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Service Learning: The Essence of Social Inclusivity Through Transformational Education

Service Learning: The Essence of Social Inclusivity Through Transformational Education

Ana Martins, Orlando Petiz Pereira, Isabel Martins
Copyright: © 2021 |Pages: 21
ISBN13: 9781799877066|ISBN10: 179987706X|EISBN13: 9781799877509
DOI: 10.4018/978-1-7998-7706-6.ch027
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MLA

Martins, Ana, et al. "Service Learning: The Essence of Social Inclusivity Through Transformational Education." Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, IGI Global, 2021, pp. 429-449. https://doi.org/10.4018/978-1-7998-7706-6.ch027

APA

Martins, A., Pereira, O. P., & Martins, I. (2021). Service Learning: The Essence of Social Inclusivity Through Transformational Education. In I. Management Association (Ed.), Research Anthology on Instilling Social Justice in the Classroom (pp. 429-449). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch027

Chicago

Martins, Ana, Orlando Petiz Pereira, and Isabel Martins. "Service Learning: The Essence of Social Inclusivity Through Transformational Education." In Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, 429-449. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7706-6.ch027

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Abstract

The chapter highlights the endogenous strengths that humans have of exposing society to sustainable change. At birth, humans bring with them a triptych code including, the social, emotional and spiritual, that needs to be further developed. Those non-cognitive skills that schooling should instill are possible via service learning education. Through education, individual citizens are enthused with harmonious cognitive and non-cognitive skills which are positive, inclusive, humane, in harmony with life and circumstances. In the current complex and uncertain economy, this education model is directed at social responsibility, social innovation, citizenship, personal and social commitment. Being holistic, multi-focused and dynamic, it brings together learning, service and the economy. This learning- teaching model aligns with an intellectual and humanized society; entails two simultaneous objectives, pedagogical and community collaboration; focuses on real circumstances, deals with community-identified needs, solidarity, cooperation, harmony and commitment.

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