Developmental psychology and service-learning: A theoretical framework.

Service Learning In Engineering Science Courses: Does It Work?

“…The approach of S-L, with its roots in experiential learning, is consistent with the theories and empirical research of a number of leading educators and developmental psychologists, as documented by (1) . The approach is also consistent with the recent change in paradigm in education from a focus on teaching to a focus on learning (2) . In engineering, the goals is to have students become better professionals and better citizens while the community also benefits.…”

Service Learning Integrated Into Existing Core Courses Throughout A College Of Engineering

“…The approach of S-L, with its root in experiential learning, is consistent with the theories and empirical research of a number of leading educators and developmental psychologists, as documented by Brandenberger 3 and Jacoby 2 . The approach is also consistent with the recent change in paradigm in education from a focus on teaching to a focus on learning 3,4 . Astin et al 5 .…”

Moral character and the civic mission of American universities: The Catholic, Jesuit vision of justice education

“…Problem-posing education, on the other hand, involves balanced communication between students and teachers who are together engaged in critical reflection and action-what Freire called conscientization and praxis-often directed at a deeper understanding of social realities that obscure oppression, including traditional didactic classroom practices. Freire, of course, shared many of Piaget's constructivist leanings but extended their emancipatory implications by critically analyzing the traditional power dynamics of teacher-student relationships (Brandenberger, 2006). They both believed that a liberating education aims to develop autonomous learners and moral agents who embrace social-relational values of justice and community, civic virtues needed for thriving democracies.…”