Service-learning: History, Theory, and Issues

Front Cover
Bruce W. Speck, Sherry Lee Hoppe
Greenwood Publishing Group, 2004 - Education - 209 pages

Although service-learning programs can have diverse theoretical roots, faculty who engage their students in service-learning may not be be cognizant of alternatives to the one they adopt. This book presents not only a historical perspective, but it also debates the theories and issues surrounding the conflicts inherent in those theories. One theory, based on a philanthropic model, engages students in a commitment to serve others from a sense of gratitude for their own good fortunes or from a desire to give back to communities from which they have benefited. Typically, service-learning programs based on the philanthropic or communitarian models deal with the overt needs of community members. In contrast, the civic model requires deeper analysis of the various political and social issues that may be the cause of social conditions that require the help of the more fortunate. Opponents of the civic theory fear that proponents see the classroom as a forum for advancing particular political agendas, conceivably indoctrinating students to a particular view of social injustices.

This book presents the theories and critiques their merits and liabilities, providing insight into the widely divergent curricular applications. It also examines the reasons professors should consider service-learning components in their classes and provides resources for further investigation of both theory and practice.

 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Theoretical Roots of ServiceLearning Progressive Education and the Development of Citizenship
ix
The Historical Origins of ServiceLearning in the Nineteenth and Twentieth Centuries The Transplanted and Indigenous Traditions
17
Theoretical Models
37
A Justification of the Philanthropic Model
39
A Critique of the Philanthropic Model
53
A Justification of the Civic Engagement Model
67
A Critique of the Civic Engagement Model
79
A Justification of the Communitarian Model
93
A Synthesis of the Theoretical Stances
131
Related Issues
145
The Ethics of Classroom Advocacy
147
ServiceLearning and Professional Ethics in a Catholic University
161
Selected Sources on ServiceLearning
173
Index
197
About the Editors and the Contributors
201
Copyright

A Critique of the Communitarian Model
113

Common terms and phrases

Popular passages

Page xi - A moral law, like a law in physics, is not something to swear by and stick to at all hazards ; it is a formula of the way to respond when specified conditions present themselves. Its soundness and pertinence are tested by what happens when it is acted upon.
Page 1 - A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.
Page xii - The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. Experience and education cannot be directly equated to each other. For some experiences are mis-educative.
Page 203 - MA from the University of London, and a Ph.D. from the University of Delaware.

About the author (2004)

BRUCE W. SPECK is the Vice President for Academic Affairs and Professor of English at Austin Peay State University.

SHERRY L. HOPPE is the President of Austin Peay State University.

Bibliographic information