Service-Learning's Ongoing Journey as a Method of Instruction: Implications for School-Based Agricultural Education
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| Title: | Service-Learning's Ongoing Journey as a Method of Instruction: Implications for School-Based Agricultural Education |
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| Language: | English |
| Authors: | Roberts, Richie, Edwards, M. Craig |
| Source: | Journal of Agricultural Education. 2015 56(2):217-233. |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Service Learning, Agricultural Education, Teaching Methods, Educational History, Educational Philosophy, Models, Educational Practices, Educational Research |
| ISSN: | 1042-0541 |
| Abstract: | American education's journey has witnessed the rise and fall of various progressive education approaches, including service-learning. In many respects, however, service-learning is still undergoing formation and adoption as a teaching method, specifically in School-Based, Agricultural Education (SBAE). For this reason, the interest existed to understand service-learning's origins and its evolution as a method of instruction. As such, this historical study sought to describe the events and philosophical underpinnings presaging service-learning's emergence as a method of instruction, and how this approach to learning has been incentivized and used in SBAE. Findings and implications from the study revealed that service-learning's deep philosophical roots can be traced to great thinkers, including Aristotle, Plato, Rousseau, Kant, and Dewey. Moreover, the researchers suggest the core principals of service-learning align with delivering SBAE's three-circle model in effective and powerful ways. Moving forward, scholars and practitioners of SBAE should ask themselves, "Is service-learning the teaching method of choice for conflating the components of SBAE's three-circle model such that the whole really is greater than the sum of its parts?" |
| Abstractor: | As Provided |
| Number of References: | 79 |
| Entry Date: | 2016 |
| Accession Number: | EJ1122779 |
| Database: | ERIC |
| Abstract: | American education's journey has witnessed the rise and fall of various progressive education approaches, including service-learning. In many respects, however, service-learning is still undergoing formation and adoption as a teaching method, specifically in School-Based, Agricultural Education (SBAE). For this reason, the interest existed to understand service-learning's origins and its evolution as a method of instruction. As such, this historical study sought to describe the events and philosophical underpinnings presaging service-learning's emergence as a method of instruction, and how this approach to learning has been incentivized and used in SBAE. Findings and implications from the study revealed that service-learning's deep philosophical roots can be traced to great thinkers, including Aristotle, Plato, Rousseau, Kant, and Dewey. Moreover, the researchers suggest the core principals of service-learning align with delivering SBAE's three-circle model in effective and powerful ways. Moving forward, scholars and practitioners of SBAE should ask themselves, "Is service-learning the teaching method of choice for conflating the components of SBAE's three-circle model such that the whole really is greater than the sum of its parts?" |
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| ISSN: | 1042-0541 |
