of Congress in Washington, the British Library in

London, Library of the University of Manitoba in Winnipeg.

19

4. Other competences and academic and research activities

4.1. International cooperation

The Media Ecology Program I completed at the New York University in New York (USA) in

1996-1999 allowed me to meet numerous American media experts. I had the opportunity to

work with such personalities as prof. Neil Postman, then dean of the Department of Media,

Culture and Communication. I attended his classes in media ecology. I especially valued my

individual consultations with him concerning social communication, the nature of media and

religious communication in the context of media ecology. As a result of my conversations and

meetings with this "disciple" of Marshall McLuhan I have perfected the topic and structure of

my Ph.D. thesis - "Świat elektronicznych mediów w świetle teorii Marshalla McLuhana a

przepowiadanie słowa Bożego. Studium z zakresu teologii środków społecznego

komunikowania”. I have an audio transcript of those consultations (recorded with the

permission of prof. Postman) in my private archive. I had also the opportunity to attend classes

conducted by other important scholars in the field - JoEllen Fisherkeller, Mark Crispin Miller,

Terence Moran, Ted Magder. Those classes were appropriate for the curriculum concerning

media ecology. The theory of media ecology involves the study of media, technology and

communication and their influence on human living environment. The theoretical concepts of

this field of research were proposed by Marshall McLuhan in 1964 and the term "media

ecology" was formally introduced by Neil Postman in 1968. In the 1970s Postman presented a

definition of media ecology as "the study of media as an environment", explaining that the main

research problem was the influence of media on human perception, feelings and values, and the

way interaction with media increases and decreases our chance of survival. In 1971 a program

in media ecology was started at NYU thanks to the efforts of then dean of the Department of

Media, Culture and Communication, prof. Neil Postman. Thus, by starting my university

education in this field in the 90s, I had the opportunity to learn and experience this new field of

research in media and communication.

These studies and my advanced knowledge of English allowed me to be an active

participant in scientific conferences and foreign symposia as a speaker, moderator and

translator, as well as to publish in international scientific journals and conduct classes and

training for foreigners. Therefore, my activity of international and foreign nature is manifested

in scientific and research work (especially in the field of the popularization of research results),

didactic and organizational work.

In the area of scientific and research work, I had the opportunity to give a few talks

outside Poland: in Rome – in 2006, on the communication of John Paul II with the media – “Gli

ultimi giorni di Giovanni Paolo II e and media polacchi” during an international conference

called “John Paul II media events, John Paul II religious event”; in Poprad – in 2013, on

communicative competence in the context of religious communication – “Message – John Paul

II. Communicative competence in transmitting the Christian faith” during a conference called

“Socialne posolstvo Jana Pavla II”, as well as in 2014 – “Communicative competence of John

Paull II” and in 2015 – “Freedom in communication and media according to John Paul II”, also

in Brixen, Italy in 2013 – “God in question: is this only a matter of language?” during a congress

called “God in question: Religious language and secular languages”; in Pamplona – in 2016 on

communicative competence, ethical competence and journalistic education called “Education:

Serving or innovating the profession?”, organized by Journalism & Communication Education

ECREA Temporary Working Group; in Florence – in 2017 on communicative competence,

ethical competence and higher education in the field of journalism – “Communicative

competence and ethical competence as the key competencies for the successful future

20

education” during a conference “The Future of Education” organized by Pixel. I also have

publications in English (see Annex 5).

In addition, I develop my scientific and research competences in international scientific

associations, which I have been a member of: The International Association of Religion

Journalists (since 2017); European Communication Research and Education Association (since

2014) and European Society for Catholic Theology (2013-2014). Within the European Society

for Catholic Theology, I dealt with religious communication, especially the language of

religious message. Because of my membership of this society, I was also a member of the

organizing committee of the international conference of the European Society for Catholic

Theology (ESCT) and the Committee on Theological Sciences of the Polish Academy of

Sciences called “Theology between secularization, secularism and multiculturalism”, which

took place on 21 February 2014 in Warsaw.

As a member of the European Communication Research and Education Association,

I deal with the following areas of research: social communication, communicative competence

and the nature of media (see Annex 5, point II). I started working with this association in 2014

when I took part in the European Communication Conference called “Communication for

empowerment Citizens, Markets, Innovations” in the following discussion panels: Digital

culture and communication; Interpersonal communication and social interaction; Journalism

studies; Philosophy of communication; Media and religion, in Lisbon, Portugal on 12-15

November 2014.

Since 2017, I have also been a member of The International Association of Religion

Journalists. As part of this membership, I would like to continue my research in the field of

religious communication, as well as to explore the subject of religious journalism dealing with

the transmission of religious content in the context of contemporary global, social, political,

cultural and media challenges.

As part of my teaching activity, I conduct the following classes for foreign and domestic

students in English: Interdisciplinary study of communicative competence; The art of listening;

Communication models and Perspectives. I also taught students abroad. In 2004 and 2005,

I conducted journalistic training in the field of understanding the media at the Branch of the

Lateran University in Gródek, Ukraine, and in 2011 – an international training on religious

communication for students in London.

In the area of organizational work in the field of international cooperation, since 2015,

I have been a member of the Assessment Committee at the UKSW Faculty of the Theology,

where I take part in the qualification procedure for students participating in the Erasmus+

programme. In August-September 2017, I also co-organized a summer English course with

a native speaker for students of theology (for beginners and advanced student). In 2004,

I participated as a delegate in an international meeting of members of the Society of the Catholic

Apostolate in Rome. I also served as a translator (simultaneous interpreter at the General

Assembly of the Society of the Catholic Apostolate, Rome 1998) and translator of the Superior

of the Society of the Catholic Apostolate (Rome 1998, 2004, Warsaw 2002). I have had many

pastoral assignments as well, mainly in the United Kingdom, Canada and the United States.

4.2. Expert’s work

As a specialist on social communication, communicative competence, rhetoric, presentation

and public speeches I have been asked many times to give a lecture or participate in a discussion

on social communication. In 2006, for example, I was asked to give a lecture on the

communication of John Paul II (see appendix no. 5, I) at the Gregorian University during a

21

conference entitled "John Paul II media events, John Paul II religious event" organised by RAI

(Radiotelevisione italiana) in cooperation with Gregorian University's Interdisciplinary Centre

of Social Communications, the Pontifical Council for Social Communications, the Vatican

Television Center, Polish public television TVP and Cardinal Stefan Wyszyński University in

Warsaw.

In 2008, I was asked to give an inaugural lecture at Higher Theological Seminary in

Ołtarzew on commercialism, advertisement and religious communication (see Annex 5, point

1). In 2009, I was asked to participate in a discussion called “Czy Chrystus używałby

Powerpointa? O słowie i obrazie w misterium przepowiadania”. It was a debate on the

possibility of using multimedia in homily and it took place in Kraków on 26 November 2009.

On 31 August 2017, after 8 years, due to its validity and importance, the most interesting

speeches, including mine, were re-published (see Annex 5, Inne wystąpienia, point 1). In total,

I have had about 3800 public speeches in Polish and English. They concerned social

communication and religious communication.

I was also invited to participate in an expert panel which was part of the project called

“Definicja i znaczenie reklamy religijnej Kościoła katolickiego”, which took place on 18 April

2016 in the Laboratory of Media Studies at University of Warsaw. Other speeches of expert

nature are presented in Annex No. 5; N), points 1-14).

I have also been asked many times for consultation, as well as substantive assistance in

creating various types of didactic and scientific projects. Since 2003, I have supported Rev.

prof. Antoni Lewek, the founder of Institute of Media Education and Journalism at Cardinal

Stefan Wyszyński University in Warsaw, sharing my knowledge and experience in the topic of

communication and education in the field of journalism in the issues of curriculum, didactics

and organization of the newly established Institute in Poland. A few years later (in 2013), I also

took part in the works of the team creating the concept and implementation of Practical

Postgraduate Studies called “Szkoła Mówców” and training courses called “Szkoła

Kaznodziejów” (in 2014), in which I am one of the lecturers. On 28 January 2015, I attended

a curriculum meeting with the authorities of the Faculty of Theology of UKSW in Warsaw on

the launch of online studies for the Polish community in the United States, the United Kingdom,

and Eastern Europe. In 2014-2015, as the head of studies, I participated in the creation of the

concept of MBA Christian Leadership School at the Cardinal Stefan Wyszyński University. In

the period between November 2014 to February 2015, I assisted in creating a new specialty at

the Faculty of the Theology “Coaching and social mediation”. I also helped write and submit

an application to the National Centre for Research and Development called “Absolwent

z kompetencjami”. The application was accepted and was then implemented at the faculty in

the academic year 2014/2015. Since 2015, I have been a member of the organizing committee

of the Polish Media Knowledge Olympiad – Deputy Chairman of the Mazovian District

Committee, prof. dr hab. Marka Jabłonowskiego. Since the same year, I have been a member

of the Programme Council of the UKSW Radio, and in the years 2013-2015, I was a member

of the Programme Council of Wydawnictwa Pastoralne, a department of the Wydawnictwo

Raabe publishing house, in the years 2014-2016 – a member of the Presidium of the Scientific

Council of Higher Theological Seminary of the Society of the Catholic Apostolate, while since

2017, I have been the Chairman of that Presidium and the Chairman of the Scientific Council

at Higher Theological Seminary in Ołtarzew.

In addition, my expert activity manifests itself in the area of cooperation between

science and business, the university and the labour market. In the years 2013-2014, I was

a department’s specialist on communication with employers within the project “Quality

assessment at the University” (an EU- co-funded project). Under this project, I prepared and

22

participated in the organization of focus studies and expert panels of employers for the fields

of: media education and journalism, religious studies, theology. On 7 May 2015, I organized

and conducted a meeting of business representatives with the Polish Accreditation Committee

during its visitation at the Faculty of the Theology of UKSW in Warsaw.

With my editorial experience and skills, I engage in book editing (see Annex 5; C point

1-7), scientific journals and books. Since 2014, I have been a reviewer, mainly of English-

language articles in “Kwartalnik Nauk o Mediach”, a member of the scientific board of the

“Przegląd Teologii Mediów” scientific journal. I was also the editor-in-chief of the following

collections: “Biblioteka Współczesnego Homilisty” (in the years 2009-2013), “Homilie

i kazania na każdy dzień Duc in altum” (Wydawnictwo Pastoralne, in the years 2006-2013),

“Z biblioteki Duc in altum: homilie i kazania okolicznościowe” (2013). I was also an expert in

the pastoral publications of Wydawnictwa Pastoralne (in the years 2013-2015) and a member

of the editorial team of the “Apostoł Miłosierdzia” quarterly (in the years 2001-2010).

In addition, I am a co-initiator of the cyclical Apostolate Days in Ołtarzew. As part of

this event, the Centre for Theology of the Apostolate and Higher Theological Seminary SAC

in Ołtarzew organize the International Theological Symposia. I was also a co-initiator of the

“Debaty UKSWordzkie” debates, that took place at the Cardinal Stefan Wyszyński University

in the years 2014-2017.

4.3. Educational work

I have conducted classes in Polish and English on social and religious communication for the

students of the 1st, 2nd and 3rd degree in the field of: journalism and social communication and

theology, coaching and social mediation: Interdisciplinary study of communicative

competence; The art of listening; Communication models and perspectives; Theories of social

communication; Rhetoric for journalists; Presentations and public speeches; Rhetoric and

eristic; The art of public speeches; Negotiations and mediation; Media education; Principles of

media education; Public reading; Material homiletics; Fundamental homiletics; Theology of

the word; Theology of foretelling; Theology of homiletics; Missions and retreat. I have also

held __ bachelor’s and master’s degree seminars “Communications and journalistic rhetoric”,

since 2017 – the seminar called “Communication competence and journalistic rhetoric”. I have

been a supervisor of 48 master‘s degree graduates, 27 bachelor‘s degree graduates, and have

reviewed more than 60 diploma theses. In the academic year 2017/2018, I started my own

classes for doctoral students called „Methodology of the theology of means of social

communication”.

4.4. Organizational work at the university

Since 2005, I have been a member of the Council of the Faculty of Theology at Cardinal Stefan

Wyszyński University in Warsaw. Since 2017, I have been the Dean’s representative for

internships at journalism and social communication (1st degree studies), and since 2015, at the

UKSW Faculty of Theology, I have been a member of the Erasmus+ Assessment Committee.

In the years 2014-2016, I was a member of the faculty Promotion Commission, and since 2014,

I have participated in the works of the faculty Commission for Missions and Strategies. In the

period between 20 February 2013 and 30 November 2014, I was the Dean’s representative for

contacts with employers. My tasks included consultations with the socio-economic

environment on training programs conducted in the UKSW and those planned to be launched,

in order to assess the compliance of the graduate’s profile with the needs of the labour market.

Since 2015, I have been taking part in recruitment during qualification interviews for the fields

of: journalism and social communication, and coaching and social mediation.

23

In May 2015, I was responsible for assigning learning outcomes to the coaching and

social mediation specialty, and in May-June 2015, I participated in the promotion of this

specialty and the promotion of the faculty at the Scientific Picnic organized at the National

Stadium in Warsaw on 9 May 2015. In 2013, I was involved in the preparation of Open Days

at the Cardinal Stefan Wyszyński University. I held an open discussion panel called “What is

theology for nowadays?” with the participation of Jacek Salij, Kazimierz Misiaszek, Grzegorz

Łęcicki, Dominika Żukowska-Gardzińska (13 April 2013). I also participated in the making of

a music video for the promotion during the Open Days of the UKSW. In addition, I was

a member of the jury at a competition for the logo of Pracownia Podstawowych Technik

Radiowo-Telewizyjnych im. Ks. prof. Antoni Lewka at the Cardinal Stefan Wyszyński

University (April 2014). I am often asked for expert valuation of other graphic and promotional

materials prepared on the occasion of the institute’s conference, including the jubilee

conference on the 25th anniversary of journalistic studies at the Cardinal Stefan Wyszyński

University in Warsaw (25 October 2017).

On several occasions, I have been a lecturer during university’s festivals: UKSW Day

(28 May 2015), the Opening Ceremony of the Science Centre of the UKSW (24 October 2014),

the inauguration of the academic year 2013/2014 at the Cardinal Stefan Wyszyński University

(7 October 2013), as well as the inauguration of the academic year 2014/2015 at the Cardinal

Stefan Wyszyński University with the participation of the President of the Republic of Poland,

Bronisław Komorowski (6 October 2014), the ceremony of the UKSW Day (28 May 2014), the

ceremony of awarding the title of Doctor Honoris Causa to ks. prof. dr. hab. Kazimierz

Popielski (20 March 2014), the ceremony of awarding the title of Doctor Honoris Causa to

prof. dr hab. Teresa Michałowska (20 February 2014), the ceremony of awarding the title of

Doctor Honoris Causa to abp. Jan Babjak, Archeparch of Prešov (25 April 2013), the ceremony

of awarding the title of Doctor Honoris Causa to abp. Józef Michalik, President of the Polish

Episcopal Conference (21 February 2013), a debate called “Do źródeł dziedzińca

rozpoczynającej Dziedziniec Dialogu” (10 October 2013).

I also participated in the preparation of the following scientific conferences: “Theology

between secularization, secularism and multiculturalism”, Warsaw (21 February 2014),

“Debaty UKSWordzkie” (2014-2017), “Polityka w mediach” as part of the Warsaw Media

Days (4-5 June 2014), “Czystość serca” (21-22 May 2015), “Ubóstwo i apostolstwo” (22-23

May 2014), “Dziecko w mediach” within the Warsaw Media Days (8 May 2013), “W 40 lat po

Soborze...” (9-10 January 2003), “Oblicza Miłosierdzia” (4-5 May 2002).

In 2017, I was responsible for the preparation of a promotional brochure for the Institute

of Media Education and Journalism on the 25th-anniversary of journalistic studies at the

Cardinal Stefan Wyszyński University in Warsaw. My task was to prepare and edit a short

history of the Institute, an up-to-date educational offer, and to present the identity of the Institute

and its contribution to media theology as a subdiscipline of media studies.

4.5. Popularization of science

As part of the popularization of science, I have delivered nine talks abroad and 22 in Poland

(see Annex 5; point II). I also try to make my scientific knowledge and experience more

practical and accessible to a wider audience, for example, by popularizing the Church’s

teaching on media and communication. I am the originator and co-author of two anthologies on

social communication of Benedict XVI and Francis, as well as a co-author of the prospectus

called “Wyćwierkać Boga. Tweety Papieża Franciszka” issued as a supplement to “Gość

Niedzielny” (No. 11, 15 March 2015, pp. 32.). I not only popularize teaching of the Church on

24

media, but the broadly understood religious communication as well – using spoken and written

language. I have written the book called “Życie na skrzydłach. 25 rozmów o szczęściu”

(Warsaw 2016, pp. 80) and around 70 popular science article (see Annex 5). I conduct training

in the field of communication competence in the area of social and religious communication

for various social groups (see Annex 5). I am still looking for a new language of

communication, not only in public speeches, in my activity in the field of popular science, but

also in web and interactive projects. Together with my team, I have developed the concept and

project called “Nowa Szkoła Wiary”, which is an online school of faith in the key of modern

education and an innovative approach to passing: knowledge, skills, and attitudes. It is intended

to lead to competent religious communication (see Media – Applied Science for the faith, in:

Media w transformacji, ed. A. Gralczyk, K. Marcyński, M. Przybysz, Warsaw 2013, p. 13-22).

I am also a co-initiator and a co-chairman of the “Debaty UKSWordzkie” debates organized

for students and with their participation.

***

My contribution in the development of science was appreciated and awarded by the President

of the Republic of Poland with the Bronze Cross of Merit, at the request of the Minister of

Science and Higher Education, in 2017, and also by the Letter of the UKSW Rector for „the

involvement in numerous and varied activities undertaken in the field of science and

organization”. It is written in this letter among others: “especially I would like to thank you for

your participation in projects, e.g. Kwalifikacja jakości na Uniwersytecie, or Absolwent z

kompetencjami, which strengthen our university's research and development potential as a

center for answering the challenges of the present and future. Similarly, I highly appreciate your

contribution to the organization of the university’s celebrations, mainly as a speaker during

many events, such as the inauguration of an academic year, the university’s day, or the

ceremony of awarding the title of Doctor Honoris Causa of UKSW. Thanks to your extensive

knowledge and experience in the art of communication, rhetoric or media studies, these

celebrations were truly momentous, gaining recognition among our guests, renown individuals

from the world of science, economy and the Church”.