ERIC Number: EJ552423
Record Type: CIJE
Publication Date: 1995
Reference Count: 0
Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning.
Michigan Journal of Community Service Learning, v2 p5-18 Fall 1995
Describes and critiques the theory of knowledge that undergirds conventional pedagogy in higher education. Pragmatism is suggested as an alternative epistemology to illuminate the contextual nature of knowledge and affirm community, diversity, and engagement as pedagogical virtues. Comments on the significance and limitations of philosophical inquiry for advancing service-learning as a pedagogy and as a movement. (Author/MSE)
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: For related article see HE 537 441.