Expanded conceptions of I-Other relationships in critical service learning impact ideas of self, ways in which self is understood to be autonomous and/or relational, and holistic concepts of self and other/s. This manuscript engages core ontological questions in contemporary service learning: Can social epistemological and ontological approaches…

Many corners of the academy are actively working to build bridges between research in the ivory tower to outcomes and needs in the community. Our study seeks to unify two such efforts: community-based/service-learning research and open access scholarly communication. Open access is an implicit value in community-based and service-learning…

There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This…

International service-learning (SL) and study abroad (SA) courses are increasingly part of university curricula. A literature review shows these two types of experiential learning share similarities that offer potential synergies for the growing numbers of both types of experiences. This possibility is explored further by analyzing results from a…

Examines the theoretical justification for service learning through study of the writings of I. Harkavy, B. Barber, and K. Morton. Suggests that service learning will rise or fall based less on its broad social aspirations and more on how well it serves the goals of education. (Author/SLD)

Draws from self-descriptions of national and community service organizations, and from service-learning history and literature, to reveal and examine underlying metaphors of service. Then describes and develops purposeful metaphors for service, which can be used to clarify service-learning's multiple meanings and facilitate reflective learning.…

Reviews literature on cognitive outcomes of service learning with an emphasis on how convincing the results are to faculty. Explores how self-report measures produce the most consistent positive findings yet are one of the least persuasive measures; other measures based in the cognitive sciences, such as problem-solving protocols, show promise but…

John Dewey's writing is explicit concerning the moral responsibilities of education in democracy. These moral dimensions provide a framework for identifying characteristics of good undergraduate education consistent with recent reports and the pedagogy of service learning. Articulation of these characteristics supports the value of service…

As interest in service-learning increases, there is a concomitant need for a theoretical base for it. Reviews aspects of John Dewey's educational and social philosophy relevant to the development service-learning theory, including learning from experience, reflective thinking, citizenship, community, and democracy. A series of key questions for…

Identifies five specific areas in which John Dewey's writings contribute to service-learning: linking education to experience; democratic community; social service; reflective inquiry; and education for social transformation. Argues that these contributions form the basis of a cultural and political critique and reconceptualized pedagogy aimed at…

Chronicles the emergence of community service in the United States, beginning with the turn-of-the-century collision of capitalism and democracy which generated a crisis of community and profound rethinking of the meaning and practice of charity. Three service "paths" are identified: nonprofit human services organizations; active…