Service-Learning Australia

There are very many definitions of service-learning, but Service-Learning Australia defines it very simply as:

“Academic learning, linked to student-directed community service, enriched by intellectual enquiry and reflection.”

• “Academic learning” implies service-learning is part of the academic curriculum of a school or tertiary institution.
• “Student-direction” indicates that students have a central role in initiating, planning and performing their service-learning.
• “Community service” suggests that the focus is meaningful service to others.
• ”Enriched by intellectual enquiry and reflection” indicates that analysis is built into the process.  Students analyse themselves, their service experience, their community, their participation in that community and reflect on that participation.

The four, central components of service-learning – academic learning, student-direction, community service and intellectual inquiry and reflection - are interdependent and reciprocal.  Unless students actively reflect on their experiences they may not learn from them, and they need both action and reflection to take knowledge from the abstract and make it real.  Service-learning does not simply prepare students for some future involvement in the world; it facilitates their active participation with their community, showing them that through their education, they can make a real difference in the world – today.