Teaching Civic Engagement: From Student to Active Citizen
Teaching Civic Engagement: From Student to Active Citizen
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公民参与教学：从学生到积极公民
DOI：
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发表时间：
2015
影响因子：
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通讯作者：
Brandon W. Kliewer
中科院分区：
文献类型：
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作者：
Brandon W. Kliewer
二十多年前，在大学生和他们的教授中出现了一个惊人的趋势：服务学习。在这里，学生走出教室，以服务的能力参与到他们的社区中来。这可能包括，除其他外，会计专业的学生在非营利组织协助筹款，或政治学专业的学生协助编写小城镇的条例。服务的重点是亲力亲为，务实的态度。Janet Eyler是最早在一篇短文（1999）和一项综合研究（2000）中分析这一现象的人之一。从那时起，学院和大学将服务学习纳入了主要的学术课程，将陈旧的实习项目转变为更好地培养学生，并作为这个过程的一部分，培养学生愿意为各自的社区服务。在这本主要的著作（与其说是一本书，不如说是一本资源指南）中，麦卡特尼等人制作了一个工具（编辑的不够强大），为想要进入下一个层次的政治科学教师提供服务。这项工作从服务学习停止的地方开始。在这里，有公民意识的学生的教师被展示了许多方法来培养他们在社区中变得活跃的愿望。在第1节（第3-100页）中，为参与技术和参与式学习模式奠定了基础。甚至还花了相当多的时间提供教学公民参与的对应点，因为这可能被视为影响学生“思考什么”，而不是侧重于教他们“如何思考”（第73页）。这一点是一个反复出现的主题，对于那些试图培养积极公民而不仅仅是另一个服务学习项目的教授来说，这一点很重要。在培养课堂学习和服务学习的结合点方面也付出了相当大的努力。因此，如果教授的课是关于美国公共政策（137-66页）或政治哲学（229-246页）或国际关系（247-78页），那么就会有由
More than twenty years ago, an amazing trend among college students and their professors emerged: service-learning. Here, students step outside of the classroom to engage their communities in a service capacity. This may include, inter alia, accounting majors serving at a non-profit to assist in fund-raising or a political science major serving to assist in writing ordinances for a small town. The emphasis is on service in a hands-on, practical manner. Janet Eyler was one of the first to analyze this phenomenon in a short article (1999) and then in a comprehensive study (2000). Since then, colleges and universities have incorporated service-learning into major academic programs that took a stale, old internship program and turned it on its head to better train students and, as part of the process, developed students willing to serve their respective communities. In this major work (more of a resource guide than a book), McCartney et al produced (edited is just not strong enough) a tool to serve political science faculty wanting to go to the next level. This work picks up where service learning stops. Here, faculty with civic-minded students are shown many ways to foster that desire to become active in their communities. In Section 1 (pp. 3-100), the foundation is laid for modes of engagement techniques and participatory learning. There is even considerable time spent offering counterpoints to teaching civic engagement as it might be seen as influencing students on “what to think” instead of focusing on teaching them “how to think” (p.73). This point is a recurring theme and an important one for professors who are attempting to develop active citizens and not just another service-learning program. There is also considerable effort put into cultivating a hybrid of classroom and service learning points of connection. So, where the professor’s class is one on American Public Policy (pp. 137-66) or Political Philosophy (pp. 229-246) or International Relations (pp. 247-78), there are chapters Review by