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Service-Learning Everywhere Theory (evolving group Consensus) + Practice = PRAXIS Defined from a Communist perspective The source of each item is the Encyclopedia of Marxism, unless a different source is given. |
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The source of the resources listed here is the National Service-Learning Clearinghouse
The short list gives us a glimpse of the vast resources and studies behind organized service-learning programs in schools, universities and communities across America. Notice the highlighted words and phrases, which alert us to the new transformational ways of thinking, communicating, serving and learning. The emphasis is obviously not on objective facts and logical thinking! Those trusty old tools for learning would hinder today's revolutionary change -- and the planned purge of Biblical Truth and moral values.
See also Mind Change and Collective Service and
Mandatory Training in Orwellian Thinking
Dwight
E. Giles. (1991). "Dewey's Theory
of Experience: Implications for
Service Learning." Journal of Cooperative
Education, 27(2), 87-90.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=2379
Abstract: Relates John Dewey's concepts
about education and experience to
service-learning. Giles suggests
a dialectical interaction between
service and learning, which had
implications for ensuring quality
in service-learning programs and
for defining service- learning as
a philosophy rather than as a type
of program.
Giles, D.E.,
Jr., & Eyler, J. (1994). "Theoretical roots of service
learning in John Dewey: Toward a theory of service learning."
Michigan Journal of Community Service Learning,
Fall, 77-85.
http://www.umich.edu/~mjcsl/volumes/vol1abstracts.html#vol1-9
Abstract: As interest service-learning research multiples,
there is a concomitant need for a theoretical base
for service learning. In this article the authors
review aspects of John Dewey's educational and
social philosophy that they identify as relevant to
the development of a theory of service learning including
learning form experience, reflective activity,
citizenship, community, and democracy.
Furco,
Andrew & Billig, Shelley H. (2002).
Service-Learning: The Essence of
the Pedagogy. Greenwich, CO: Information
Age Publishing.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=4277
Abstract: The chapters of this book
focus on a broad range of topics
that address a variety of research
issues on service-learning in K-12
education, teacher education, and
higher education. This book contains
essays in three categories: theoretical
issues regarding service-learning,
the impacts of service-learning,
and methodological approaches to
studying service-learning. The chapters
include: "Community Service and
Service-Learning in America: The
State of the Art"; "Is Service-Learning
Really Better Than Community Service?
A Study of High School Service Program
Outcomes"; "Civil Society, Social
Trust, and the Implementation of
Service-Learning"; "An Application
of Developmental-Contextualism to
Service-Learning"; "Using Program
Theory to Build and Evaluate Service-Learning
Programs"; "Theories Guiding Outcomes
for Action Research for Service-Learning";
"Beyond Surveys: Using the Problem
Solving Interview to Assess the
Impact of Service-Learning on Understanding
and Critical Thinking"; "Methodological
Challenges and Potential Solutions
for the Incorporation of Sound Community-Based
Research into Service-Learning";
"Service-Learning as Qualitative
Research: Creating Curriculum from
Inquiry"; "Impact of Service-Learning
on Civic Attitudes and Behaviors
of Middle and High School Youth:
Findings from Three National Evaluations"...and "Research
Agenda for K-12 Service-Learning:
A Proposal to the Field.”
Cone,
D., & Harris, S. (1996). "Service
learning practice: Developing a
theoretical framework." Michigan
Journal of Community Service Learning.
Fall, 31-43.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=1972
Abstract: Service Learning has dramatically
increased its impact on the American
educational scene during the past
few years, and new practitioners
are quickly adopting the methods
of integrating traditional classroom
based instruction and community
service. ... For
two decades, we have been drawing
largely on
Dewey, Kolb and
Freire
for theoretical support for our
work. This paper suggests additional
theoretical perspectives drawn largely
from cognitive psychology and
Cummings,
K.C. (2000). "John Dewey and the
rebuilding of urban community: Engaging
undergraduates as neighborhood organizers."
Michigan Journal of Community Service
Learning, 7, 97-108.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=4240
Abstract: John Dewey's related concerns
to revitalize education and to rebuild
community and democracy at the local
level have powerfully appealed to
service-learning advocates. Yet
only rarely have students been engaged
directly as neighborhood organizers,
a role that, from Dewey's perspective,
would appear to have great educational
and social promise. After exploring
this anomaly, this paper employs
Dewey's understanding of democracy
to analyze one program which has
succeeded in making widespread use
of college students as front-line
organizers. The complementarity
between what students do in their
neighborhood target sites and what
happens within the classroom generates
the extraordinary potential of this
service-learning activity.
Deans,
T. (1999). "Service-learning in
two keys: Paulo
Freire's critical
pedagogy in relation to John Dewey's
pragmatism." Michigan Journal of
Community Service Learning, 6, 5-29.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=4563
Abstract: The author, from Kansas
State University, compares the educational
and philosophical theories of John
Dewey and Paulo
Freire, articulating
how each deals with two key relationships:
action to reflection, and individual
to society. While Dewey and Freire
largely overlap in their theories
of experiential learning, they depart
on the larger ideological purposes
of education, with Freire more inviting
of critical reflection on race,
class, and power. After a discussion
of each theorist, the author illustrates
the implications of Deweyan and
Freirean philosophical frameworks
for service-learning pedagogy, using
two college writing courses as examples.
Liu,
G. (1995). "Knowledge, foundations,
and discourse: Philisophical support
for service learning." Michigan
Journal of Community Service Learning,
Fall, 5-18.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=2943
Abstract: For some time now advocates
of service-learning in higher education
have been arguing for a
Singh,
A. (1997). The Evolution of Character
Education: From Hellfire and Brimstone
to Constructivism. Unpublished paper,
University of Texas.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=3698
Abstract: "As America becomes increasingly
pluralistic, the task of deciding
whose values to teach, and how to
best teach them, is most treacherous.
A starting place for this task may
be an examination of the three domains
of character education: moral, political,
and intellectual."
Wagner,
J. (1990). "Beyond curricula: Helping
students construct knowledge
through teaching and research."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=3919
Abstract: "Examines different kinds
of activities that can provide students
with opportunities for integrating
community service and curricular
concerns...
and identifies the structural contradictions
that are revealed through efforts
to promote service-learning activities
within colleges and universities..."