User:Deoxyribonucleic Acid/sandbox

History
Lukenchuk, Jagla, and Eigel cite Bruce W. Speck and Sherry Lee Hoppe, saying that John Dewey's writings on the active nature of understanding and the benefits of and conditions for participatory democracy “provide an early theoretical foundation for a pedagogy in which students cooperatively engage actual social problems”. Barbara Jacoby is cited saying that Service-learning "is based on the work of researchers and theorists on learning, including John Dewey, Jean Piaget, Kurt Lewin, Donald Schon, and David Kolb, who believe that we learn through combinations of action and reflection.”

In 1979 Robert Sigmon called for a more precise definition in Service-Learning: Three Principles, in which he said the term, which was relatively new, was being used to describe a number of different volunteer actions and experiential education programs. Sigmon wrote that, in the late 1960’s, the Southern Regional Education Board (SREB) popularized a service-learning internship model, that defined service-learning as “the integration of the accomplishment of a public task with conscious educational growth.”

In American Education
In 1992 Maryland adopted state-wide service-learning requirements for high school graduation. In the same year, the District of Columbia also adopted such requirements.

Other States allow credit toward graduation for service-learning/community service.

Critiques
In 1979, Robert Sigmon acknowledged criticisms that called service-learning, “a utopian vision” and “too demanding and impractical”. He called for research into outcomes related to service-learning. Christopher J. Koliba discussed a claim by Matthew A. Crenson and Benjamin Ginsberg who questioned whether service-learning is contributing to privatizing or downsizing citizenship practices. He says education providers may have the opportunity to change this trend.