MAKE IT LAST FOREVER: THE ... - National Service Resource Center

linear peer groups have grade levels cyclical students of all ages learn together
waste cognitive domain is prioritized over
other domains
growth mind, body, spirit, emotion valued
equally as areas of learning
singular subjects are uniform diversified all subjects are acceptable
dispersed life is divided into disciplines and
“fields” of study
collected holistic studies are encouraged
The challenge of all education reform initiatives, including the service-learning movement, is to facilitate the acceptance of
change so as to incorporate one or more new approaches into the system. To normalize, then, these elements must eventually be able
to maintain their own existence without continual inputs (like fossil fuels are required for machines). Such practices don’t require
continual inputs, because the cycle of decay and renewal ensures that as projects are completed, new understandings are realized and
new applications are pursued. In this manner, service-learning is not dependent on external funding or mandates because it has the
resources to persevere.
Furthermore, service-learning should produce a greater yield than the energy it takes to create it. While training people to
embrace a new pedagogy and observing the success of implemented projects takes a great deal of time, the return on this investment
can theoretically be unlimited if new ideas and projects continue to evolve from the initial experiment. If the initial investment in the
design of the system is complete and sound, the benefits may appear for many years.
A self-maintaining system doesn’t require a lot of work to exist; while it is monitored to ensure proper functioning, this is
intended to be a process of fine tuning rather than wholesale modification. In theory, once all of the elements of a service-learning
system are established, they should continue to function with little effort. Indeed, in many schools, this is just the case; there is no
need for additional funding, training, policies, or assistance of any kind for service-learning, because it is simply a natural part of the
educational process. In these places, there is no need to even identify service-learning as a distinct concept because it is woven
throughout the entirety of the learning process every week.
In summary, institutionalization is akin to natural systems in that its components are self-regulatory and self-maintaining,
facilitate cycles of growth, function in an efficient manner, and regenerate themselves and other resources. If service-learning is to be
effectively institutionalized, then the strategies which support its application should use these characteristics and guideposts.
NATIONAL TRENDS IN SOCIETY, EDUCATION AND SERVICE LEARNING
The Evolving Society
The educational system reflects the values of its society, and there can be no doubt that American society is changing at such a
rapid pace that it is often difficult to achieve consensus about American values and goals.
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