Experiencing Service-Learning

2. Concept Learning: Thinking-Skill Level, Experiential Learning, and Action Theory

Chapter 2 Concept Learning: Thinking-Skill Level, Experiential Learning, and Action Theory “Service-learning” means “serving while learning” or “learning while serving .” Serving is not abstract but concrete: one serves specific others. The focus is on the act and the server in relation to another. The server provides knowledge or skills, and the other also has gifts to share, gifts that may be less obvious. In a professional relationship, the clinician may attempt to benefit the injured or sick patient; in scientific research, the investigator may delve into the mind or behaviors of an organization or young student to push the frontiers of general scientific knowledge. A service-learner, however, listens to the concerns of the group or person, lets the “other” define the situation, and responds by trying to meet that need. In listening and learning, receiving and giving, the service-learning relationship is horizontal, lateral, parallel. It is not hierarchal. The primary goal of service-learning is not to push the boundaries of scientific knowledge, but to work with another to attend to the other, to learn about the other in order to serve the other effectively. In the process of learning about the other, one’s own knowledge expands. The service-learner offers a fresh set of eyes, seeing a situation from a different perspective. The service-learner does not follow the traditional logic of science: seeking a “one best way,” then applying that fixed theory to a presumed illness or weakness (De Bono 1967). In service-learning one works with another to share and perhaps to create or expand knowledge. This chapter connects service-learning to related concepts and theories—thinking-skill level, experiential learning, and action theory. Thinking-Skill Level “Thinking-skill level” refers to a theory (taxonomy) of learning developed by Benjamin Bloom (1994). In Bloom’s conception, learning skills constitute a hierarchy. One’s position on the “learning level taxonomy” depends upon the 24 Concept Learning complexity of one’s thoughts within a knowledge domain. Bloom’s taxonomy does not privilege intellectual capacity or knowledge mastery; rather, it focuses on learners applying what they know to “problems arising in their own experiences” and on the ability to deal effectively with problems that are not familiar to them (Bloom 1994, 7). Simple learning is basic; higher-level learning is complex and creative. Knowledge, comprehension, and application (see Figure 1) are basic. One gains knowledge, one comprehends the information contained in that knowledge, and one applies that knowledge within a restricted domain. For example, coauthor Robert Cunningham many years ago was able to change the ignition points and spark plugs and set the timing on his 1971 Volvo. He had a basic level of knowledge, comprehension, and ability that allowed him to perform those tasks efficiently on a specific make and model-year car. However, his knowledge was limited. He did not know how to carry out the same operations on a Chevrolet, Toyota, or other make. The simple basic learning skills—knowledge, comprehension, and application —areimportantbuildingblocks,buttostopwiththosethreeskillslimits one’s ability to take on new and expanded tasks. When the challenge exceeds one’s elementary knowledge base, the task may not be performed efficiently and competently. Higher-level, complex knowledge is demonstrated by the ability to deal competently with specifics previously unseen. Higher-level skills are analysis, evaluation, and synthesis/creativity (Figure 1); these are needed to build new knowledge, to expand one’s understanding laterally into new fields, and to apply existing knowledge within a new framework or environment. A competent mechanic can perform maintenance on a range of Fig. 1. Bloom’s learning-level Taxonomy Knowledge Comprehension application analysis synthesis evaluation Concept Learning 25 cars. A thoroughly knowledgeable mechanic may have an academic degree and understand engineering principles so as to use his or her knowledge to repair any type of engine. Higher-level learning emphasizes widening one’s vision, exploring how seemingly disparate things might fit together, and considering a new answer to the challenge at hand. Higher-level learning emphasizes transformation, analysis, and integration of ideas rather than absorption of content. Howard Gardner (1993) describes this as applying knowledge, skills, and concepts in new situations. Higher-level learning (analysis, synthesis, evaluation) allows one to transform information. Faced with situations with which they have no prior experience, service-learning students analyze, synthesize, and evaluate to figure out the nature of the problem and to arrive at an appropriate solution. Storiesthroughoutthisbook...