Abstract
This article examines service learning through the lens of cognitive-developmental psychology and developmental education. Recent interest in service learning as a means of encouraging further learning and growth is commendable; however, the goals need to be linked to relevant research and theory. Such theory is lacking. The theories of Kohlberg, Hunt, and Loevinger, as well as recent research on social role-taking and guided reflection interventions are reviewed. The goal is to build a developmentally based theory of service learning that provides conditions (e.g., action, reflection, balance, support and challenge, continuity) to promote guiding programs and to explain how persons construct meaning as they engage in problem solving and reflection on complex new roles and encounter social-ethical issues. Implications for practitioners and future research are discussed.
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Reiman, A.J., Sprinthall, N.A. & Thies-Sprinthall, L. Service Learning and Developmental Education: The Need for an Applied Theory of Role-Taking and Reflection. International Journal of Group Tensions 27, 279–308 (1997). https://doi.org/10.1023/A:1021905602106
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DOI: https://doi.org/10.1023/A:1021905602106