Suchergebnisse

Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgements -- 1 Conceptualising Service-Learning -- 2 Service-Learning as Pedagogy -- 3 Service-Learning and Diversity Attitude -- 4 Service-Learning and Reflection -- 5 Assessment in Service-Learning -- 6 Service-Learning and Active Citizenship -- 7 Service-Learning and Technology -- 8 Service-Learning as Transformative Pedagogy -- 9 Service-Learning as Civic Pedagogy -- 10 Service-Learning Theories -- 11 Service-Learning Models -- 12 Service-Learning and Vocational Education -- 13 Factors Influencing Service-Learning Implementation -- 14 Conclusions and Suggestions.

In der gegenwärtigen öffentlichen Debatte in Deutschland über Bildung geht es meist um die Ergebnisse der international vergleichenden PISA-Studie und deren bildungspolitische Folgen. Vor dem Hintergrund dieser Debatte versucht die Autorin, die Aufmerksamkeit auf ein Feld zu richten, das sich zwar seit einigen Jahren einer erhöhten öffentlichen und wissenschaftlichen Aufmerksamkeit erfreut, dabei jedoch selten unter dem Aspekt von Bildungsprozessen betrachtet wird: Bürgergesellschaft und Zivilgesellschaft. Die These der Autorin lautet, dass Bürgergesellschaft nicht nur hochgradig abhängig von gegebenen Bildungsressourcen in der Bevölkerung ist, sondern dass sie selbst eine zunehmend wichtige Bildungsinstitution darstellt, deren Potentiale noch kaum systematisch untersucht, geschweige denn in der (deutschen) Praxis wirksam genutzt werden. Bei der Erläuterung dieser These wird auf die Ergebnisse eines abgeschlossenen Forschungsprojektes zurückgegriffen. Der Zusammenhang von Bürgergesellschaft und Bildung wird mit Blick auf das so genannte "Service Learning" diskutiert, einer institutionellen Brücke zwischen Bildung und Zivilgesellschaft, die seit vielen Jahren vor allem in den angelsächsischen Ländern erprobt wird und die auch für die deutsche Situation Perspektiven bereithält. Hier werden im Rahmen institutioneller Curricula - und somit weitgehend unabhängig von lokalen Kontingenzen - Möglichkeiten erfahrungsorientierter Lernprozesse geschaffen, die dem Einzelnen wie der Gemeinschaft zugute kommen und daher Gemeinnutz und Eigennutz effektiv kombinieren. (ICA2)

Service learning is a powerful pedagogical tool using community or public service experiences to enhance traditional course content's meaning and impact. This approach is valuable for two interrelated reasons: 1) it provides a form of practical experience enhancing learning in all potential curriculum areas and 2) the community service experience can reinforce civic and moral values desirable in society from serving others (Zlotkowski, 1996a, 1996b). This paper presents a brief description of service learning and describes a unique application of this pedagogy at a military service academy. A special offering senior capstone course involving engineering systems design and program management, where the final project (a small satellite) is actually placed in orbit, is used as a vehicle for service learning. Also experience-based insights into improving service learning implementation are presented with suggestions and demonstrations for making this approach part of the curriculum.

This article examines service learning in the Peace and Justice Studies Program at the University of San Francisco. The authors show that students who complete their two courses—Poverty, Homelessness, and the Urban Underclass as well as Field Experience—make significant contributions to the community service organizations they serve. Not only do their students learn, but the organizations benefit from the knowledge the students bring. Furthermore, through service learning, many of the students develop a long-term commitment to social justice and continue to work for social change years after leaving the university.

Anyone who has seen the hungry or homeless on city streets or in rural areas is likely to be touched by the hardship they see. A growing number of schools are incorporating service learning into their curriculum. These programs heighten the students' sense of community and engage them with a sense of service and civic responsibility. Readers of this book will learn about ways that service learning can help people suffering from hunger and homelessness. The detailed examples provided provide excellent starting points for an individual's or a school's exploration into service learning

Intro -- TABLE OF CONTENTS -- PREFACE -- CHAPTER ONE: INTRODUCTION -- CHAPTER TWO: THE FIRST NATIONAL COMMUNITY IN ACTION YOUTH SUMMIT -- CHAPTER THREE DOMESTIC VIOLENCE CONSORTIUM BREAKFAST ON RELATIONSHIP VIOLENCE: WHAT'S LOVE GOT TO DO WITH IT? -- CHAPTER FOUR: A NON-TRADITIONAL SERVICE-LEARNING APPROACH -- CHAPTER FIVE: NEW DIRECTIONS IN SERVICE-LEARNING -- BIBLIOGRAPHY.

Borrows from the domains of service learning, study abroad, and international education to create a new high-impact pedagogy, with the potential to improve students' academic attainment, contribute to their personal growth, and develop global civic outcomes.