BENEFITS OF SERVICE-LEARNING:
STUDENTS' PERCEPTIONS

“Throughout the semester, I’ve seen many connections between my service project and this class. I worked with the terminally ill, and this helped me to reflect on the compassion and mercy that Jesus taught us, as did the Buddha. I have a better understanding, now, both of these teachers and of what people go through when they’re dying--and how Jesus and Buddha and others can help those who are suffering!” (HUM 124, “The Ancient World”) 

“When I reflect on all the various cultures we’ve studied, it’s even more evident to me how our American culture is influenced by Roman and Greek thought. The children that I helped and observed were already very independent and self-oriented.  Even though they worked in groups, they were constantly rebelling against rules and conformity. Our school systems try to
implement order and discipline, but are more successful at encouraging self-betterment and personal gain. Even though the Athenians and the Romans supported civic duty, they also helped present the idea of human ability that some Americans have taken to an extreme. This is different from for example ancient Chinese culture and philosophy, or Chinese culture today, though things may be changing.” (HUM 124, “The Ancient World”)

“...When we read about the Postmodern Culture in this class, service wasn’t mentioned, only the individual. But what about love, humanity, friendship, community, and service? I believe that labeling our culture “Postmodern” can lead to omission of these very important aspects of our culture. Where did this come from? [a review of the >50s through the present follows.]  Service-learning is essential in this senior level class because it allows us to get a sense of the people around us, and encourages us to make a difference for the better in society--to see past ourselves, not only into the past, but also into our own world today.” (HUM 414, “The Individual in the Contemporary World”)

“...Many of the pieces we read in class talked about the importance of getting involved. Yes, Americans may be selfish, but we also are realizing that we cannot live in a healthy society unless we all try to get involved in the creation of positive change by actively working outside of our individual ambitions. My service project made me see this more clearly, and increased my confidence that I’ve learned some applicable things in college, and can get out there and do some good!” (HUM 414, “The Individual in the Contemporary World”) 

“I found that my service learning project worked against the tendency that [Neil] Postman talked about of seeing random images and not considering the human reality of them. In working to help people with immigration difficulties I saw the real effects or social legislation (and of dichotomizing between sets of people--i.e. those worthy of aid and those not worthy). This project has made the lingering effects of cultural imperialism, as discussed by Haskell Ward and Carlos Fuentes, real for me.” (HUM 414, “The Individual in the Contemporary World”)

“I became involved in Girl Scouts for my service-learning project. I believe in the G.S. organization, and what it is trying to do, but I had never before asked myself why I believed in it and why I thought the values they teach are important. When I read Bellah’s Habits of the Heart for class, it made an instant connection for me. My decision to work for G.S. was, as he says, deeply rooted in [my] family’s experience,” since my mother, father, and sister all had been involved.... Throughout the semester we’ve been reading about different perspectives--from Mario Cuomo on religion and politics, to Steinem’s feminism, to Baldwin’s race relations. In G.S., I realize now, a girl has the chance to confront all of these issues, and more, in a safe environment. By working at G.S., I’ve made it possible for those girls to have the chance to explore perspectives--something which was brought clearly to my attention throughout the semester.” (HUM 414, “The Individual in the Contemporary World”)

“There are relationships between my readings in class, and my service with a group of underprivileged, unwed mothers. These girls have to struggle hard to achieve even basic human needs. Some of the possibilities we talked about in class would be luxuries for them--the challenges uneducated single motherhood are really huge. Steinem’s “The Right to Work” essay, for example, is lovely--but these girls will actually “work because they have to,” and not (at first, anyway) “to fulfill deeper human needs,” as Steinem would like it to be.” The U.N. Declaration of Women’s Rights we read should apply to all; I didn’t feel like it applied to the young women I worked with.” (HUM 414, “The Individual in the Contemporary World”) 

“As MLK explained in his “Letter from a Birmingham Jail,” “Justice anywhere is justice everywhere.” This sense of communal importance very much fueled my initiative to engage in service-learning which deals with racism: I helped put together a Rally for Race Unity.” (HUM 414, “The Individual in the Contemporary World”)