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Community Service Learning: Bridging Education and Social Practice
Author(s) -
Sabia Debra
Publication year - 2003
Publication title -
politics and policy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.259
H-Index - 23
eISSN - 1747-1346
pISSN - 1555-5623
DOI - 10.1111/j.1747-1346.2003.tb00152.x
Subject(s) - service learning , experiential learning , civic engagement , sociology , experiential education , pedagogy , civics , public relations , civility , democracy , politics , public service , political science , law
Advocates of service learning believe that meaningful education should provide students with opportunities to learn about themselves while learning about the world around them. Many proponents of service learning also believe that connecting education to the world of public affairs is critical to the future functioning of a democratic society. As early as the founding of the Republic, Thomas Jefferson recognized the importance of normative education in nurturing public civility and tolerance. John Dewey's (1916 and 1938) theories of experiential and democratic education recognized the importance of engaging students in the concrete problems of their communities so they might develop the skills necessary for civic engagement. Teachers of political science have a unique opportunity for fostering a student's love of learning with a passion for greater social justice. This article examines the evolution of a community service project designed to address the problems of poor Hispanic farm families. The article discusses the evolution of the project, the strategies, struggles, and the lessons learned along the way for both students and faculty.