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.
About This Series—Edward Zlotkowski Foreword—David A. Hoekema Introduction—C. David Lisman Part One. Service-Learning as a Mode of Philosophical Inquiry 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 The 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 Part Two. Course Narratives 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 The 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 Afterword Philosophical Inquiry as Responsible Engagement—William M. Sullivan Appendix Annotated Bibliography. Service-Learning and Philosophy Contributors to This Volume