Learning to neighbor? Service-learning in context
Document Type
Article
Abstract
Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment ("context" ) in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that students learn a great deal from the non-curricular aspects of their educational experience. Moral values in particular are conveyed by what is not said. Given this, I argue that the contexts in which service-learning takes place are as important as the activity itself. Three perspectives on context will be described and assessed: the "hidden" curriculum, the educational atmosphere, and the university's orientation towards social responsibility. © 2007 Springer Science+Business Media B.V.
Publication Title
Journal of Academic Ethics
Publication Date
2007
Volume
5
Issue
1
First Page
85
Last Page
104
ISSN
1570-1727
DOI
10.1007/s10805-007-9045-5
Keywords
hidden curriculum, management education, moral and civic values, service-learning, university social responsibility
Repository Citation
Boyle, Mary Ellen, "Learning to neighbor? Service-learning in context" (2007). School of Management. 143.
https://commons.clarku.edu/faculty_school_of_management/143