>Thanks, Helen....very thoughtful, comprehensive answers. I appreciate
>your time and thought. Does anyone have anything to add?
>
>Helen Ingersoll, Director
>Indiana University School of Business
>Community Service & Learning
>
>>>> Helen Fox <hfox@umich.edu> 07/21/97 11:37am >>>
>Dear Helen, I enjoyed trying to answer my own objections, as follows.
>Best, Helen
>
>
>>I'd like to see some answers.....
>>
>>Helen Ingersoll, Director
>>Indiana University School of Business
>>Community Service & Learning
>>
>>>>> Helen Fox <hfox@umich.edu> 07/18/97 09:01am >>>
>>TEN ARGUMENTS AGAINST SERVICE LEARNING that I have come
>>across:
>>
>>1. FROM (some) FACULTY AND ADMINISTRATORS: Service learning is
>>not "rigorous" enough. When you're out in the community, you're taking
>time away from the "hard intellectual work" that college courses are
>>supposed to be about.
>
>(One possible) ANSWER: While learning from books, lectures and
>discussion is important, it is the personal, life-changing experiences that
>students remember long after their undergraduate years are over.
>Service learning that ties readings, reflection, writing and discussion to
>such experiences can be deeper and more meaningful than most other
>learning they do on campus.
>
>>
>>2. FROM (some) PARENTS: "I'm not paying all that tuition to have my kid
>>volunteer in a soup kitchen. If she wants to do that, she can do it on
>her own time, not during class time."
>
>ANSWER: See #1.
>
>>
>>3. FROM (some) PROGRESSIVES and others on the Left: Teaching
>>students to "serve others less fortunate" perpetuates the concept of
>individual success and failure within a basically just system. It diverts
>energy, both intellectual and physical, away from organizing to effect
>structural
>>change.
>
>ANSWER: That's why we tie service learning to political and sociological
>analyses that question the "American Dream". We then encourage
>students to come to their own conclusions, based on readings,
>discussion, and their experience with "service" about how to effect real
>and lasting change. We try very hard to help students grow beyond the
>"Lady Bountiful" mentality, but it's true that it's a difficult one to shake
>sometimes.
>
>>4. FROM (some) LIBERALS: Encouraging students to volunteer to fill
>>human service needs absolves the government from the responsibility
>of funding high quality, comprehensive national and state programs.
>
>ANSWER: This is truly a concern, especially now, when welfare
>benefits and so many social service programs are being cut. But
>perhaps unfortunately, student volunteers will never take the place of
>trained substance abuse counselors, or funding for a new homeless
>shelter, or reliable, knowledgeable, preschool teachers or teen
>counselors. Even Clinton's new large-scale effort to recruit community
>volunteers to teach children to read will falter in the end, because
>teaching reading, especially to kids who have been discouraged by
>constant school failure, is not that easy...
>>
>>5. FROM (some) RELIGIOUS LEADERS: Funded "service" projects are
>>impure; serving others is a moral duty from which no one should profit
>or make their livelihood.
>
>ANSWER: This one is hard to answer. But in fact, service projects are
>non profit, everyone needs to provide for themselves in some way, and
>even pastors, rabbis, and so on are supported by their congregations. In
>my experience, AmeriCorps members, who get a small stipend for
>educational expenses, are no less aware of the moral nature of service
>than people who volunteer after working hours.
>
>>6. FROM (some) CONSERVATIVES: Funding government "service"
>>projects like AmeriCorps doesn't help balance the budget.
>
>ANSWER: We could easily balance the budget if we would reduce
>military expenditures which perpetuate aggressive and destructive ways
>of solving human problems.
>>
>>7. FROM (other) CONSERVATIVES: Too much helping of the poor keeps
>>them from putting in the necessary effort to pull themselves out of their
>>difficult situation. While lending a hand occasionally is neighborly,
>>flooding the community with willing helpers makes the poor dependent
>on outside aid.
>
>ANSWER: Dependency, when it occurs, is a result of complex and
>deep-seated problems such as low self esteem, gender and ethnic
>stereotyping, drug and alcohol abuse, low educational skills and an
>economic system that makes it extremely difficult for people facing a
>combination of such issues to succeed in pulling themselves out of
>poverty.
>>
>>8. FROM (some) COLLEGE STUDENTS: "Volunteering is all very well
>after I get my MBA and am working for a good salary, but right now, I need to
>>concentrate on getting top grades and getting out of here."
>
>ANSWER: Volunteering is good for your character. Write it into your
>schedule.
>>
>>9. FROM (some) COMMUNITY AGENCIES: "While we couldn't do without
>>our volunteers, all too often they come in here with their own agandas,
>>their own needs. For example, in order to satisfy class requirements,
>>students need to do a project, plan a party, take kids out for ice cream
>or for a tour of campus, whatever. Frankly, our kids are tired. What they
>>really need is people who can make a long-term commitment to them,
>not
>>something that stops after one semester."
>
>ANSWER: Oh gosh! I didn't realize... How can we work together to
>figure out how we can help you and your clientele more effectively?
>>
>>10. FROM (some) RECIPIENTS OF SERVICE: "These young volunteers
>>don't realize that accepting help without being able to give anything
>back is a little demeaning. I work hard for my kids; I want the best for them,
>but I'm not able to help them right now the way I should. The volunteers,
>>they have the luxury of giving their time... I don't know, it makes me a
>little angry. And then, when I don't appear grateful, the volunteers are
>upset, or blame me for being a bad parent. I can see it in their eyes..."
>
>ANSWER: Thanks for the helpful feedback. What would you think about
>working together to figure out how we can meet the community's needs
>more effectively? You may not realize it, but college kids gain much more
>than they are able to give by getting to know you and your family.
>
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Helen Fox Phone: (313) 936-3145
English Composition Board Home: (313) 668-7467
1128 Angell Hall FAX: (313) 764-2772
University of Michigan
http://www-personal.umich.edu/~hfox/
Ann Arbor, MI 48109-1003
"Only by principled engagement can you be a force for change and hope."
Jesse Jackson, 1996
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