History and Origins of the Service Learning Practice :: Informative

III.Review of Related Literature narrative of Service-LearningThe history and origins of the service-learning practice in the United States is older than its own lay down (Clearinghouse, Titlebaum, Daprano, Baer, & Brahler, 2004). However, the phrase service-learning was first used in 1966 to describe a sound out project between Tennessee college students and professors working on area developmental organizational projects (p. 4). Subsequently, in 1967 Robert Sigmon and William Ramsey, while working at the Southern Regional schooling Board, coined the term for the first time (Giles & Eyler, 1994 Sigmon, 1979 Stanton, Giles, & Cruz, 1999). Later in the 1970s, Sigmon published in the Synergist his manifesto entitled, Service-Learning Three Principles (1979), in which the author framed the foundations of service-learning as a pedagogical method. According to Sigmon, every service-learning practitioner should adhere to the following common chord principles 1) Those being distribu ted control the service(s) provided. 2) Those being served become better able to serve and be served by their own actions. 3) Those who serve also are learners and restrain significant control over what is expected to be learned (p. 10). The evince at issue here is the conceptualization of service-learning as a dialectical process in which all participants equally evolve as officious learners and agents of change.During past decades, particularly the 1980s, much of the service-learning debate revolved around its translation (Crews, 2002). It seems like previous scholars could not establish a consensual compact on what to call service-learning and what should be included (Plann, 2002). Even though the bulky scope of service-learning allows other programs to exist under the same description (Furco, 1996), sometimes such a rubric also tolerates the emerging of moniker programs (Butin, 2010). Kendalls (1990) review of the service-learning literature illustrates the aforementione d case. The author provides 147 different definitions depending on whether service-learning is seen as an educational or philosophical method. Although such conceptualizations will change to put up the goals and expectations of civic, social, educational, and governmental institutions (Maurrasse, 2004 Shumer & Shumer, 2005), some of them brought a much-needed conceptual clarity to the field. For instance, the National and fellowship Service Act of (1990) defined service-learning asA method (A) under which students or participants learn and develop through active participation in thoughtfully organized service that (i) is conducted in and meets the needs of a biotic alliance (ii) is coordinated with an elementary school, secondary school, institution of higher education, or community service program,