According to Nussbaum (2010), it is really important to develop responsibility and to promote the critical thinking, above all through pedagogical appropriate interventions. Education has to offer the instruments and pedagogical models useful to let people be able to participate actively to the building of a society taking into account the diversities and the resources deriving from them. One of these can be service-learning methodology where students learn and develop through active participation in thoughtfully organized service. Literature documents that service-learning activities enhanced students' problem-solving abilities (Conrad & Hedin, 1982; Goldsmith, 1996) social competence (Osborne, Hammerich, & Hensley, 1998), civic responsibility (Goldsmith, 1996; Zeldin & Tarlov, 1997). Starting from this theoretical framework, this chapter will describe the results of a case study analysis on the relationship between the capability approach and service-learning in higher education. In particular, guided by the capability approach of Sen (1987) and Nussbaum (2000, 2010), a qualitative analysis was conducted on students' reflections on their service-learning experience.

Selmo, L. (2020). Higher Education and the relationship between the capability approach and Service-Learning. In E. Sengupta, P. Blessinger, M. Makanya (a cura di), Integrating Community Service into the Curriculum: International Perspectives on Humanizing Higher Education Innovations (pp. 39-50). HOWARD HOUSE, WAGON LANE, BINGLEY, W YORKSHIRE BD16 1WA, ENGLAND : Emerald Publishing [10.1108/S2055-364120200000025004].

Higher Education and the relationship between the capability approach and Service-Learning

Selmo, L
2020

Abstract

According to Nussbaum (2010), it is really important to develop responsibility and to promote the critical thinking, above all through pedagogical appropriate interventions. Education has to offer the instruments and pedagogical models useful to let people be able to participate actively to the building of a society taking into account the diversities and the resources deriving from them. One of these can be service-learning methodology where students learn and develop through active participation in thoughtfully organized service. Literature documents that service-learning activities enhanced students' problem-solving abilities (Conrad & Hedin, 1982; Goldsmith, 1996) social competence (Osborne, Hammerich, & Hensley, 1998), civic responsibility (Goldsmith, 1996; Zeldin & Tarlov, 1997). Starting from this theoretical framework, this chapter will describe the results of a case study analysis on the relationship between the capability approach and service-learning in higher education. In particular, guided by the capability approach of Sen (1987) and Nussbaum (2000, 2010), a qualitative analysis was conducted on students' reflections on their service-learning experience.
Capitolo o saggio
Higher education, capability approach, service-learning;
English
Integrating Community Service into the Curriculum: International Perspectives on Humanizing Higher Education Innovations
Sengupta, E; Blessinger, P; Makanya, M
2020
978-1-83909-435-4
25
Emerald Publishing
39
50
Selmo, L. (2020). Higher Education and the relationship between the capability approach and Service-Learning. In E. Sengupta, P. Blessinger, M. Makanya (a cura di), Integrating Community Service into the Curriculum: International Perspectives on Humanizing Higher Education Innovations (pp. 39-50). HOWARD HOUSE, WAGON LANE, BINGLEY, W YORKSHIRE BD16 1WA, ENGLAND : Emerald Publishing [10.1108/S2055-364120200000025004].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/287656
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