In the Service of What?

In the Service of What? The Politics of Service Learning. By Joseph Kahne and Joel Westheimer
Extended Quotes

   In my blog I will be focusing on extended quotes because there's a lot to say on this important topic.  I enjoyed this reading and found many flaws in which "community service" is perceived, which I do agree that there's a difference between just showing up and going through the motions compared to being emotionally and physically involved.  As well as being analytical and critical before, during AND after your experience.
   As Kahne and Westheimer state "A transformative educational experience requires that students engage in critical thinking in the "strong," not the "weak" sense."  This quote stood out to me was the fact that students in order to gain the full experience of a service project, they must be always thinking critically and analytical on every aspect.  For example, before you go to your service project, think of some reasons as to why the students are not achieving academically in school, or why is there such an influx of homeless people, or why is deforestation on the rise in your community?  In other words form a "hypothesis" before you engage in your project.  Try developing a course of action that you are going to take and do some research before you go.  This is definitely the opposite as to just going because your teacher tells you, you must perform such and such hours to graduate.  By being fully engaged emotionally and socially is different from just going through the motions.  While you are helping, get to know whoever it is you are helping and what's working and not working.  You should be asking questions and being very perceptive as to why these certain people are here and how they got here.  You have to be totally  into what you're doing and reflect afterwards.  By being reflective you look back on your "hypothesis", how did it feel, what info did you gather and what can you do in the long run for this cause?  You should be proactive not just happy that you completed your 75 hours for graduation!
   The next quote I wanted to state was the one about Mr. Johnson's class basically going through the motions of volunteering for charity and nothing else.  Kahne and Westheimer state, 'Mr. Johnson's curriculum included only minimal attention to any systematic analysis of the ills his students were helping to alleviate.  His high school seniors were not asked to articulate an understanding of the conditions and contexts that might have contributed to the loss of a family's home or to a pregnant mother's decision to turn to crack cocaine."  HELLO!  Where is the need to want to help down the road.  What strategies or methods did the class take or mention about helping after they did their charity work.  This is a perfect example of "going through the motions".  There's no initiative taken about what steps to take to help them in the long run.  Where is the critical and analytical reflection afterwards?  Are the students really understanding what problems led to these situations or how they could help?  I'm sorry but by definition, this isn't an example of a transformative educational experience.  Like Kahne and Westheimer will state later in the article, this case mirrors large-scale initiatives to promote community service around the country.
   Transformative educational experiences were clear in Ms. Adams seventh grade class on homeless-ness except the hands on experience when Kahne and Westenheimer stated "provides authentic learning experiences, reflection on matters of social concern, and opportunities for interdisciplinary study linked to curricular goals.  The goal of the project had broad base appeal.  It stressed the importance of compassion for those in need, and it encouraged children and young adults to find ways to help.  Every action led to a reaction and this is what leads to making an impact not only physically but socially and emotionally.  Interaction is key when helping and assisting in community projects and causes.  But what was missing was the hands on experience that Mr. Johnson's class had participated in.  Hands on experience has more of an impact than just reading about it.  Ms. Adams way of teaching and shedding light on the problem lacked the basis for learning, hands on experience.
   Questions and Comments
   Although I enjoyed this article, it shed light on the fact that service programs need to emphasize more on reflective and critical thinking.  Trying to get to the root of the problem rather than volunteering because you have to.  Having the will power to want to make a change and setting goals are prevalent in making a change for the people in need.  What do you think about the different views on service based learning?  Do you agree there's needs to be more of an emphasis on actually working for a change and not going through the emotions?  I believe and hope everyone who is enrolled in a FNED course is connected to the cause we are participating in.  I know along with my fellow classmates and Prof. Stevos that there is a sense of urgency, care and compassion in us and it reflects in and outside of the classroom.