Service-Learning in Asia

Service-Learning in Asia: Curricular Models and Practices

Jun Xing
Carol Hok Ka Ma
Copyright Date: 2010
Pages: 192
https://www.jstor.org/stable/j.ctt1xwf3j
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  • Book Info
    Service-Learning in Asia
    Book Description:

    Service-learning is a form of experiential education that combines academic study with community service. Learning occurs as students work with others through applying their academic knowledge to community needs and at the same time, reflecting on their experience and the real-world relevance of their skills. Service-Learning in Asia: Curricular Models and Practices describes the development of service-learning in Asia around three themes: service-learning and indigenous traditions; service-learning and social justice education; and service-learning and multicultural education. The essays in this collection are multi-disciplinary, ranging from the field of social work to business. The discussions are also comprehensive, covering every dimension of service-learning from curricular designs to learning outcome assessment.

    eISBN: 978-988-220-619-9
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. Foreword
    (pp. vii-viii)
    Edward K. Y. Chen

    Service-learning, especially in the United States, has a long history as part of the school and university curriculum. But service-learning is a relatively new concept in Asia. There still exist some misconceptions and misunderstanding of what service-learning is and how it should be implemented. I am very pleased to see the publication of this important volume on service-learning in Asia, providing some conceptual framework and many interesting case studies. This volume will certainly become a major reference for studies in service-learning in the region.

    First, service-learning is not simply voluntary work or community service that each student has to undertake...

  4. List of Contributors
    (pp. ix-xiv)
  5. Introduction: Service-learning in Asia
    (pp. 1-14)
    Jun Xing and Carol Hok Ka Ma

    Four years ago in 2006, when Jun was working for the United Board of Christian Higher Education in Asia (United Board), he visited International Christian University (ICU) in Tokyo, where he learned about the inspiring story of an ICU-NJU (Nanjing University) service-learning project. In January of 2005, a group of ICU students went to Nanjing University and participated in a service-learning program, sponsored by the Amity Foundation, where ICU and NJU students jointly produced a new play called Zouba! (Let’s Go). The play portrays a group of students from Japan and China, trying courageously to move beyond history and start...

  6. Part I: Variations in Meaning and Forms
    • 1 Bridging Classrooms to Communities in Service-learning Programs
      (pp. 17-30)
      Charn Mayot

      One of the key purposes of education is to prepare citizens to live good lives in their communities. Education in schools, colleges, and universities is generally conducted in classrooms where learners’ great minds are enclosed by four walls and confined by the contents of textbooks, instructors’ mindsets, and classroom regulations. When education provides an opportunity for learners to link classroom experience to the world in various contexts, their learning can be more meaningful for them and useful for others. Since experience is the basis of learning whereby knowledge is created by a combination process of grasping and transforming experience (Kolb...

    • 2 An Appreciation of Cross-cultural Differences through International Service-learning at International Christian University, Japan
      (pp. 31-46)
      Yutaka Sato, Florence McCarthy, Mutsuko Murakami, Takashi Nishio and Kano Yamamoto

      The development of academic service-learning in Asia has been greatly influenced by the activities of International Christian University (ICU) in Japan. While other Asian institutions are also engaged in service-learning programs, ICU has developed a multifaceted approach to this innovative pedagogy. In addition to including service-learning as an integral part of its undergraduate curriculum, ICU has been active in promoting service-learning among Japanese tertiary institutions, in developing networks among Asian institutions for student exchange, and in leading collaborative programs focusing on international multiculturalism. One consequence of these activities is seen, for example, in the changes in ICU students who have...

    • 3 Building Students’ Total Learning Experience through Integrating Service-learning into the Teacher Education Curriculum
      (pp. 47-62)
      Kwok Hung Lai

      According to the recently endorsed Development Blueprint of the Hong Kong Institute of Education,² fostering students’ professional excellence through building their total learning experience for whole person development is one of the five strategic areas that the Institute will address in the next 10 years. To achieve this goal, students are required to make plans for and take action on various areas to complement their academic studies. One important area is active engagement in serving the community through involvement in servicelearning projects, both as participant and organizer of activities for the purpose of preparing for more extensive civic and social...

    • 4 Service-learning Models in the Asia-Pacific Region and Lady Doak College
      (pp. 63-70)
      J. Chithra and Helen Mary Jacqueline

      Service-learning is a method by which students improve academic learning and develop personal skills through participating in structured service projects and sharing guided reflections on their experiences. It is burgeoning all over the world as institutions of higher education realize that to fulfill their respective missions they must find ways of connecting students’ academic training to the community and its needs. Furthermore, educators now recognize that direct service experience enables deeper, more precise, and longer lasting learning compared to abstract learning alone. Therefore, these institutions are showing keen interest in integrating academic learning with community service by finding ways for...

  7. Part II: Case Studies
    • 5 The Community-based Instruction Program at Hong Kong Baptist University
      (pp. 73-84)
      John H. Powers

      Between September 2002 and July 2007, Hong Kong Baptist University (HKBU) developed a successful service-learning program thanks to a grant given by the Hong Kong government’s University Grants Committee to support the implementation of new teaching initiatives. The grant was originally intended to cover the period between 2002 and 2005; however, due to some cost savings and supplementary university support, the program was maintained for an additional two years. To illustrate the distinctive nature of the program as it unfolded and the lessons learned during its five-year life span, this chapter describes the approach to service-learning that was developed in...

    • 6 How Actions Can Become Learning: The Cross-cultural Effectiveness of Service-learning in Asia
      (pp. 85-90)
      Jens Mueller and Dennis Lee

      Service-learning has emerged as a powerful tool to teach communitybased business concepts to university students. With practical experiences complementing classroom teachings, it is argued that students learn more and understand that sustainable businesses are rooted in their community. Management education has taken note of this shift toward a practice-based approach and has begun to introduce more practitioners as teaching resources, send students outside the university to apply their learning, and let students compete based on measurements not purely academic in nature but related to the practical relevance of their accomplishments (Still and Clayton 2004; Mueller, Thornton, Watt, and Gore 2004)....

    • 7 Intercultural Service-learning and Multicultural Symbiosis
      (pp. 91-110)
      Enrique G. Oracion

      Service-learning as a pedagogy brings students to the community not only to serve, but also to learn as they work within the limits of capabilities and resources with locals (Oracion 2002, OSL 2006). As a form of experiential learning, it helps students value their education and discover their potential to be change agents while still in school. It offers them opportunities to become creative participants in the learning process because of the relative independence they have from their teachers when they are entrusted to a community or agency (McCarthy 2007b, 8). They are not in constant contact with their teachers...

    • 8 Service-learning in University Curricula: A Case Study at Fu Jen Catholic University
      (pp. 111-126)
      Jen-Chi Yen and Bai-Chuan Yang

      Due to the emerging needs and incentives provided by the government, servicelearning has become a popular pedagogy in Taiwan. Aside from Fu Jen Catholic University, 86 of the 146 universities and colleges in Taiwan have incorporated service-learning as an essential part of the curriculum. Some of these institutions facilitate service-learning through administrative offices, such as the offices of student affairs and academic affairs, some implement a mentoring system to facilitate service-learning, while others have established a specialized servicelearning center to promote service-learning curricula and related programs. The content of the service-learning programs varies widely. Some programs incorporate participation in campus...

    • 9 International Service-learning: A Singapore Experience
      (pp. 127-142)
      Dennis Lee

      Singapore education has emphasized the importance of promoting experiential education, community service, and enrichment activities such as research and a career-related work stint. While great effort has been made to engage youths in community service, it places little emphasis on learning from the experiences gained. On the other hand, as a part of experiential education, service-learning endeavors to combine both service and knowledge, placing an emphasis on learning commensurate with service. According to Howard Berry (1988, 3), service-learning is “the union of public and Community Service with structured Intentional Learning.”

      Service-learning differs from community service in three ways. First, service-learning...

    • 10 A Cross-cultural Service-learning Program Model: W.T. Chan Fellowships Program
      (pp. 143-156)
      Jane Szutu Permaul

      Seldom do we have an opportunity to design a cross-cultural service-learning program grounded in the best theories available. The W. T. Chan Fellowships Program, sponsored by the Lingnan Foundation, however, offered such an opportunity. The program was designed to honor Professor W. T. Chan, academic dean (1930–36) of the former Lingnan University in Guangzhou, China, and professor of Chinese culture at Dartmouth College in Hanover, New Hampshire. It was intended to reflect his values of promoting self-fulfillment and international understanding in addition to the Lingnan University motto, “Education for Service.” Professor Chan received his education in China and the...

  8. Notes
    (pp. 157-160)
  9. References
    (pp. 161-170)
  10. Index
    (pp. 171-175)