Chapter 11: Aspiration and Hope in Service-Learning

So, what have we learned about service-learning and service-learning research in Asia from the preceding chapters? Actually, quite a lot. There is much to be gained from studying the work of researchers in Asia for the past several years. They have provided some interesting perspectives and a variety of research/evaluation approaches that have helped to move the field forward.

The first chapter, by Carol Ma Hok Ka, presents a fascinating comparison of Chinese/Asian perspectives on whole person development and shows how the combination of Eastern and Western philosophies can create a more dynamic, holistic youth development agenda. Contrasting Eastern to Western values shows how combining service and learning can lead to a more dynamic developmental perspective as a moral compass and theoretical framework and service-learning (Western culture and procedures) as a practical orientation links to different learning outcomes for youth and produces a superior developmental process for youth. By placing the moral development of youth, striving to become the perfect moral person, within the practical aspects of engaging community and real life as contexts for development, allows youth to not only learn how to be a good, morally fit person, but also one that strives for improving society by learning how to understand and apply constructs of social justice. Ma frames the East/West discussion as one that promotes outstanding young citizens by “connecting moral and ethical development with social responsibility and true civic action.”