By Susan J. Deeley (auth.)
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Additional info for Critical Perspectives on Service-Learning in Higher Education
2002, p. 200) state that ‘[f]rom a theoretical viewpoint, service-learning would appear to facilitate not only academic achievement, but also critical thinking, character development, social relationships, self-esteem, citizenship, and cultural awareness’. Bringle and Hatcher (1996, p. 221) reinforce this view, claiming that service-learning has a ‘positive impact on personal, attitudinal, moral, social, and cognitive outcomes’, a view shared by Astin et al. (2000). In addition, service-learning offers ample opportunities for students to develop employability skills and graduate attributes (Deeley, 2014).
There are both positive and negative aspects of this dimension, however, as students may experience discomfort during the experiential learning process, but by discussing this and other personal experiences within small group tutorials allows trust and friendships to emerge. It is this process that can release the power of a learning community and nurture the process of deep learning. A learning community or a small tutorial group may provide an invaluable supportive network. This has been referred to by service-learning students as ‘a wee counselling group’ (Deeley, 2010, p.
Progressive pedagogy In contrast, non-traditional education or progressive pedagogy seeks to allow learners the opportunity to be a source of their own knowledge through their active learning. Service-learning fits this model, which is a move away from the didactic and authoritarian teacher-asexpert model towards a more democratic and collaborative means of learning and teaching where students are aroused from their induced passivity. This awakening lights the path towards critical thinking or ‘thinking outside the box’ (Deeley, 2010, p.
Critical Perspectives on Service-Learning in Higher Education by Susan J. Deeley (auth.)