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Beyond the Tower: Concepts and Models for Service-Learning in Philosophy

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Beyond the Tower: Concepts and Models for Service-Learning in Philosophy DOCUMENT RESUME ED 449 737 HE 033 737 AUTHOR Lisman, C. David, Ed.; Harvey, Irene E., Ed. TITLE Beyond the Tower: Concepts and Models for Service-Learning in Philosophy. AAHE's Series on Service-Learning in the Disciplines. INSTITUTION American Association for Higher Education, Washington, DC. ISBN ISBN-1-56377-016-4 PUB DATE 2000-00-00 NOTE 231p.; For other documents in this series, see HE 033 726-743. Initial funding for this series was supplied by Campus Compact. AVAILABLE FROM American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110 ($28.50). Tel: 202-293-6440; Fax: 202-293-0073; E-mail: [email protected]; Web site: www.aahe.org. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Art; College Students; Community Services; Critical Thinking; Democracy; Ethics; Feminism; Higher Education; Intellectual Disciplines; *Philosophy; Postmodernism; Poverty; School Community Programs; *Service Learning; Social Cognition; Student Participation; Student Volunteers; Teaching Methods; Theory Practice Relationship; Thinking Skills IDENTIFIERS Dewey (John); Horton (Myles); Pragmatism; Praxis; Socrates ABSTRACT This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection focuses on the use of service learning as an approach to teaching and learning in philosophy. After a Foreword by David A. Hoekema and an Introduction by C. David Lisman, chapters in Part 1,"Service-Learning as a Mode of Philosophical Inquiry," focus on the epistemological and philosophical aspects of service-learning as a pedagogy; titles include: "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning" (Goodwin Liu); "Feminism, Postmodernism, and Service-Learning" (Irene E. Harvey); "Listening to the Evidence: Service Activity and Understanding Social Phenomena" (Hugh Lacey); "The Use of a Philosopher: Socrates and Myles Horton" (John Wallace); "Praxis-Informed Philosophy"(C. David Lisman); "Fluid Boundaries: Service-Learning and the Experience of Community" (Cathy Ludlum Foos); "Service-Learning, Citizenship, and the Philosophy of Law" (Stephen L. Esquith); and "Deepening Democratic Participation through Deweyan Pragmatism" (Judith M. Green). Chapters in Part 2,"Course Narratives," include: "Service-Learning as a Vehicle for Teaching Philosophy" (Eugene J. Valentine); "Service-Learning in Perspectives on Poverty" (Carolyn H. Magid); "Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge" (Sally J. Scholz); "The Power of Service-Learning in Developing Critical-Thinking Skills" (Mary Esther Schnaubelt); and "Sojourning in the Art World: Service-Learning in Philosophy of Art" (Dan Lloyd). An afterword, "Philosophical Inquiry as Responsible Engagement" (William M. Sullivan), is included. A 40-item annotated bibliography is appended.(All essays contain references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. kAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES CT Beyo e Tower Concepts and Models 1 for Service-Learning iriP\hilosophy n and Irene E. Harvey, editors U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )12This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Fizev,-Aur TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 2 AAHE'S SERIES ON SERVICE-LEARNING INTHE DISCIPLINES Beyond the Tower Concepts and Models for Service-Learning in Philosophy C. David Lisman and Irene E. Harvey, volume editors Edward Zlotkowski, series editor A PUBLICATION OF THE AMERICAN ASSOCIATION FOR HIGHER EDUCATION Goodwin Liu's chapter previously appeared in volume 2 of the Michigan Journal of Community Service Learning. It is reprinted here by permission of that journal. Beyond the Tower: Concepts and Models for Service-Learning in Philosophy (AAHE's Series on Service-Learning in the Disciplines) C. David Lisman and Irene E. Harvey, volume editors Edward Zlotkowski, series editor © 2000 American Association for Higher Education. All rights reserved. Printed in the United States of America. Opinions expressed in this publication are the contributors' and do not necessarily represent those of the American Association for Higher Education or its members. About This Publication This volume is one of eighteen in AAHE's Series on Service-Learning in the Disciplines. Additional copies of this publication or others in the series from other disciplines can be ordered using the form provided on the last page or by contacting: AMERICAN ASSOCIATION FOR HIGHER EDUCATION One Dupont Circle, Suite 360 Washington, DC 20036-1110 ph 202/293-6440 x780, fax 202/293-0073 www.aahe.org 4 '- ISBN 1-56377-016-4 Contents About This Series Edward Zlotkowski v Foreword David A. Hoekema ix Introduction C. David Lisman 1 Part 1: Service-Learning as a Mode of Philosophical Inquiry Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning Goodwin Liu 11 Feminism, Postmodernism, and Service-Learning Irene E. Harvey 35 Listening to the Evidence: Service Activity and Understanding Social Phenomena Hugh Lacey 53 The Use of a Philosopher: Socrates and Myles Horton John Wallace 69 Praxis-Informed Philosophy C. David Lisman 91 Fluid Boundaries: Service-Learning and the Experience of Community Cathy Ludlum Foos 101 Service-Learning, Citizenship, and the Philosophy of Law Stephen L. Esquith 113 Deepening Democratic Participation Through Deweyan Pragmatism Judith M. Green 123 Part 2: Course Narratives Service-Learning as a Vehicle for Teaching Philosophy Eugene J. Valentine 139 Service-Learning in Perspectives on Poverty Carolyn H. Magid 167 Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge Sally J. Scholz 185 The Power of Service-Learning in Developing Critical-Thinking Skills Mary Esther Schnaubelt 193 Sojourning in the Art World: Service-Learning in Philosophy of Art Dan Lloyd 197 Afterward Philosophical Inquiry as Responsible Engagement William M. Sullivan 205 Appendix Annotated Bibliography: Service-Learning and Philosophy 211 Contributors to This Volume 219 About This Series by Edward Zlotkowski The following volume, Beyond the Tower: Concepts and Models for Service- Learning in Philosophy, represents the 12th in a series of monographs on ser- vice-learning and the academic disciplines. Ever since the early 1990s, edu- cators interested in reconnecting higher education not only with neighbor- ing communities but also with the American tradition of education for ser- vice have recognized the critical importance of winning faculty support for this work. Faculty, however, tend to define themselves and their responsibil- ities largely in terms of the academic disciplines/interdisciplinary areas in which they have been trained. Hence, the logic of the present series. The idea for this series first surfaced late in 1994 at a meeting convened by Campus Compact to explore the feasibility of developing a national net- work of service-learning educators. At that meeting, it quickly became clear that some of those assembled saw the primary value of such a network in its ability to provide concrete resources to faculty working in or wishing to explore service-learning. Out of that meeting there developed, under the auspices of Campus Compact, a new national group of educators called the Invisible College, and it was within the Invisible College that the monograph project was first conceived. Indeed, a review of both the editors and contrib- utors responsible for many of the volumes in this series would reveal signif- icant representation by faculty associated with the Invisible College. If Campus Compact helped supply the initial financial backing and impulse for the Invisible College and for this series, it was the American Association for Higher Education (AAHE) that made completion of the project feasible. Thanks to its reputation for innovative work, AAHE was not only able to obtain the funding needed to support the project up through actual publication, it was also able to assist in attracting many of the teacher-scholars who participated as writers and editors. AAHE is grateful to the Corporation for National ServiceLearn and Serve America for its finan- cial support of the series. Three individuals in particular deserve to be singled out for their contri- butions. Sandra Enos, former Campus Compact project director for Integrating Service With Academic Study, was shepherd to the Invisible College project. John Wallace, professor of philosophy at the University of Minnesota, was the driving force behind the creation of the Invisible College. Without his vision and faith in the possibility of such an undertaking, assembling the human resources needed for this series would have been very difficult. Third, AAHE's endorsement and all that followed in its wake 7 ZLOTKOWSKI V was due largely to then AAHE vice president Lou Albert. Lou's enthusiasm for the monograph project and his determination to see it adequately supported have been critical to its success. It is to Sandra, John, and Lou that the monograph series as a whole must be dedicated. Another
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