Service Learning as Holistic Values Pedagogy

Lovat, Terence; Clement, Neville

doi:10.1177/1053825916628548

Cited by 38 publications

(26 citation statements)

References 27 publications

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“…Kolb's model of experiential learning provides a cycle of learning that includes observation and deliberate reflection on a concrete experience (Kolb & Kolb, 2005). Service learning capitalizes on reflection as a part of the process with the potential to raise moral awareness (Lovat & Clement, 2016). In fact, scholars such as Dewey (1938), Kohlberg (1971), and Boss (1994) advocate for the use of experiential learning specifically for moral development, noting the provision of moral issues arising out of actual real-world scenarios.…”

Section: Literature Reviewmentioning

confidence: 99%

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Cross-Cultural Service Learning as Pedagogy for Character Development in Occupational Therapy Doctoral Students

Peters¹,

Short²

2018

The Open Journal of Occupational Therapy

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Occupational therapists must demonstrate a broad spectrum of knowledge, clinical reasoning skills, and professionalism to be effective practitioners. Development of ethical practice must begin with the educational process to shape character traits as building blocks of moral reasoning. This article puts forth a cross-cultural service learning curricular module as lived experience for development of character traits in occupational therapy students. This mixed methods study investigated lived experience in the form of cross-cultural service learning as a pedagogy for development of character traits, as measured by the CIVIC, necessary to navigate professional ethical standards. Findings suggest a cross-cultural lived experience for occupational therapy doctoral students providing seating and mobility services in Guatemala significantly impacted character traits associated with professional ethical standards. Similar lived experience embedded in an occupational therapy curriculum may contribute to character development to guide ethical practice for the next generation of occupational therapists. CommentsNathan Short reports no conflicts of interest to disclose.

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Section: Literature Reviewmentioning

confidence: 99%

“…(p. 203) In addition, service learning includes moral or ethical considerations (Bossaller, 2016) similar to early iterations of experiential learning. Lovat and Clement (2016) contended that service learning has evidenced "personal, moral, social, and civic development, as well as . .…”

Section: Literature Reviewmentioning

confidence: 99%

Cross-Cultural Service Learning as Pedagogy for Character Development in Occupational Therapy Doctoral Students

Peters¹,

Short²

2018

The Open Journal of Occupational Therapy

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“…The values education framework provides a lens for developing a conceptual approach to classroom rules (Lovat & Clement, 2016). Using the term values with rules allows us to see rules as a value-laden product.…”

Section: Theoretical Framework: Values Education and Risk Society Theorymentioning

confidence: 99%

Values, Risks, and the Shaping of Kindergarten Rules in Japan

Guo¹

2017

Pac Early Child Educ Res Assoc

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The relationship between values, risks and rules is of the central interest in this study. Through engagement with values and risks, this paper seeks to obtain an understanding of rules in the context of Japanese kindergartens, one that is underpinned by teachers' and children's perspectives of desirable and undesirable learning behaviours and outcomes. Values education and risk society theory are employed as the theoretical basis to conceptualize the topic. The analysis from teachers' interviews, teachers' questionnaires and children's interviews shows how values, risks and rules are foregrounded in teachers' and children's perspectives, building a case for the idea that rules reinforce values and prevent risks in children's learning.

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“…comes, such as civic consciousness (Lovat & Clement, 2016), community efficacy (Bernacki & Jaeger, 2008;Sanders, Van Oss, & McGeary, 2016), social responsibility (Kendrick, 1996), a social-justice orientation (Groh et al, 2011), and an expressed commitment to activism (Vogelgesang & Astin, 2000) are often positioned in the literature as equally important to academic outcomes. Personal and social outcomes include improved selfconcept (Celio et al, 2011), self-awareness (Furze, Black, Peck, & Jensen, 2011), cultural awareness (Desmond, Stahl, & Graham, 2011), intercultural effectiveness (Kilgo et al, 2015), adaptability (Desmond et al, 2011;Furze et al, 2011), social skills (Celio et al, 2011), more positive attitudes toward people with disabilities (Wozencraft, Pate, & Griffiths, 2014), and a commitment to promoting racial understanding (Vogelgesang & Astin, 2000).…”

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confidence: 99%

Investigating the Overlapping Experiences and Impacts of Service-Learning: Juxtaposing Perspectives of Students, Faculty, and Community Partners

George-Paschal¹

2019

Michigan Journal of Community Service Learning

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As service-learning and community-based learning proliferate in higher education, increased attention has been directed toward gathering evidence of their impacts. While the bulk of the literature has focused on student outcomes, little work has been done to examine how the perspectives of stakeholder groups overlap and intersect. This study uses an exploratory qualitative design to examine the experiences of service-learning students, faculty, and community partners at a four-year public university, which revealed five key themes: the time-intensive nature of service-learning, the added value provided by the service-learning faculty member, the additional benefits created by service-learning connections, the unintended opportunities for discovery of self and others, and the impacts of the liminal space of service-learning transcending traditional academic boundaries. Implications of the study reveal the importance of institutional support and coordination to maximize impacts on stakeholders, as well as the need for further study of overlapping stakeholder perspectives in multiple contexts. Service-learning is a teaching and learning strategy that applies students' classroom learning to meet a meaningful community need, building upon John Dewey's (1938) call for a pedagogy grounded in experience that prepares students to be active members of a democratic society. Scholarship since the 1990s has recognized the rapid expansion of service-learning programs in higher education and the need for rigorous, structured assessment of the outcomes and impacts of such programs (Chupp & Joseph, 2010; Driscoll, Holland, Gelmon, & Kerrigan, 1996; Eyler, Giles, & Braxton, 1997). The past decade and a half in particular have seen the production of service-learning scholarship that answers this call with unprecedented breadth, including work by Abes, Jackson, and Jones (2002) to understand faculty motivations; Celio, Durlak, and Dymnicki's (2011) meta-analysis of student impacts; Kilgo, Ezell Sheets, and Pascarella's (2015) examination of longitudinal data on high-impact educational practices from the Wabash National Study of Liberal Arts Education; and Keen and Hall's (2009) longitudinal study of students engaged in co-curricular service-learning through 23 liberal arts colleges' Bonner Scholar Programs. This study reports assessment findings from a four-year public university located in the southern United States, with a service-learning program that officially launched in 2013. The program assessment plan established program outcomes and measures for students, faculty, and community partners; this research provides results of focus groups conducted with all three stakeholder groups in February and March 2016. Although several service-learning faculty members at the institution have conducted research related to their own servicelearning courses and pedagogy, a program-wide study was needed to report findings on outcomes and impacts on the students, faculty, and community. The primary purpose of this research, then, was to ident...

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Service Learning as Holistic Values Pedagogy

Cited by 38 publications

References 27 publications

Cross-Cultural Service Learning as Pedagogy for Character Development in Occupational Therapy Doctoral Students

Cross-Cultural Service Learning as Pedagogy for Character Development in Occupational Therapy Doctoral Students

Values, Risks, and the Shaping of Kindergarten Rules in Japan

Investigating the Overlapping Experiences and Impacts of Service-Learning: Juxtaposing Perspectives of Students, Faculty, and Community Partners

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