Service Learning in Light of Emmanuel Levinas

Abstract

Emmanuel Levinas, a twentieth century French Continental philosopher, proposed an original understanding of ethics which has serious implications for the particular activities within higher education designated as service learning and community service. First I will define service learning and community service and briefly review the theoretical and philosophical justifications typically employed to substantiate and ground these activities within higher education. Next, I will explicate key aspects from Levinas' ethical philosophy important for reconceptualizing service learning, and discuss their significance for related concerns in higher education about language and justice. Finally, in light of these considerations, I will suggest the profound implications of a Levinasian conception of service for higher education.Service learning is the integration of community service experience, with classroom-based teaching and learning (the fulfillment of learning objectives through structured discussion, written reflection, related readings and other pedagogical techniques and methods) about responsibility, citizenship, communities of people, and their social/living problems. Community service or charitable volunteerism resides mostly in the experiential doing and may not include some or all of the structured, reflective elements which constitute the intentional, educational aspects of the service learning experience. From this point on,

Motivations and Perceptions of Student Service Participation

“…Additionally, a study by McCunny (2017) utilized in-person interviews, as opposed to quantitative research methods, to provide an avenue for in-depth analyses of community involvement. Other resources discuss theories behind participation in community service or the transformation of students' learning in addition to their greater feeling of responsibility achieved through community and civic engagement (Sherman, 2016;Heffner, Curry & Beverslui, 2006;McCunny, 2017;Dote, Cramer, Dietz & Grimm, 2006). In keeping with suggested best practices from the Association of American Colleges & Universities (2019), Georgia College & State University (Georgia College or GC) promotes community service as a form of experiential learning.…”

“…There is no clear consensus among researchers that explains why students participate in service. Emmanuel Levinas claims that people are motivated to serve due to an unconscious sense of guilt or responsibility towards the "others"; Robert Rhoads argues that motivation to serve stems from the caring relationships built between the volunteers and recipients of service (Sherman, 2016). However, Dote and other researchers (2006) believe students may volunteer to improve their resume or simply because the opportunity is present.…”

“…However, Dote and other researchers (2006) believe students may volunteer to improve their resume or simply because the opportunity is present. Despite different theories, there is a common motivational thread throughout the literature: students who want to see changes to social injustices volunteer (Sherman, 2016;Heffner et al, 2006;McCunny, 2017). Several studies found that, as a result of participating in service, students developed an increased awareness of social issues and a greater commitment to the underserved in their community (Jones et al, 2014;White-Farnham & Meyer, 2014;Fenzel & Peyrot, 2005).…”

“…For example, Fenzel and Peyrot (2005) found that co-curricular service predicted postgraduation service involvement, service-oriented careers, and political activism for alumni in their study. The bridge between college courses and sustainable practices benefitting the greater community is the key to fostering engaged scholarship and more dynamic citizens (Sherman, 2016;Heffner et al, 2006). However, an extension of the current research is needed to study student volunteer perceptions of how extracurricular service interacts with their holistic college experience.…”