The purpose of this paper is to offer a review of the history of the service‐learning movement, a description of the contemporary philosophical models of service‐learning, and an interpretation of which futures are implied in each model's learning objectives.
A historical and philosophical review of service‐learning is conducted.
Current service‐learning practice has a 40‐year history, evolving from a social movement to a more mainstream pedagogical method. Historical and contemporary versions of service‐learning show three separate models with different assumptions about the purpose of service‐learning. The models are the professional model, which focuses on career training with cognitive learning goals; the civic engagement model, which focuses on developing active and engaged citizens, with affective learning goals; and the social change model, which focuses on empowerment and social justice, also with affective learning goals. While the civic engagement and social change models represent the historic values of the service‐learning movement, evidence suggests the professional model is most common.
To meet the demands of the unscripted future(s), individual teachers and institutions should reflect on their assumptions about the connection between service and learning to ensure that their learning objectives are aligned with their practice.
Teachers benefit from understanding the range of assumptions and values represented in service‐learning, and from the increased personal awareness from comparing their own views and service‐learning objectives with those of the larger field.
Beatty, J. (2010), "For
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