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First published in Polish by Dorota Gierszewski

Service-Learning – What is it?

Service-Learning is a form of teaching and learning that combines the social engagement of learners with learning related to different disciplines. Learners can undertake action for the common good in various social, political, environmental and cultural spheres. This form of learning is often implemented in higher education institutions.

^{Photo by The Tampa Bay Estuary Program} 

In Service-Learning, the academic contents, learners' activities, and the local community all interpenetrate. An essential element of this activity is linking learning with community-based projects in the local environment. Service-Learning differs from traineeship and volunteering in its close integration with academic learning. Service-Learning contributes to democracy as a form of organising life and teaches people to operate actively for the benefit of local communities and to take responsibility for their actions.

Service-Learning is, therefore, a type of experiential learning that helps learners to become active and engaged members of society.

The distinction between Service-Learning and other forms of community engagement

A demarcation can be made to draw a line between Service-Learning and other forms of community engagement, particularly in the area of not-for-profit activities, which is presented in the diagram below.

Service-Learning develops thanks to close cooperation between an educational institution and its environment. In Service-Learning, the academic contents, learners' activities and the local community all interpenetrate.

^{Source: N.R. Santili, M.C. Falbo, Bringing adolescents into the classroom by sending your students out: Using Service Learning in adolescent development courses, Newsletter for Research on Adolescence 2001, s. 4–6; cyt. za: H. Reinders, Service Learning – theoretische Überlegungen und empirische Studien zu Lernen durch Engagement, Weinheim und Basel 2016, s. 28.}

Origins of the idea

The idea of Service-Learning initially appeared in the American tradition of experiential learning. Experiential learning enhances the learning experience and allows learners to solve real-life problems. The intention behind experiential learning stemmed from recognising the discord between academic knowledge and practical skills as the reason for learners’ lack of reflection processes. Robert Sigmon and William Ramsey first used the term Service-Learning in 1967^[1]. The concept gained popularity, largely due to the tangible benefits of projects for the local communities and thus became part of civic education.

The theoretical background of this concept can be traced back to John Dewey, who, in the introduction to his book 'Democracy and Education, puts forward the basic thesis that the school is an experiential field of life and thus, the content and methods of teaching should be measured by whether it prepares people for life.

Principles of Service-Learning

Three basic principles can be distinguished. These are relevance to reality, reflection and mutual reciprocation^[2].

• the relevance to social reality is linked to implementing projects in the real world. Moreover, these projects should support the needs of a specific community;
• reflection means that learners have sufficient time and didactic guidance to reflect on the relationship between theory and real-life practice;
• the mutual reciprocation aspect of Service-Learning focuses on ensuring that those involved in the learning process (including partners and community organisations) learn from each other and respond to each other's needs.

The potential of learning through engagement

At the heart of Service-Learning lies the belief that civil society needs citizens willing and able to take responsibility for social issues voluntarily. It is, therefore, an important element in supporting and promoting the teaching of democracy.

Learning through engagement:

• develops self-esteem (appreciation of oneself and one's abilities);
• increases a sense of efficacy/responsibility in individuals (constructive communication in different environments);
• stabilises the development of one's own identity;
• develops moral qualities (responsibility, sensitivity to ethical/moral issues);
• develops democratic competencies (tolerance, solidarity, cooperation, ability to act effectively, interest in solving problems facing local communities);
• stimulates positive attitudes towards voluntary engagement and community involvement beyond Service-Learning.

As part of learning through engagement, young adults are encouraged to take responsibility for themselves and others. Indeed, a higher education institution should be a place for personal development in terms of social responsibility and give as much incentive as possible to engage in social activities outside of its walls.

In Service-Learning, there is no room for questions of "what relevance does it bear with the real world?". You can observe a clear link between social engagement and academic content. Implementing Service-Learning projects is about striking a balance between education and community engagement.

dr hab. Dorota Gierszewski – university lecturer, researcher, trainer, community organiser, andragogist. She works at Jagiellonian University as Head of the Social Pedagogy and Andragogy Unit. Interested in issues of informal adult education, citizenship, migration, and interculturalism. She carries out research and educational projects in the context of adult social activation. She cooperates with non-governmental organisations supporting lifelong learning, shaping pro-social and civic attitudes, and national and ethnic minorities.