This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. The book offers both theoretical background and practical pedagogical chapters which describe the design, and outcomes of philosophical service-learning programs.
This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. The book offers both theoretical background and practical pedagogical chapters which describe the design, and outcomes of philosophical service-learning programs.
Irene E. Harvey is an associate professor at Penn State University. She has published a book entitled Derrida and the Economy of Difference and numerous articles on deconstruction, postmodernism, and contemporary French thought. C. David Lisman is the director of the service-learning program at the University of Denver and a member of the editorial board of the Michigan Journal of Community Service Leaming. His publications include The Curricular Integration of Ethics and Toward a Civil Society: Civic Literacy and Civic Leaming.
Inhaltsangabe
About This Series Edward Zlotkowski Foreword David A. Hoekema Introduction C. David Lisman Part One. Service-Learning as a Mode of Philosophical Inquiry 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 PhenomenäHugh 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 Deepening Democratic Participation Through Deweyan Pragmatism Judith M. Green Part Two. Course Narratives 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 Sojourning in the Art World. Service-Learning in Philosophy of Art Dan Lloyd Afterword Philosophical Inquiry as Responsible Engagement William M. Sullivan Appendix Annotated Bibliography. Service-Learning and Philosophy Contributors to This Volume
About This Series Edward Zlotkowski Foreword David A. Hoekema Introduction C. David Lisman Part One. Service-Learning as a Mode of Philosophical Inquiry 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 PhenomenäHugh 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 Deepening Democratic Participation Through Deweyan Pragmatism Judith M. Green Part Two. Course Narratives 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 Sojourning in the Art World. Service-Learning in Philosophy of Art Dan Lloyd Afterword Philosophical Inquiry as Responsible Engagement William M. Sullivan Appendix Annotated Bibliography. Service-Learning and Philosophy Contributors to This Volume
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