Synopses & Reviews
This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within philosophy and what philosophy contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of philosophical service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.
Table of Contents
Knowledge, foundations, and discourse: philosophical support for service-learning /Goodwin Liu --Feminism, postmodernism, and service-learning /Irene E. Harvey --Listening to the evidence: service activity and understanding social phenomena /Hugh Lacey --Use of a philosopher: Socrates and Myles Horton /John Wallace --Praxis-informed philosophy /C. David Lisman --Fluid boundaries: service-learning and the experience of community /Cathy Ludlum Foos --Service-learning, citizenship, and the philosophy of law /Stephen L. Esquith --Deepening democratic participation through Deweyan pragmatism /Judith M. Green --Service-learning as a vehicle for teaching philosophy /Eugene J. Valentine --Service-learning in perspectives on poverty /Carolyn H. Magid --Service-learning in ethics: a new pedagogical approach to the old theory-vs.-practice challenge /Sally J. Scholz --Power of service-learning in developing critical-thinking skills /Mary Esther Schnaubelt --Sojourning in the art world: service-learning in philosophy of art /Dan Lloyd --Philosophical inquiry as responsible engagement /William M. Sullivan.