The Impact of Service Learning on Democratic and Civic Values
Bibliographic Data
| ID | 6103607 |
|---|---|
| Authors | Susan Hunter (0000-0001-8416-8182, West Virginia University), Richard A Brisbin (West Virginia University) |
| Year | 2000 |
| Volume | 33 |
| Issue | 3 |
| Pages | 623-626 |
| Publication date | 2000-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.2307/420868 |
| OpenAlex | W2107648071 |
| Language | EN |
| Citations received | 23 |
| References cited | 4 |
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
Citizenship · Civic engagement · Civics · Democracy · Experiential learning · Pedagogy · Political science · Politics · Public relations · Service-learning · Sociology · Educator Training and Historical Pedagogy · Law · Public Administration · Service-Learning and Community Engagement · Youth Development and Social Support
Invitational Rhetoric and the Case for Service Learning
Gender Mainstreaming in Political Science Experiential Learning Programs
Vegelate’ and Greece
Developing a Political Science Curriculum for Non-Traditional Students
Expanding Political Science's Signature Pedagogy
Keeping It Real
Enriching Student Understanding of Trial Courts through Service Learning
From Community Engagement to Political Engagement
State Municipal Associations as Intermediaries in Service Learning
Service Learning Outside the U.S
Transborder Service Learning
Civic Skill Building
Engaging the Reluctant? Service Learning, Interpersonal Contact, and Attitudes toward Homeless Individuals
How can we increase children’s understanding of the social determinants of health? Why charitable drives in schools reinforce individualism, responsibilisation and inequity
Service Learning and Civic Engagement
The Impact of Community Service Learning Upon the Expected Political Voice of Participating College Students
Developing Social Sensitivity with Service-Learning
Communicating Politics
Civic Engagement in Postwar Japan
An Honors College with a Social Mission
Delivering an online multi-component non-pharmacological intervention approach for family caregivers of dementia Patients
At Your Service? Volunteering and National Service in 2020
Using Intergenerational Service Learning to Promote Positive Perceptions about Older Adults and Community Service in College Students
| Unique citing works | 23 |
|---|---|
| Citations per year | 0,96 |
| Citation span | 2002 - 2025 (24) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |