美国高校服务学习研究
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摘要
19世纪中叶以来的一个半世纪,人类社会逐步由农业社会进入工业社会,世界格局发生了重大变迁。美国,作为当今资本主义超级大国,在这一个半世纪里发生了惊天动地的变化。从历史的角度来看,由工业革命、西进运动到19世纪末成为资本主义强国,由二战后冷战的发起者到如今世界上的超级大国,美国社会对于精英人才和综合素质较高人才的需求也愈加强烈。从社会思潮变迁的角度来看,无论是19世纪末20世纪初的实用主义,还是20世纪50、60年代以来的精英主义和社群主义,都对构成美国社会的基本实体——公民如何做好公民提出了明确地要求。综合历史和社会思潮的观点,二者又一致对美国百余年来的高等教育提出了极为现实性的问题:当今社会,我们的高等教育究竟应该培养什么样的人,怎样去培养人。而要想解决这个问题,就必须去分析和解读美国高等教育百余年来的变革与发展。这样,无论是基于社会的需要还是高等教育自身的发展与进步,都需要有一个既能完整展现美国社会这百余年来发展和变革、又能将其与美国高等教育很好地连接起来的有效载体,而这个载体,就是本文所要论述的核心内容——美国高校服务学习。
美国高校服务学习历经长时期地演变,如今已具备较为完备的运行和保障机制,并逐步发展成为美国的一种重要的教育形式。为什么要服务学习;服务学习如何实施,特别是如何处理服务与学习间的关系;服务学习的效果如何,它的发展又存在哪些问题?这是本文试图回答的问题,也是确定研究选题的由来。
本论文以“服务与学习之间的关系”为论述核心脉络,重点阐述了以下观点:第一,美国高校服务学习的实施源于历史和社会思潮的影响;第二,美国高校服务学习以慈善模式、公民参与模式和社群模式为基本实施模式;第三,美国高校服务学习发展的关键是在实施、保障等环节处理好服务与学习的关系,即保证“服务与学习并重”;第四,美国高校服务学习在发展过程中的可行性经验,可以为我国大学生社会实践活动的开展提供参考和借鉴。
本论文除绪论和结语外,共分为七个部分。第一章,明确确立了美国高校服务学习的内涵和类型。第二章,系统梳理了美国高校服务学习的历史发展进程。第三章,阐明服务学习的理论基础和思想取向。第四章,主要论述了美国高校服务学习的实施途径、原则和程序。第五章,对美国高校服务学习的组织与保障进行研究。第六章,归纳总结了美国高校服务学习的特点与效果。第七章,归纳总结得出美国高校服务学习对中国大学生社会实践的启示。
During the past one and a half centuries since the mid-nineteenth century, human society gradually developed from an agricultural society to an industrial society, the world situation has undergone major changes. As today's capitalist superpower, earth-shaking changes have taken place in the United States during these years. From a historical point of view, from the Industrial Revolution, Westward Movement to the nineteenth century when the United States became the capitalist powers, from the initiator of the Cold War after World War II to the present the world's superpower, the demand for elites and comprehensive high-quality talent of the United States has become even more intense. From the perspective of changes in social thought, no matter it is the pragmatism of the late nineteenth and early twentieth century, or the elitism and the communitarianism since the fifties or sixties of the twentieth century, they all constitute clear requirements of the basic entities of American society- How do citizens become good citizens. From the view of historical and social thought, the two put forward a very practical issue of higher education which exists more than a century in the United States: In today's society, what kind of person should higher education develop and how to train them. However, if we want to solve this problem, it is necessary to analyze and interpret the change and development of U.S. higher education which exists more than a century. In this way, no matter it is based on the needs of society or the development and progress of higher education, we need to have a carrier which can show a full display of more than a century' development and change of the U.S. society, and also effectively connect with U.S. higher education, and this carrier is discussed in this dissertation to the core content - service-learning in U.S. universities and colleges.
After a long period of evolution, service-learning in U.S. Universities and colleges now has a more complete operation and indemnification mechanism; it gradually developed into an important form of education in the United States. Why we need service learning; how to implement service-learning, especially how to deal with the relationship between service and learning; how about service-learning's effect, what are the problems during its development are questions this article attempts to answer, and it is also the origin of identifying the research topics.
In this paper, "the relationship between the service and learning" was discussed in the core context, focusing on the following points: Firstly, the implementation of service-learning in U.S. Universities and colleges were influenced by history and social thought; Secondly, philanthropy, civic engagement and communitarianism model are the basic theoretical models of service-learning in U.S. Universities and colleges; Thirdly, the key to development service-learning in U.S. Universities and colleges is handling the relationship between service and learning during the implementation and security aspects, that is to ensure "equal emphasis on service and learning"; Fourthly, the experience of feasibility of the development of service learning in U.S. Universities and colleges can provide reference to the activities of social practice in China.
In addition to introduction and conclusion, this paper can be divided into seven sections. Chapter one, clearly established the content and type of service-learning in U.S. Universities and colleges; Chapter two, to give a systematic introduction to the historical development process of service-learning in U.S. universities and colleges; Chapter three, to clarify the theoretical basis and ideological orientation of service-learning; Chapter four is mainly discusses the implementation ways, principles and procedures of service-learning in U.S. universities and colleges. Chapter five, to research the organization and indemnification of service-learning in U.S. universities and colleges; Chapter six summarizes the characteristics and effect of service-learning in universities and colleges; Chapter seven summarizes the inspiration of service-learning in U.S. colleges and universities to China.
美国高校服务学习历经长时期地演变,如今已具备较为完备的运行和保障机制,并逐步发展成为美国的一种重要的教育形式。为什么要服务学习;服务学习如何实施,特别是如何处理服务与学习间的关系;服务学习的效果如何,它的发展又存在哪些问题?这是本文试图回答的问题,也是确定研究选题的由来。
本论文以“服务与学习之间的关系”为论述核心脉络,重点阐述了以下观点:第一,美国高校服务学习的实施源于历史和社会思潮的影响;第二,美国高校服务学习以慈善模式、公民参与模式和社群模式为基本实施模式;第三,美国高校服务学习发展的关键是在实施、保障等环节处理好服务与学习的关系,即保证“服务与学习并重”;第四,美国高校服务学习在发展过程中的可行性经验,可以为我国大学生社会实践活动的开展提供参考和借鉴。
本论文除绪论和结语外,共分为七个部分。第一章,明确确立了美国高校服务学习的内涵和类型。第二章,系统梳理了美国高校服务学习的历史发展进程。第三章,阐明服务学习的理论基础和思想取向。第四章,主要论述了美国高校服务学习的实施途径、原则和程序。第五章,对美国高校服务学习的组织与保障进行研究。第六章,归纳总结了美国高校服务学习的特点与效果。第七章,归纳总结得出美国高校服务学习对中国大学生社会实践的启示。
During the past one and a half centuries since the mid-nineteenth century, human society gradually developed from an agricultural society to an industrial society, the world situation has undergone major changes. As today's capitalist superpower, earth-shaking changes have taken place in the United States during these years. From a historical point of view, from the Industrial Revolution, Westward Movement to the nineteenth century when the United States became the capitalist powers, from the initiator of the Cold War after World War II to the present the world's superpower, the demand for elites and comprehensive high-quality talent of the United States has become even more intense. From the perspective of changes in social thought, no matter it is the pragmatism of the late nineteenth and early twentieth century, or the elitism and the communitarianism since the fifties or sixties of the twentieth century, they all constitute clear requirements of the basic entities of American society- How do citizens become good citizens. From the view of historical and social thought, the two put forward a very practical issue of higher education which exists more than a century in the United States: In today's society, what kind of person should higher education develop and how to train them. However, if we want to solve this problem, it is necessary to analyze and interpret the change and development of U.S. higher education which exists more than a century. In this way, no matter it is based on the needs of society or the development and progress of higher education, we need to have a carrier which can show a full display of more than a century' development and change of the U.S. society, and also effectively connect with U.S. higher education, and this carrier is discussed in this dissertation to the core content - service-learning in U.S. universities and colleges.
After a long period of evolution, service-learning in U.S. Universities and colleges now has a more complete operation and indemnification mechanism; it gradually developed into an important form of education in the United States. Why we need service learning; how to implement service-learning, especially how to deal with the relationship between service and learning; how about service-learning's effect, what are the problems during its development are questions this article attempts to answer, and it is also the origin of identifying the research topics.
In this paper, "the relationship between the service and learning" was discussed in the core context, focusing on the following points: Firstly, the implementation of service-learning in U.S. Universities and colleges were influenced by history and social thought; Secondly, philanthropy, civic engagement and communitarianism model are the basic theoretical models of service-learning in U.S. Universities and colleges; Thirdly, the key to development service-learning in U.S. Universities and colleges is handling the relationship between service and learning during the implementation and security aspects, that is to ensure "equal emphasis on service and learning"; Fourthly, the experience of feasibility of the development of service learning in U.S. Universities and colleges can provide reference to the activities of social practice in China.
In addition to introduction and conclusion, this paper can be divided into seven sections. Chapter one, clearly established the content and type of service-learning in U.S. Universities and colleges; Chapter two, to give a systematic introduction to the historical development process of service-learning in U.S. universities and colleges; Chapter three, to clarify the theoretical basis and ideological orientation of service-learning; Chapter four is mainly discusses the implementation ways, principles and procedures of service-learning in U.S. universities and colleges. Chapter five, to research the organization and indemnification of service-learning in U.S. universities and colleges; Chapter six summarizes the characteristics and effect of service-learning in universities and colleges; Chapter seven summarizes the inspiration of service-learning in U.S. colleges and universities to China.
引文
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[1]兰德公司,是美国的一所智库。在其成立之初主要为美国军方提供调研和情报分析服务。其后,这个组织逐步扩展,并为其它政府以及盈利性团体提供服务。参见:[EB/OL].http://zh.wikipedia.org/wiki/%E5%85%B0%E5%BE%B7%E5%85%AC%E5%8F%B8,2009-08-12.
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[2]Best Practices for Developing a Volunteer Program[EB/OL].http://www.urbanministry.org/best-practices-developing-a-volunteer-program.2009-04-08.
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[1]参见:On-Campus & Maryland-Affiliated Service Programs & Organizations [EB/OL].http://www.csl.umd.edu/Handouts/general/on-campus.pdf,2008-12-27.
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[1]参见:“我们的工作人员”http://www.compact.org/contact-us/,2009.04-23.
[2]参见:“我们的历史和立法”[EB/OL].http://www.nationalservice.gov/about/role_impact/history.asp,2009-04-22
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[2]参见:“关于NSLC”[EB/OL].http://www.servicelearning.org/about_us/about_nslc/index.php,2009-04-12.
[1]参见:“信息中心工作人员”[EB/OL].http://www.servicelearning.org/about_us/staff/index.php,2009-04-12.
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[1]参见:“马里兰大学服务学习中心”[EB/OL].http://www.csl.umd.edu/about_us.htm.2009-04-23.
[1]参见:“领导与服务学习办公室使命”[EB/OL].http://olsl.uncg.edu/about/mission/2008-11-02.
[2]参见:Office of Service Learning[EB/OL].http://www.csustan.edu/ServiceLearning/index.html,2008-11-02.
[1]参见:“服务学习主任工作岗位及其作用”.[EB/OL].http://www.calstate.edu/csl/resource_center/documents/csuslinfrastru cturemodels0405.xls,2008-11-27.
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[3]参见:“服务学习主任工作岗位及其作用”.[EB/OL].http://www.calstate.edu/csl/resource_center/documents/csuslinfrastru cturemodels0405.xls,2008-11-27.
[1]参见:On-Campus & Maryland-Affiliated Service Programs & Organizations [EB/OL].http://www.csl.umd.edu/Handouts/general/on-campus.pdf,2008-12-21.
[2]参见:“服务学习在高等教育中的体制结构”[EB/OL].http://www.servicelearning.org/instant_info/fact_sheets/he_facts/inst_structure/,2008-11-05.
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[1]参见:“社区教育合作伙伴办公室”[EB/OL].http://www.lacdc.org/CDCwebsite/OCEP/Home.aspx,2008-12-17.
[2]参见:“青年噪音项目”[EB/OL].http://youthnoisc.com/playcity/page/projects,2009-01-12.
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[1]曹银忠、吴满意在其文章《改革开放以来大学生社会实践活动的回顾与启示》中将我国大学生社会实践活动划分为三个阶段:第一阶段,1976年—1983年;第二阶段,1983年—1999年;第三阶段,1999年—至今。详见:曹银忠、吴满意.改革开放以来大学生社会实践活动的回顾与启示[J].思想政治工作研究.2009.3.34.
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[1]兰德公司,是美国的一所智库。在其成立之初主要为美国军方提供调研和情报分析服务。其后,这个组织逐步扩展,并为其它政府以及盈利性团体提供服务。参见:[EB/OL].http://zh.wikipedia.org/wiki/%E5%85%B0%E5%BE%B7%E5%85%AC%E5%8F%B8,2009-08-12.
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[2]参见:“校园联盟是什么”http://www.compact.org/about/history-mission-vision/,2009.04-23.
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[1]参见:“我们的工作人员”http://www.compact.org/contact-us/,2009.04-23.
[2]参见:“我们的历史和立法”[EB/OL].http://www.nationalservice.gov/about/role_impact/history.asp,2009-04-22
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[1]参见:“信息中心工作人员”[EB/OL].http://www.servicelearning.org/about_us/staff/index.php,2009-04-12.
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[1]戴玲:领导力培养与服务学习——当代美国高校领导教育的专题研究[D]:[硕士学位论文].北京:首都师范大学.2006,20.
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[1]参见:“马里兰大学服务学习中心”[EB/OL].http://www.csl.umd.edu/about_us.htm.2009-04-23.
[1]参见:“领导与服务学习办公室使命”[EB/OL].http://olsl.uncg.edu/about/mission/2008-11-02.
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[1]参见:“服务学习主任工作岗位及其作用”.[EB/OL].http://www.calstate.edu/csl/resource_center/documents/csuslinfrastru cturemodels0405.xls,2008-11-27.
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[1]参见:On-Campus & Maryland-Affiliated Service Programs & Organizations [EB/OL].http://www.csl.umd.edu/Handouts/general/on-campus.pdf,2008-12-21.
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[1]Principles and Reforms for a Citizen Service Act[EB/OL].http://www.cns.gov/about/principles/index.html,2004-10-17.
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[1]曹银忠、吴满意在其文章《改革开放以来大学生社会实践活动的回顾与启示》中将我国大学生社会实践活动划分为三个阶段:第一阶段,1976年—1983年;第二阶段,1983年—1999年;第三阶段,1999年—至今。详见:曹银忠、吴满意.改革开放以来大学生社会实践活动的回顾与启示[J].思想政治工作研究.2009.3.34.
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