Strategies and Dimensions of Service Learning ― Hannam University as a Case Study
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It is necessary to introduce innovative curriculum for keeping and improving the identity of Christian universities and colleges. Now is the time for developing recipient-oriented practical curriculum than the traditional theory-oriented education. The dual goals of academic excellence and spiritual excellence which Christian universities and colleges have been pursuing are in the relationship of tension, but any one of the goals cannot be sacrificed for the other. Therefore, it is urgent to reflect Christian faith on the curriculum without weakening the academic freedom. “Service learning” is recently perceived as an innovative curriculum which promotes the Christian values as well as enhances learning effects. It is not simply a supplement to the traditional education, but can function as an alternative to that. “Service learning” holds two characteristics: interaction among all the participants in the curriculum and the aspect of reflection as the discovery of integration of knowledge. The two poles of “service learning”, that is, “Service” and “Learning,” should be understood both as equally important and as intimately interconnected. The educational effects through the operation of “service learning” curriculum may result in various dimensions: practical dimension, experiential dimension, leadership dimension, social dimension, institutional dimension, personal dimension, and conceptual dimension. Hannam University is implementing “Graduation Certification on Service Activities” of seventy two hours of service to achieve such an educational goal. For the effective implementation, “Boram Scholarship,” “Service Curriculum of Service Activities,” and “The System of Service Activities run by the colleges, departments, and the administration” are strategically put into action. These systems are proven to be successful. But the biggest problem out of this implementation is found in the passive involvement by the faculty. For the substantial outcome from this curriculum, it is required to reform part of the institutional system in the future.
Abstract
It is necessary to introduce innovative curriculum for keeping and improving the identity of Christian universities and colleges. Now is the time for developing recipient-oriented practical curriculum than the traditional theory-oriented education. The dual goals of academic excellence and spiritual excellence which Christian universities and colleges have been pursuing are in the relationship of tension, but any one of the goals cannot be sacrificed for the other. Therefore, it is urgent to reflect Christian faith on the curriculum without weakening the academic freedom. “Service learning” is recently perceived as an innovative curriculum which promotes the Christian values as well as enhances learning effects. It is not simply a supplement to the traditional education, but can function as an alternative to that. “Service learning” holds two characteristics: interaction among all the participants in the curriculum and the aspect of reflection as the discovery of integration of knowledge. The two poles of “service learning”, that is, “Service” and “Learning,” should be understood both as equally important and as intimately interconnected. The educational effects through the operation of “service learning” curriculum may result in various dimensions: practical dimension, experiential dimension, leadership dimension, social dimension, institutional dimension, personal dimension, and conceptual dimension. Hannam University is implementing “Graduation Certification on Service Activities” of seventy two hours of service to achieve such an educational goal. For the effective implementation, “Boram Scholarship,” “Service Curriculum of Service Activities,” and “The System of Service Activities run by the colleges, departments, and the administration” are strategically put into action. These systems are proven to be successful. But the biggest problem out of this implementation is found in the passive involvement by the faculty. For the substantial outcome from this curriculum, it is required to reform part of the institutional system in the future.
참고문헌 (14)
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