ERIC Number: EJ832885
Record Type: Journal
Publication Date: 2007-May
Abstractor: As Provided
Reference Count: 31
Transforming Education through Service-Learning
Slavkin, Michael L.
New Horizons in Education, v55 n1 p107-122 May 2007
Background: Service-learning is a pedagogical practice which requires students to learn through engaged service-based community activities. Service-learning requires students become active members in their community. Through this practice student influence their communities, putting their knowledge to use. As a method of instruction, service-learning emphasizes both the service and the learning goals in such a way that both occur and are enriched by each other. This approach helps students realize the importance of learning and the meaning behind curricular choices. Focus of discussion: The current paper discusses the power of service-learning as a transformative educational practice. Many believe that service-learning empowers students to do their best work. Students can affect their communities in unimaginable ways. Through the integration of quality service-learning practices, teachers and students realize the importance of being active citizens. Comments: Students make significant impacts on their communities by participating in service-learning programs. Such programs transform curriculum, realigning learning with experience and empowerment. Yet, such programs are not merely community service; the practice connects the classrooms and curriculum to community needs. Conclusion: From the experience of the author as a practicing service-learning professional and facilitator, information is provided which can assist teachers at all levels of education to initiate service-learning as a pedagogical practice. In this way teachers can become stronger facilitators of students' learning and stewardship.
Descriptors: Community Needs, Educational Practices, Teaching Methods, Service Learning, Educational Objectives, Transformative Learning, Experiential Learning
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A