The conversation about personal and social responsibility is an
interesting one, and I particularly appreciate the questions Tom Shields
raises. It is challenging to think about what our service-learning
programs would be like if we truly sought to be more Freirien in our
approaches to learning and teaching. One has to consider how pedagogy
needs to be changed in order to empower students. It really isn't
easy, given all the structures of the University.
I do think that while of course it may seem there are lots of students
who don't take "personal responsibility for their actions" and also
don't have a sense of social responsibility it is not wise to
generalize. There is much we don't know about our students, and we have
not until fairly recently made it very easy for them to get involved.
There are so very many students on our campus who are extremely
committed to service and reflection (the "So what?" and "Now what?").
They put in countless hours of work and organizing and issue
development. There are so many others who simply volunteer as
individuals or in group projects. The Alternative Spring Breaks program
is huge. The Into the Streets program is huge. The sororities and
Fraternities and dorms are all into service. The service learning
courses put over 500 students in the community each term. Now, maybe
some of these students who have a sense of social responsibility don't
really do so well on the person responsibility scale, but I tend to
think that it all develops together.
I also feel that when handed responsibility they can handle, and
provided with supportive mentors, most do as well or better than older
adults.