The perceived impact of an international service-learning program on the long-term moral development and behavior of its participants

摘要

The goal of raising moral, productive and engaged citizens has remained consistent throughout the history of education. Service-Learning is a pedagogical tool that is increasingly being used by educators to challenge students to interact and engage meaningfully with the world around them. The object of this case study was to examine the perceived impact of an International Service-Learning (IS-L) program on the long-term moral development and behaviour of its participants. In this study, participants of IS-L trips at the Mennonite Educational Institute (MEI) Secondary School between 1995 and 2005 were invited to share their perceptions through surveys and interviews and through historical document analysis. Responses were viewed through a triadic framework comprised of three elements that constitute moral development: situating oneself, practicing moral action and engaging in reflective dialogue. Participant responses, combined with a comprehensive literature review were used to attempt to answer the research question in this study. Many study respondents described the transformative effects of their IS-L experience. Responses showed evidence of moral growth and development and of subsequent and sustained moral action. The seven themes that emerged in participant descriptions of how these trips had impact were: enlarging worldviews, causing cognitive changes, invoking self-discovery, developing a sense of otherness, inspiring faith development, struggling to re-enter and inspiring further involvement. Perceived shortcomings of the IS-L program were also identified by respondents and discussed in this study. As educators seek continuous improvement through program revision, these recommendations could be instrumental in strengthening the IS-L program at MEI. By nature, this case study is not necessarily generalizable and points to the need for further research regarding the nature and retention of the effects of this transformative experience.