Please use this identifier to cite or link to this item: https://dspace.auca.kg/handle/123456789/214
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dc.contributor.authorMerrill, Martha C.-
dc.date.accessioned2009-04-30T08:44:35Z-
dc.date.available2009-04-30T08:44:35Z-
dc.date.issued2002-
dc.identifier.urihttp://hdl.handle.net/123456789/214-
dc.description.abstractOne of the fastest-growing forms of pedagogy in the United States is service-learning, the uniting of volunteer service with academic learning. Although service-learning also is used in a number of other countries, its use in the US grows out of a particular set of cultural and historical conditions. According to Kenny and Gallagher (16-23), those conditions include the traditional commitment of US higher education to "public purpose;" service-learning's intellectual and philosophical roots; and traditions of volunteerism and social activism in the US. Kyrgyzstan's history and culture are different, but service-learning nevertheless may be an appropriate pedagogy for producing students who can contribute to the nation's future.en_US
dc.language.isoen_USen_US
dc.relation.ispartofseries1en_US
dc.subjecteducationen_US
dc.subjectservice-learningen_US
dc.subjectpedagogyen_US
dc.titleThe cultural context of service-learning: issues to consider in importing a pedagogical innovationen_US
dc.typeArticleen_US
Appears in Collections:Образование и наука



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