The Impact of Service Learning on Democratic and Civic Values

Abstract

Throughout the twentieth century, American scholars and political pundits have argued that the survival of democratic political institutions and an ethic of concern for the welfare of others in the political community depended on ensuring all citizens received a high-quality civic education. Despite repeated efforts to act on this concern, empirical evidence suggests that a substantial number of Americans continue to be ignorant of how best to express their political demands, lack essential factual knowledge about political institutions and policies, and fail to acquire more information about politics and policy (Barber and Battistoni 1993, 235; Battistoni 1985).Recently, service learning has been put forward as a means for increasing students' limited knowledge about democratic politics and general sense of civic responsibility. Service learning is a form of experiential education that combines structured opportunities for learning academic skills, reflection on the normative dimensions of civic life, and experiential activity that addresses community needs or assists individuals, families, and communities in need (Eyler and Giles 1999, 3-5; Gray et al. 1999, 4-5, 7-8; Jacoby 1996, 5-10). Many proponents of service learning argue that it provides experiences that can change students' frame of reference for or perspective on people and their problems; leads students to see links between theory and practice; teaches students social problem-solving techniques, interpersonal skills, and critical thinking; provides students with education in citizenship; engages the school as well as the student in democratic governance; and involves schools “sympathetically and productively” with the communities they serve (Eyler and Giles 1999, 7-19, 23-163; Gray et al. 1999, 1-2).

Engaging the Reluctant? Service Learning, Interpersonal Contact, and Attitudes toward Homeless Individuals

“…Service-learning courses (also known as community-based learning or experiential learning) ask students to perform public-spirited work as an integral and integrated part of the course curriculum (for a review of this literature, see Eyler et al 2001). Proponents claim service-learning courses offer a number of benefits, not least of which is the development of students' civic skills (Astin and Sax 1998;Astin et al 2000;Ehrlich 1999;Metz and Youniss 2003;Yates and Youniss 1998; for an opposite view, see Hunter and Brisbin 2000). Critics, however, counter that service-learning courses are akin to "compulsory volunteering" in which students perform community service simply to fulfill a course requirement, gaining little out of the experience beyond a grade (Butin 2005;Fish 2003;Sobus 1995;Stukas et al 1999).…”

Research Service-Learning: Making the Academy Relevant Again

“…For service and service-learning, studies have found robust effects on personal and civic development, such as increased tolerance and understanding; spiritual and social growth; sense of personal efficacy; and commitment to public service, engaged citizenship, and social justice (Warchal and Ruiz 2004;Hunter and Brisbin 2000;Astin, Sax, and Avalos 1999;Eyler and Giles 1999;Gray et al 1998;Osborne, Hammerich, and Hensley 1998;Giles and Eyler 1994;Markus, Howard and King 1993). Studies also have found that service-learning enhances students' educational experience, for example, by helping them to understand social problems in all their dimensions, apply academic theory to real-world contexts, sharpen critical-thinking and problem-solving skills, and deepen their understanding of concepts learned in the classroom (Eyler and Giles 1999;Osborne, Hammerich, and Hensley 1998;Batchelder and Root 1994;Boss 1994;Markus, Howard, and King 1993).…”

Citizen Engagement in Post-Hurricane Katrina Planning in Harrison County, Mississippi

“…At the end of the planning process, the university hopes that, as a result of working with the communities in Harrison County, the students will have positive attitudes toward their own communities, greater involvement in politics, and instilled values of citizenship (Ahmad-Llewellyn, 2003;Hunter and Brisbin, 2000;Kirlin, 2002). In reviewing the students' journals, instructors found that their attitudes toward citizen engagement had clearly changed.…”