The meaning of ServiceLearning

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The meaning ofService-Learning

• SPEECH ON
• ASIA PACIFIC MORAL, CIVIC AND CITIZENSHIP
  EDUCATION NEW VISION AND NEW REALITIES A
  CHALLENGING FOR NATIONAL AND INTERNATIONAL
  WITH FOCUSING ON SERVICE LEARNING

By Suthin Nophaket, Ph.D. Commissioner,
National Human Rights Commission of Thailand
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- CONTENT -
I. INTRODUCTION
II. MORAL EDUCATION ? MEANING AND MAIN
OBJECTIVES OF MORAL EDUCATION ? MORAL
EDUCATION AND CHARACTER EDUCATION ?
INTEGRATION OF HUMAN RIGHTS EDUCATION INTO
MORAL EDUCATION
III. CIVICS EDUCATION ? MEANING OF
CITIZENSHIP EDUCATION ? INTEGRATION OF HUMAN
RIGHTS EDUCATION INTO CIVIC EDUCATION
IV. CITIZENSHIP EDUCATION ? MEANING OF
CITIZENSHIP EDUCATION ? INTEGRATION OF HUMAN
RIGHTS EDUCATION INTO CIVIC EDUCATION
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V. SERVICE LEARNING ? FAMILY INVOLEMENT ?
COMMUNITY INVOLEMENT
VI. INTEGRATION OF HUMAN RIGHTS INGREDIENTS
INTO THE EXISTING CURRICULUMS BOTH AT THE
FUNDAMENTEL AND HIGHER EDUCATION LEVELS ?
FORMAL ? INFORMAL ? NON INFORMAL
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I. INTRODUCTION Education is about the
development of the whole person. Religious and
Moral Education deals with the development of the
person in relation to self-awareness,
relationships with others, and the realm of
beliefs, values and practices which go to make up
a religious outlook on life. As such it makes an
important contribution to the personal and social
development of pupils. Discussion of religious
and moral issues should be open and pupils should
be encouraged to express their own views and
feelings and to listen with respect to the views
and feelings of others.
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II. MORAL EDUCATION Moral education is the
process whereby a person develops responsible
attitudes towards others and skills of moraI
judgement about what is considered right and
wrong. The importance of religious education
is not confined to appreciating the historical
and social role of religion. There is also a
personal dimension, linked to the individual's
search for answering to questions about meaning,
value and purpose in life. Such questions may be
felt intuitively by younger children, in response
to experiences of awe, joy and sadness, and may
be expressed more or less articulately by older
pupils.
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Moral Development and Moral Education An
Overview Moral education is becoming and
education, 1. moral development and
education, 2. theories of moral development, 3.
moral thinking 4. heteronomous moral thinking 5.
theory for moral development of "Moral Children
Constructivist Atmosphere in Early Education."
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Moral and Character Development  1. Moral
responsibility and sound ethical and moral
behavior 2. Capacity for discipline 3. A
moral and ethical sense of the values, goals, and
processes of a free society 4. Standards of
personal character and ideas.   Since the
1960's teacher education has downplayed the
teacher's role as a transmitter of social and
personal values and emphasized other areas such
"effective teacher" "students' morals"
"Educational psychology" "modern education"
"behavioral approach"
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Impacting Moral and Character Development   1.
what is good character 2. what causes or
prevents it 3. how can it best be
developed? 4. moral development and behavior 5.
youth in contemporary
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Interactive Moral and Character Development
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MODEL OF CHARACTER EDUCATION
II
I
Parent Role Model
SP Bearers ? Teach ? Guide ?
Encourage ? Love
The Role of Character Education
in Building Peace
Character Education
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III
Model of Character
Education ? Research Ideas ?
Curricula ? Program ? Project ?
Initiative of Moral Education ? Pure Love
Alliance ? Ambassadors for Peace
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COMPARISON BETWEEN MORAL EDUCATION AND
CHARACTER EDUCATION MORAL EDUCATION AND
CHARACTER EDUCATION
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INTEGRATION OF HUMAN RIGHTS INGREDIENTS INTO
MORAL EDUCATION HUMAN RIGHTS EDUCATION Since
Hunan Rights is the natural rights and the
Universal concept for all people of the whole
world, no matter where he or she is , no matter
how rich or how poor he or she is, he or she is a
human being and each has human dignity. Human
Rights is , therefore, the most important concept
that base on loving, concerning and being kind
and sincere among all people in all society in
the whole world.
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Human Rights is most valuable and most ethical
concept. It is, therefore, the most important
and most valuable to all families in the whole
world. Therefore, Human Rights Education is the
key strategy and most important activity that has
to be applied to all people at all ages starting
from the very beginning of their education
through an integration of Human Rights concept
and ingredient in all existing academic
curriculums and all related activities. This
will help to build up Human Rights knowledge,
understanding and Human Rights awareness for all
children as well as all adualt in all
professional careers including those government
officials policemen and solders and all justice
processes personnels who have high risk in their
daily life and their daily work or professional
careers. With continuous Human Rights Education
as well as Moral Education with Human Rights
ingredient will help to create the Human Rights
Culture and ways of life in all society in the
Asia Pacific Countries.
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III. CIVIC EDUCATION
What is civic education? Civic Education in a
democracy is education in self government.
Democratic self government means that citizens
are actively involved in their own governance
they do not just passively accept the dictums of
others or acquiesce to the demands of others. As
Aristotle put it in his Politics (c 340 BC), "If
liberty and equality, as is thought by some, are
chiefly to be found in democracy, they will be
attained when all persons alike share in the
government to the utmost." In other words, the
ideals of democracy are most completely realized
when every member of the political community
shares in its governance. Members of the
political community are its citizens, hence
citizenship in a democracy is membership in the
body politic. Membership implies participation,
but not participation for participation's sake.
Citizen participation in a democratic society
must be based on informed, critical reflection,
and on the understanding and acceptance of the
rights and responsibilities that go with that
membership.
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Civic education in a democratic society most
assuredly needs to be concerned with promoting
understanding of the ideals of democracy and a
reasoned commitment to the values and principles
of democracy. That does not mean, however, that
democracy should be presented as utopia.
Democracy is not utopian, and citizens need to
understand that lest they become cynical,
apathetic, or simply withdraw from political life
when their unrealistic expectations are not met.
To be effective civic education must be
realistic it must address the central truths
about political life. The American Political
Science Association (APSA) recently formed a Task
Force on Civic Education. Its statement of
purpose calls for more realistic teaching about
the nature of political life and a better
understanding of "the complex elements of 'the
art of the possible'."
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• Civic Knowledge
• Civic knowledge is concerned with the content or
  what citizens ought to know the subject matter,
  if you will. In both the National Standards and
  the Civics Framework for the 1998 National
  Assessment of Educational Progress (NAEP), which
  currently is underway in schools across the
  United States, the knowledge component is
  embodied in the form of five significant and
  enduring questions. These are questions that have
  continued to engage not only political
  philosophers and politicians they are questions
  that do-or should-engage every thoughtful
  citizen. The five questions are
• What are civic life, politics, and government?
• What are the foundations of the American
  political system?
• How does the government established by the
  Constitution embody the purposes, values, and
  principles of American democracy?
• What is the relationship of the United States to
  other nations and to world affairs?
• What are the roles of citizens in American
  democracy?

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IV. CITIZENSHIP EDUCATION Citizenship Education
refers to the use of education for training
people to become citizens. Education can refer to
formal schooling, at any level, or to public
information more broadly disseminated, e.g.
through the media, through legislation,
through informal adult education, etc. It
also assumes that citizenship is more than
a matter of legal status or political
identity, but involves a set of values and
commitments as well.
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Citizenship usually contains four elements
are as follows - 1. The first is national
consciousness or identity. Citizenship
education aims to produce national citizens.
This can range. Usually citizenship
education aims to achieve not just
knowledge, but an emotional commitment to
or identification with ones nation, a
sense of loyalty and duty. At the same
time, this sense of national identity
usually coexists with other identities,
regional, culture, ethic, religious, class,
gender and so on. A key problem in
citizenship education is to decide how
these various levels of identity fit
together. Many school systems also aim to
develop in students some sense of global
or world citizenship, so that students come
to see themselves as members of world
community, and learn to balance the claims
of nation against claims that transcend
national boundaries.
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2. The second element of citizenship
consists of political literacy, a knowledge
of and commitment to the political, legal
and social institutions of ones country.
This requires an understanding of key
political and social issues and the
possession of the necessary skills and
values for effective political participation
in the broadest sense. 3. The third element
of citizenship consists of the observance
of rights and duties. Citizens are supposed
to understand and enjoy the rights to
which citizenship entitles them and others,
and to perform willingly the duties that
citizenship requires of them. Since rights
and duties can conflict, citizenship
education also aims to teach people how to
deal with and if possible resolve such
conflicts. 4. The fourth element of
citizenship education consists of values.
There are societal values, which are more
or less common to given society, and are
often described in a constitution or a bill of
rights. Also there are universal values,
especially of an ethical nature.
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II
I

• POLITICAL PARTICIPATION
• ? Political Literacy
• ? Knowledge Commitment to political, legal
  and social institutions of ones country
• ? Understanding of key political and social
  issues
• ? The possession of the necessary skills
  and values for effective political
  participation in the broadest sense.

KNOELADGE AWARENESS COMMITMENT ?
KNOWLEDGE ? EMOTIONAL COMMITMENT ?
IDENTIFICATION WITH ONES NATION ? SENS OF WORLD
CITIZEN
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IV

• VALUES
• ? Societal Values
• ? Constitution or a bill of rights
• ? Universal Values
• ? Ethical nature
• ? Conscientious

RIGHTS DUTIES ? Citizens are supposed to
understand and enjoy the rights to which
citizenship
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V. SERVICE LEARNING
Service-Learning is

• a teaching and learning approach that
  integrates community service with academic study
  to enrich learning, teach civic responsibility,
  and strengthen communities.

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SERVICE LEARNING
Community Service1

• Promotes learning through active participation
• Activities
• Provides an opportunities to use skills and
  knowledge in real-life situations
• Extends learning beyond the classroom
• Fosters a sense of caring for others

1Adapted from the National and Community Service
Act of 1990
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Whats in a name?

• Volunteerism
• Service-Learning
• Youth Service
• Community Service
• Peer Helping
• Experiential Education
• Community-Based Learning

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Community service example

• If students remove trash from a streambed
• they are providing a service to the community as
  volunteers

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Service-learning example

• When students remove trash from a streambed,
• analyze what they found,
• share the results and offer suggestions for the
  neighborhood to reduce pollution,
• and then reflect on their experience
• THAT is service-learning!

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Service-learning is Not just academic

• Service-learning can also be organized and
  offered by community organizations with learning
  objectives or structured reflection activities
  for their participants

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Many roads to service-learning

• Different
• Interpretations
• Objectives
• Contexts

All seek

• Combination of service objectives with
  intentional learning objectives
• Changes in both the recipient and the provider
  of the service

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Service-learning is not

• An episodic volunteer program
• An add-on to an existing school or college
  curriculum
• Completing minimum service hours in order to
  graduate
• Service assigned as a form of punishment
• Only for high school or college students
• One-sided benefiting only students or only the
  community

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Common characteristics of authentic
service-learning

• positive, meaningful and real to the participants
• cooperative rather than competitive experiences
  promotes teamwork and citizenship
• addresses complex problems in complex settings
  rather than simplified problems in isolation
• engages problem-solving in the specific context
  of service activities and community challenges,
  rather than generalized or abstract concepts from
  a textbook

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Common characteristics of authentic
service-learning

• students are able to identify the most important
  issues within a real-world situation through
  critical thinking
• promotes deeper learning there are no "right
  answers" in the back of the book
• generates emotional consequences, which challenge
  values and ideas
• supports social, emotional and cognitive learning
  and development

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SERVICE LEARNING - FAMILY INVOLEMENT AND
- COMMUNITY INVOLEMENT    By Suthin
Nophaket, Ph.D.    SERVICE LEARNING IN
THAILAND   According to the Article 79 of
the Constitution of the Kingdom of Thailand
B.E.2540(1997), saying that The state shall
promote an encourage public participation
in the preservation maintenance and balanced
exploitation of natural resources and
biological..quality of life.
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This is the most Fundamental Principal of the
SERVICE LEARNING in the Thai Society. The
Following case stories Service Learning from
Thailand are both Family Involvement and
Community Involvement.
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Case Story 1 The Child Friendly School Project
in Northern Thailand Every society hopes and
expects that its children will grow up to be
capable and responsible citizens who contribute
to the well-being of their communities. Yet in
many developing countries, children are denied
the rights that would enable them to survive,
develop fully, and participate actively. In
northern Thailand several severe social problems
such as poverty, HIV/AIDS, drug abuse, and
familial violence are affecting the lives of
thousands of children making it increasingly hard
for them to develop to their full potential. All
of these factors increase the susceptibility of
children being targeted by trafficking syndicates
to be exploited in hazardous working environments
and prostitution. Outside the home, the school is
the second most important social and learning
environment for children. The aim of the CFS
project was to develop replicable processes using
a rights-based approach to make schools
Child-friendly and responsive to the special
needs of children in distress, develop their
psychosocial competencies and life planning
skills, and promote healthy lifestyles and
resilience in children and youth affected by AIDS
in two provinces in upper northern Thailand.
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Specific Objectives        - To increase
school-community awareness and understanding of
the rights, psychosocial needs, and problems of
children in emotional distress, orphans, and
specific needs of children affected by AIDS.
    - To improve the child-friendliness of
schools by providing a caring and nurturing
environment, emotional and psychosocial support
for children in distress and children affected by
AIDS, and opportunities for participation in
self-directed creative learning and recreation
experiences.   - To enhance the
capability of teachers, parents/guardians, social
services agencies to interact with children,
including those affected by AIDS, in supportive
and nurturing ways that promote psychosocial
development and increase resilience.
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- To develop and demonstrate a life-span
approach (pre-school to grade 9) for active
participatory learning to develop psychosocial
competencies (life skills), including specific
coping skills for children affected by AIDS,
life/livelihood planning skills, health promoting
behaviour, and resilience. - To
contribute, at the national level, to the
development of adequate national guidelines and
practices to support children affected by AIDS,
through the sharing of lessons learned from the
experience of the schools involved in the
project. - To provide livelihood skills
training for children to enable them to be
employment wise when they leave school.
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Key strategies
- Implement participatory processes for child
rights sensitization, promotion and protection
involving children, parents, teachers, community
leaders, local government, and social service
agency personnel. - Involve children, community
leaders, and teachers in local generation of
criteria/indicators for school child-friendliness
and use in combination with external child rights
criteria/indicators. - Establish participatory
assessment, analysis, planning, and action
systems for continuous improvement of the
child-friendliness of schools, including
providing emotional and psychosocial support for
children in distress and children affected by
AIDS.
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- Create a learning exchange network of core
trainers, teachers, and supervisors to promote
and model supportive behaviour and nurturing ways
to interact with children in distress, including
those affected by AIDS. - Develop and implement
processes for school-based participatory
situation analysis by children, with involvement
of parents, caregivers, community leaders and
teachers, to identify local social environmental
risk factors, protective factors, psychosocial
needs and problems of children in distress,
including children affected by AIDS. -
Determine local priorities for specific positive
developmental and preventive life skills
education for school children affected by AIDS.
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- Develop locally relevant applications of life
skills curricula to respond to the social
environmental risk factors, risk behaviour,
problems of students in their everyday lives
including the special needs of children affected
by AIDS, and life/livelihood planning skills. -
Conduct evaluation research on behavioural,
educational, social outcomes.
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As a result of the project
- Children, teachers, families and communities
are sensitized to child rights -
School/community relationships and cooperation
have been enhanced. Communities now play an
active role in school planning and activities -
Students report greater satisfaction and
involvement in the school - There is a
decrease in depression and an elevation in the
self esteem of students, particularly girls
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- Multi-sectoral teams play an ongoing
sustainable role in assisting schools and
communities to help children in difficult
circumstances - The overall resilience of
communities has been enhanced- they are able to
effectively network and work cooperatively to
deal with social problems
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Case Story 2 The Ban Kanjanapisek Home
The Ban Kanjanapisek Home is not your average
juvenile detention centre. Rather, it's a radical
attempt to reform youth offenders with tools like
love, forgiveness and compassion _ and it seems
to be working
At 17, Yuth was convicted of robbery and
murder. He was sent to a correctional institute
supposedly to nurture him and return him to
society as a decent citizen. However, inside the
towering walls of the institute, the hot-tempered
large-built Yuth became a kha yai, a big guy _ a
godfather _ among his peers.
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Specific Objectives - To temporary increase
children and youth morale. - To protect and
raise all boys morale while they live here
temporary. - To positively increase children and
youths confidence and help them to step out from
this home with high confidence in building their
own lives without having to come back to this
home again.
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Key strategies - Using relaxing environment
in order to create a homey atmoshere that will
nurture the childrens sensibility. -
Establishing in children and youths with new
positive image. - Treating all children and
youths as human by always respecting their rights
and dignity. - Children and youths are not
prisoners and all homes personnels are not
controller
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As a result of the project - Most children
and youths are happy. - No one has ever
attempted to escape. - They all live together
like brothers.
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VI. INTEGRATION OF HUMAN RIGHTS INGREDIENTS
INTO THE EXISTING CURRICULUMS BOTH AT THE
FUNDAMENTEL AND HIGHER EDUCATION LEVELS ?
FORMAL ? INFORMAL ? NON INFORMAL
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HUMAN RIGHTS EDUCATION
SMART
MORAL ETHICAL CHARACTERS RESPECT ONES SELF
AND OTHER
HAPPYNESS

• RESPECTING ON HUMAN RIGHTS AND HUMAN DIGNITY
  AMONG EACH OTHER
• HUMAN ETHICAL, HONESTY AND PURITY
• HAVING LOVE AND CONCERN AMONG EACH OTHER
• etc.

• GOOD PHYSICAL HEALTH
• PHYSICAL HAPPINESS
• MIND HAPINESS
• MENTALLY HAPPINESS

• DEVELOPMENT ON
• KNOWLADGE
• SKILLS
• EXPERIENCE

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GOOD PATTERN OF HUMAN RIGHTS WAYS OF LIFE
RESPECTING FOR HUMAN RIGHTS AMONG EACH OTHER
RESPECTING FOR HUMAN DIGNITYAMONG EACH OTHER
INDIVIDUAL
1
GOOD THINKING
GOOD SPEAKING
GOOD WRTING
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2
REAL GOOD
4
GOOD PRACTICE
HUMAN RIGHTS CULTURE AND HUMAN RIGHTS WAYS OF
LIFE AND GOOG GOVERNANCE
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Added benefits of service-learning

• National studies suggest that students in
  effective
• service-learning programs
• improve academic grades
• increase attendance in school
• develop personal and social responsibility

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Learn more about service-learning
www.servicelearning.org
ADDITIONAL SOURCES

• K-12
• Higher Ed
• Community-based
• Tribal nations

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NSLC resourceswww.servicelearning.org

• Website
• Site-wide search to find resources on your topic
• Hot Topics, Fact Sheets Quick Guides
• Service-Learning Lesson Plans, Syllabi
  Curricula
• 1600 service-learning examples from LSA grantees
• Service-learning links to related Web sites
• Publications offered for purchase

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NSLC resourceswww.servicelearning.org

• Library
• Books, journals, videos for LSA grantees
• Online library catalog available to anyone for
  identifying service-learning publications
• Research reference service
• Downloadable documents bibliographies