In this paper, the author writes about her first experience of teaching Eastern Philosophy at the undergraduate level with a service-learning component. Many Philosophy faculty members think that a service-learning component diminishes the academic rigor in a credit-bearing course. The author argues that credit is given for learning and not service. By analyzing the relevant service-learning literature and explaining the preparations needed and the implementation process, the author argues that service learning as a pedagogical tool enhances student learning because students can make the connection between the theoretical aspect of the course and the practical experiences through their service with the partnering organization. The literature review shows that service-learning is a natural bridge between character development and citizenship education. The author believes that service-learning aids in the development of the character and the integrity of the students who take such courses during their undergraduate years.
Mallick, K. (2014). Philosophically Speaking: Reflections of Teaching Philosophy with a Service Learning Component. Pedagogy and the Human Sciences, 4 (1), 12-21. Retrieved from http://scholarworks.merrimack.edu/phs/vol4/iss1/2