Re: S + L not always S-L

Title: Re: S + L not always S-L

In response to Patricia Nabti’s recent posting, I must voice some hesitation about qualifying strong service versus weak service, or saying that accepting one form of service is detrimental to the entire field, or weakens the definition of the word service.  I don’t believe that service can get watered down by allowing it to be broadly defined.

By assuming that we can dichotomize service, or put it on a spectrum of good to bad is a dangerous and haughty action.  If in the case of the Junior League practicing with the local school children, which was used as an example, those schools were lacking music education courses, then the simple service of just practicing with a traveling choir would be very important.  

The only true measurement of service comes from the community.  A group of dedicated college students could start up a phenomenal environmental club after school program but if the community doesn’t need any more after school activities, then that service has not served the community.  Service projects ought to be defined by the community to address issues and needs which are identified by the community.

Josh Stearns
Project Assistant, ISAS
Campus Compact
Brown University - Box 1975
Providence, RI 02912
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Phone: (401) 867-3929  Fax: (401) 863-3779
Email: jstearns@compact.org
On 7/16/02 1:49 AM, "Patricia Nabti" <pnabti@hotmail.com> wrote:

Greetings to all the Listserv:

This has taken a few days to submit to the Listserv since I am in the US now, and can't send it from my own computer and ISP.  As a consequence, it is a bit out of sync with the discussion it applies to, but I think it's still worth sending...

 

I have been reading the discussion between Cynie Parsons, Jini and Beth(?), and Andy Furco with great interest.  Clearly we need to make a distinction between volunteering and service-learning, but it seems we also need to be clear about what service-learning is.  I find a lot of problems with people thinking that any time there is both service and learning going on, then we have service-learning.  A good case in point is the scenario presented to the list-serv:

    “The Junior Leagues in many cities have a chorus made up of dedicated Junior League singers who go from school to school giving concerts.  Superb!   But what about turning this into service-learning?  How about before each presentation a group of the children at the involved school are invited to practice with the adults, and be part of the performance?  Let the music teacher choose those students who need help learning to read new music, and let the Junior League volunteers add to the teaching staff in ways not possible for the lone (too often) music teacher.”

Clearly we have both service and learning going on here – but do we have service-learning?  I would say – no, unless the fact that the students participate in the performance at their own school can be construed to be a “service”.  That would mean that every school band, orchestra, chorus, and dance performance is not simply a culmination program demonstrating their achievement, but is a “service” to their school – something that would seriously weaken the concept of service, in my view. In this scenario I would contend that the Junior Leaguers are doing the service, and the students are doing the learning.  It’s a great program, and I think it expands the value of the Junior League choral performance by adding a learning experience for the students.  But in my

understanding, service learning gets the students to do a real service that is in some substantive way related to their curriculum – AND provides pre- and post-service opportunities for reflection.  If the Junior League chorus is a secondary or college music class – then the scenario above can be a service-learning project for the Junior League college class.  On the other hand, if the students from the school where the Junior League chorus performs learn from the Junior Leaguers and then they, in turn, perform (as a service) to an elderly home or whatever (and reflect on the project), then they are engaging in service-learning. In my view, we need to be very clear about how service and learning need to be integrated to achieve real service- learning.



Regards to all,

Patricia



Dr. Patricia Nabti (Ph.D.)

President and Director

Association for Volunteer Services

Beirut, Lebanon

pnabti@avs.org.lb

P.O.Box 136104, Beirut, Lebanon 2039 4232

961-1-797247 or 963-3-757098

Website: www.avs.org.lb

 

 

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