What is Service-Learning?

Service-Learning pedagogy is a form of action-oriented education that addresses societal needs with structures that promote academic learning and personal development.  The philosophy of combining action and reflection in social-change oriented work is informed by the works of John Dewey, Jean Piaget, David Kolb, and Paulo Freire.  The marriage between academic learning and community engagement is what distinguishes service-learning from volunteerism or cooperative learning internships.

D3-Hungary emphasizes service-learning as a framework for:

(a) positioning ourselves as learners among marginalized populations,
(b) bringing our full energy and academic understandings to add value to the societies in which we find ourselves, and
(c) opening our minds, hearts, and souls to the echoes of a voice speaking in these environments.

Charity-Based versus Transformational Service-Learning

Most service-learning initiatives fall within one of two broad paradigms: (a) charity-based service-learning or (b) transformational service-learning (Marullo & Edwards, 2000).

The charity paradigm of service-learning emphasizes a quality of citizenship that involves the reallocation of resources to persons or groups who are disadvantaged (Verjee, 2010).  While charity-based service-learning may provide experiences for students to develop tolerance, an appreciation of diversity, and self-awareness, the one-way flow of resources may perpetuate feelings of low self-efficacy among a disadvantaged group.

In contrast to charity-based service-learning, transformational service-learning emphasizes mutuality, reciprocity, and equality between academic participants and members of the community.  In short, a defining aspect of transformative service-learning is the aim to enter the community and do with community members.  Community members are seen, not as recipients, but as co-laborers, with whom we form a single social entity working toward a common goal.

Service-Learning Outcomes

Eyler, Giles, Stenson, and Gray (2001) surveyed research on service-learning and summarized the effects of service-learning on students.  The authors reported that personal outcomes of service learning include enhanced self-efficacy, self-awareness, spiritual growth, and moral development. According to the authors, social outcomes of service learning include appreciation of different cultures, tolerance toward others, and reduction of stereotyping. Learning outcomes of service learning, according to the authors, include improved critical thinking skills, problem-solving, and cognitive development. Dale (as cited in Permaul, 2009) note that research also affirms that students’ degree of retention of subject matter strongly correlates with the degree to which they are actively engaged. In light of such positive social and learning outcomes, an increasing number of service-learning programs are being implemented by secondary schools, colleges, universities, non-governmental organizations, private sector companies, and non-profit agencies.

Ancient Perspectives on Learning (worth some discussion)

(Adapted from Alan Hirsch, Forgotten Ways)

Ancient Greek Concept of Knowledge: “Thinking our way into new ways of acting.”

* Banking concept approach to knowledge.  The professor “deposits” information into the minds of the students and hopes for good things to come.
* Practices: the academy, information, conferences, books…
* Begins with a body of knowledge and set of skills
* Generally a passive form of learning.  Sit, listen, write, and repeat.
* The equipper is seen as a teacher.
* One-way flow of resources.

Ancient Hebrew Concept of Knowledge: “Acting our way into new ways of thinking.”

* Problem-posing approach to Knowledge:  The professor begins by posing a problem and helps the students as they formulate perspectives, insights, and solutions.
* Practices: action-reflection, embodiment, mentoring, modeling…
* Begins with problems in real life and work
* Generally an active for of learning.  Initiate, listen, respond, contribute.
* The equipper is seen as a mid-wife.
* Collaborative use of resources.

References

Baron, R. A., Byrne, D., Branscombe, N. R. (2006). Social psychology (11th ed.). Boston, MA: Allyn & Bacon.

Hirsch, A. (2006).  The forgotten ways.  Grand Rapids, MI: Brazos Press.

Jacoby, B. (1999). Partnerships for service learning. New Directions for Student Services, 87, 19-35.

Marullo, S., Edwards, B. (2000). From charity to justice. American Behavioral Scientist, 43(5), 895-903.

Nandan, M. (2010). Service learning partnership between university and school students: Experiential learning inspired through community research. Journal of College Teaching & Learning, 7(7), 25-35.

Permaul, J. S. (2009). Theoretical bases for service-learning: Implications for program design and effectiveness. New Horizons in Education, 57(3), 1-7.

Verjee, B. (2010). Service-learning: Charity-based or transformative? Transformative Dialogues: Teaching & Learning Journal, 4(2), 1-13.