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edited by Linda Chisholm
A Festschrift written by colleagues around the world in honor of Howard A. Berry, together with a selection of his speeches and papers.
Service-learning is the union of academic study and volunteer community service, linked in such a way that each reinforces the other. It is a pedagogy that in the last fifteen years has captivated students and teachers alike in schools, colleges, and universities across the globe. As students engage in substantive volunteer service and related studies in a variety of disciplines, they and their teachers find that learning is enlivened as it becomes relevant. Students develop new and valuable skills, including those of leadership, and service providers gain both needed help and future supporters for their work.
Howard A. Berry (1932-2002) was one of the early pioneers of this pedagogy. In 1982, he co-founded the Partnership for Service-Learning (now the International Partnership for Service-Learning and Leadership), and with the award of a Ford Foundation grant in 1986 he became a co-director and later its president. In that capacity, he developed programs for undergraduates in twelve nations and a master's degree program to prepare students for careers in international relief and development. Through conferences, speeches, writings, and faculty seminars, he taught professors and administrators in dozens of universities around the world the art of linking formal academic study to community service. He possessed a keen mind, a compassionate heart, and a commitment to turn the rhetoric of service into reality. His influence continues to extend through concentric circles as universities instituting service-learning have, in turn, taught the pedagogy of service-learning to those in other institutions.
Knowing and Doing is a collection of essays about service-learning — seven by Howard Berry, and the others by his colleagues from fifteen nations. Readers will discover why Howard Berry was considered a leading thinker in the field, and why service-learning is being adopted and how it is being practiced in nations as diverse as Russia and Ecuador. A sophisticated collection of writings about international education in general and service-learning in particular, Knowing and Doing illuminates the power of service-learning and gives testimony to the conviction of many that this powerful pedagogy will have an enduring and transforming effect on higher education around the world. 2005. 360 pages.
Knowing and Doing: The Theory and Practice of Service-Learning
edited by Linda A. Chisholm
Table of Contents
Introduction
Part 1 - The Essays and Speeches of Howard A. Berry
1. Education, Chaos, and the Participatory Universe, or, Putting Descartes before de Horse
2. Educational Institutions in Society: Transcendence, Immanence, and Wholeness
3. The Pedagogy of Service-Learning: A Moral Equivalent for Education
4. If I Had a Hammer...
5. Encountering Diversity Through International Service-Learning
6. Hearing Other Global Voices: Is Education Listening?
7. The Tale of the Hundredth Monkey
Part 2 - The Festschrift Essays
I. Service-Learning: Addressing the Needs of the World
8. Committing to the World Community - Linda A. Chisholm, USA
9. Developing Human Values - David Peacock, UK
10. Leadership Democratised - Adel Safty, Turkey
II. Service-Learning: Fostering Desired Educational Outcomes
11. What We Seek in Today's Graduates - Louis S. Albert, USA
12. Teaching Intercultural Skills and Developing the Global Soul - Margaret D. Pusch, USA
13. Post-Process Theory and Service-Learning: Exploring Common Ground - Mary Kay Mulvaney, USA
III. Service-Learning in Social and Cultural Contexts
14. The Cultural and Intercultural Contexts of Service-Learning
- Martha C. Merrill, USA
15. Service-Learning and Newly Independent States: A Case Study in Prague - Marie Cerna, Czech Republic
16. Cross-cultural Aspects of the Development of Service-Learning Programs in Russia - Alexander Routchkine, Russia
17. Connecting Education with Society in Latin America: The Role of Service-Learning - José Luis Arreguín, Mexico
18. If We All Serve, We All Benefit - Victor Maridueña, Ecuador
19. Service-Learning in the Ecuadorian Context - Diego Quiroga, Ecuador
20. The Impact of Service-Learning on Indigenous Nations - Valerian Three Irons, Lakota Nation
21. Curriculum and Pedagogy: A Service-Learning Paradigm from the Philippines - Deana R. Aquino, Philippines
22. Service-Learning: An Indian Perspective - Kalyan Ray, India
23. Education as the Practice of Freedom: Service-Learning, Social Dilemmas, and "Developed" Countries - Florence E. McCarthy, Australia
24. Meeting Welfare Needs: More Than Just an Extra Pair of Hands - Susan J. Deeley, Scotland
25. Service-Learning in the French Context - Chantal Thery, France
IV. Institutionalizing Service-Learning
26. Boundaries, Barriers, and the Institutionalization of Service-Learning - David Woodman, UK
27. Liberal Arts and Service-Learning: A Case Study of the University of Pennsylvania - Humphrey Tonkin, USA
28. Instituting Service-Learning in Universities and Colleges: A Case Study of the University of Technology - Geraldene B. Hodelin, Jamaica
29. Next Steps - Willi Toisuta, Indonesia
30. Declaration of Principles and an Invitation to Join the International Partnership for Service-Learning and Leadership
REVIEWS
"The book is divided into two parts. The first includes several of Howard [Berry's] major speeches delivered before national and international Partnership [IPSL] conference audiences. The second includes an astonishing diversity of 'Festschrift Essays' written by leading international educators on the themes of service-learning addressing needs of the world and fostering desired educational outcomes, and on service-learning in international social and cultural contexts (a must-read for all education abroad professionals as this section discusses the adaptation of service-learning in nine countries and on the Lakota Nation reservation). The last section addresses issues concerning institutionalizing service-learning on campuses with several illustrative U.S. and international case studies....
"International educators who currently administer or seek to develop service-learning programs on their campuses will find both broad theoretical and pragmatic rationales for their efforts in these essays and speeches.
"Howard Berry believed the Partnership’s [IPSL] service-learning programs provided students with the means to address critical moral values and better understand the purpose of their education. What a powerful legacy to students around the world."
-- Martin Tillman, associate director, career services at the Johns Hopkins University School of Advanced International Studies (from his book review in International Educator, Nov+Dec 2006)
