6. Service-learning is an educational method that
entwines the threads of experiential learning and
community service. It meets educational objectives
through real-world experiences, while tapping
youths as resources to benefit their schools and
communities (NYLC, 2004)
“Picking up trash by a riverbank is service.
Studying water samples under a microscope is learning.
When students collect and analyze water samples and
the local pollution control agency uses the findings to
clean up a river … that is service-learning.”
“I unites communities. Serve. Learn. Change the world”
12. Paradigm Change regarding Adolescents
Problem
Client
Recipient
At risk Population to
be deal with
Tomorrow’s Leaders
Adult in the making
Problem Solver
Change Maker
Co-participant
Leadership asset to be
cultivated
Part of today’s leadership team
A citizen today
Extracted from Bank of I.D.E.A.S. http://www.bankofideas.com.au/
15. 美国学者西格蒙(Sigmon)曾分析服务与学习的各种
不同关系，将其归纳为四种类型态 ：
service learning 服务与学习彼此目标没有关联
service-LEARNING 以学习目标为主，服务成果不
是重点
SERVICE-learning 以服务成果为主，学习目标不
是重点
SERVICE-LEARNING 服务与学习目标同等重要，
对所有服务与被服务的人都 能加强其完成目标
Sigmon, R. (1996). The problem of definition in service-learning. In R. Sigmon (ed.), Journey to
servicelearning: Experiences from independent liberal arts colleges and universities. Washington, DC:
Council of Independent Colleges.
16. 服务学习与其他学习 / 服务计划的比较
Furco, A. (1996). Service-learning: A balanced approach to experiential education. In
Corporation for National Service (Ed.), Expanding Boundaries: Serving and Learning (pp.
2-6). Columbia, MD: Cooperative Education Association.
22. 服务学习的特质
服务学习强调：
服务与学习之间相向的连接与贯通 – 服务增进和
强化学习，学习增进和强化服务 (The service reinforces
and strengthens the learning, and the learning reinforces and strengthens
the service)
学生与服务使用者平等的交流，彼此一起教导，
两者互相学习 (Both the server and those served teach, and both
learns)
连接服务经验于特定学习目标（透过反思、讨论，
以及结合课程材料）
满足小区与服务机构的需要
促进学生与小区之间终生的连系
23. 社会正义为焦点（Social Justice Focus）
‘Service learning should be about social change,
not just filling a gap in services. It should be
about questioning the conditions in society
that create the need for service in the first
place and seeking to alter those conditions’
Wade, R. C. (2000). Beyond charity: Service learning for social justice. Social Studies and the Young
Learner, 12(4), 6–9.
57. 社会正义为焦点（Social Justice Focus）
‘Service learning should be about social change,
not just filling a gap in services. It should be
about questioning the conditions in society
that create the need for service in the first
place and seeking to alter those conditions’
Wade, R. C. (2000). Beyond charity: Service learning for social justice. Social Studies and the Young
Learner, 12(4), 6–9.
服务学习的批判性实践 (Critical Praxis of
Service Learning )
58. Critical Pedagogy in Service Learning
Conditions for Mutuality and Collaboration
Service goals must center around responsiveness to the real
community needs, but not the self-interest of the student.
Local communities should be involved as partners in both
planning and implementing the service project.
To counter the tendency of privileged students to consider
themselves the “providers” of service for those “less
fortunate” than themselves, they must be made aware of
how they, too, benefit from the service experience. For
example: knowledge, learning, perspectives broadening
and personally rewarding relationships.
Guided Reflection is necessary to contextualize their
experiences in terms of broader societal dynamics and
power relation.
King, J. T. (2004). Service-Learning as a Site for Critical Pedagogy: A Case of
Collaboration, Caring, and Defamiliarization across Borders
59. Critical Pedagogy in Service Learning
Critical Reflection
Students must engage, not only in thinking about the
past experience, but in theorizing about it in the sense
of considering problematic questions associated with
power, history and agency.
Questioning practices and assumptions that appear to
make lives easier.
Defamiliarization: Students become caught up in a
circular interplay between the familiar and the strange.
Students come to really hear, see, or feel what the
other tries to convey (engrossment) and experience
“motivational displacement,” an affective state in
which they feel the desire to help the other in their
need.
King, J. T. (2004). Service-Learning as a Site for Critical Pedagogy: A Case of
Collaboration, Caring, and Defamiliarization across Borders
62. 服务学习：小区教育设计
服务学习是小区教育，善用小区作为教室的一种教学法，当中包括：
环顾小区的教育(Education about the community) ： 即经验
学习的开展，让师生认识小区，培养小区意识。老师对学校附
近的小区作初步探索，了解小区需要。透过课堂，老师把小区
议题及情况向学生提出，藉以引发学生的探究动机，然后带领
学生从小区发掘不同需要及作出对话，是一次深刻的学习体验。
关注小区的教育(Education for the community) ：建立小区伙
伴关系，鼓励小区伙伴参与学与教。所谓关注小区的教育，是
引导并鼓励学生探索与小区相关的种种议题。小区伙伴了解特
定社群的需要，能促进有效的服务学习。
投入小区的教育(Education in the community) ：构思关注小
区的服务，鼓励学生/小区伙伴共同构思服务意义。所谓投入小
区的教育，是让学生透过小区探索，从新对小区进行审视。根
据学习所得，构思切合小区需要的服务，构思和推行有助改善
小区的行动。服务的对象除了人，也可以是针对小区环境与设
施的小区改善，或针对政策及制度的小区行动等。 余安邦等着（2002）. 小区有教室
63. Critical Praxis of Communitarian
ideas to Education?
The key task for education is to teach young people
to respect worthy traditional values, whilst enabling
them to develop their critical capacity so that they
can through democratic deliberations with others
identify and strip away the prejudices which
undermine doctrines of the past.
Tam H. (1996) ‘Education and the Communitarian Movement’, Pastoral Care in
Education. 14 (3) pp. 28-31.
64. 服务学习的批判性实践（Critical
Praxis）
批判性实践 vs. 复制性实践 / 工具性实践
社会脉络、解霸权、实践与反省
提问式教育 vs. 囤积式教育
Problem-posing education vs. Banking Model of Education
辩证性对话
问题陈显 vs. 问题解决
Problem-posing vs. Problem-solving
意识化（conscentization）与意向性（intentionality）
知识主体的特殊性；将人导向对象、导向行动
65. Be Community Learners in community
Learning in community is a continuous lesson.
Teachers as community learners implies teachers are
moving from “teaching knowledge for” the community
to “realizing knowledge with” the community. This is a
“know-how” to “know-why” shift.
In this move, teachers engage continuously in the
collective inquiries with community members, which in
turn facilitates teachers to generate meaningful and
contextual questions for student learning in the course
of CIC.
Chan, Kwok-bong (2009). “Classroom in community: Serving the Elderly People, Learning
from Senior Citizens. A community-based Service Learning for Secondary School students in
Hong Kong.” New Horizons in Education, 57, No.3
66. Be Problem-posers in education
…as “men and women develop their power to
perceive critically the way they exist in the
world which and in which they find
themselves; they come to see the world not
as a static reality but as a reality in the
process of transformation” (Macedo, 1993.
Introduction. Pedagogy of the oppressed. )
67. The aim of Problem-posing is to
demythologize;
“we need to place the knowledge that we
teach, the social relations that dominate
classrooms, the school as a mechanism of
cultural and economic preservation and
distribution, and finally, ourselves as people
who work in these institutions, back into the
context in which they all reside.” (Apple,
1990. Ideology and Curriculum)
83. ABCD的三大原则
Kretzmannh与 McKnight指出ABCD的三大原则：
(1) 以资产为本(Asset Based): 小区发展的策略是
从小区出发—居民及劳动人口的能力、地区组
织及团体；并不是探讨小区中缺乏什么，或是
出现了什么问题，有什么需要等等。
‘The root idea of community development is to identify
local capacities and mobilise them, which involves
connecting people with capacities to other people,
associates, institutions and economic resources.’
(Jody Kretzman and John McKnight)
84. ABCD的三大原则
Kretzmannh与 McKnight指出ABCD的三大原则：
(2)「以内部为焦点」(internally focused):着重
由居民去发现议题、发掘资源及能力
‘All the historic evidence indicates that significant
community development only takes place when local
community people are committed to investing themselves
and their resources in the effort. That’s why you can’t
develop communities from the top down, or from the
outside in’
(John McKnight, John Kretzmann)
85. Kretzmannh与 McKnight指出ABCD的三大原则:
(3)「以关系作推动」(relationship driven):
重视建立及延续本地居民、组织及团体之间的关系
Much hard evidence has accumulated that civic
engagement and social connectedness are practical
preconditions for better schools, safer streets and even
healthier and longer lives (Robert Putnam)‘
‘As a rule of thumb, INVOLVE EVERYONE IN EVERYTHING’
(Tom Peters – writer of In Search of Excellence)
87. 社会资本 Social Capital
“the fabric
that holds
the community together”
(Robert Putnam)
从个人/微观出发，社会资本是指个人透过与他
人的社会联系而获得的经济资源、信息或机会。
从社会、团体组织/宏观出发，社会资本指一个
社会或组织透过其规范、网络与信任，来促进集
体行动来实现共同利益
95. 以下是有关：俄亥俄州教会的的调查准则
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
INTRODUCTION
My name is ___________. What is your name?
Thank you for coming over. Did someone talk to you about what
the ‘Gift Exchange’ is all about? What do you understand it to be?
Basically, we believe that everyone has God-given talents and gifts
that can be used to benefit the community. I’d like to spend a few
minutes talking to you about your gifts and skills.
GIFTS
Gifts are abilities that we are born with. We may develop them,
but no one has to teach them to us.
What positive qualities do people say you have?
Who are the people in your life that you give to? How do you give
to them?
When was the last time you shared with someone else? What was
it?
What do you give that makes you feel good?
96. 以下是有关：俄亥俄州教会的的调查准则(续)
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
SKILLS
Sometimes we have talents that we’ve acquired in everyday life such as cooking and fixing things.
What do you enjoy doing?
If you could start a business what would it be?
What do you like to do that people would pay you to do?
Have you ever made anything? Have you ever fixed anything?
DREAMS
Before you go, I want to take a minute and hear about your dreams – those goals you hope to accomplish.
What are your dreams?
If you could snap your fingers and be doing anything, what would it be?
CLOSING
First, I’d like to thank you. We’re talking to as many people as we can and what we’d like to do is begin a
Wall of Fame here in the Soup Kitchen highlighting the gifts, skills and dreams of as many people as possible.
The ultimate goal is to find a way to use those gifts in rebuilding the community. Before you go, can I get
your full name? Address? Age?
97. 绘制「资产为本的地图」时，
要珍而重之的是当中所建立的关系，
而非搜集到的资料
‘Perhaps most important in the
whole asset mapping venture is not
the outcome of data within the
mappings but the relationships built in
the process.
Asset mapping is a good
way to rebuild communities one relationship at a
time.’
The Connecticut Assets Network, Summer 1999
98. 促进者 FACILITATION
"To make easy, promote, help forward an action or result,
to remove difficulties,
Promote ease or readiness with aptitude, dexterity or fluency"
(Dictionary definition)
促进者的角色
营造积极乐观气氛
打破迷思：令概念、运作及策略变得清晰可行
善用团队/个人的知识及专长
作为“中间人”，把经验、方法、网络、资源传递予
有关人士
鼓励团体和网络间的协作及努力
Be facilitators
102. 参考数据
陈国邦等编/着（2011）. 小学常识科服务学习资源册. 香港教育出版社
陈国邦（2011）「反思」：驴子、猴子、多啦A梦的故事. 保良局姚连生中学校讯第三十五期
陈丽华等着(2005).课程发展与设计 社会行动取向. 五南
倪钖钦（2004） 香港中文大学崇基学院学生服务学习计划简报
李荣安着 (2004). 中学公民教育多元化的校本实践 商务. 香港.
黄洪博士(2006) ： “资产为本小区发展与青年” 小童群益会荃葵区同工训练会议简报
苏．安妮斯．哈蒙 ( 2006 ):团队成功的yes基因－肯定式探询一点就通 (译者：陈淑婷、许逸臻)
中华民国小区教育学会（1995），【学校小区化】。师大书苑。
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Lynn Montrose (2001). “Building Community & World-Ready Youth” Paper Presented in the
National Service-Learning Conference 2001: National Youth Council
Pfeiffer and Jones (1974) Handbook of Structured Experiences
Rahima C. Wade (1997) Community service-learning : a guide to including service in the public
school curriculum. Albany : State University of New York Press.
Robert E. Haskell (2000) Transfer of Learning: Cognition and Instruction
The PRIME II Project (2002) Transfer of Learning--A Guide for Strengthening the Performance of
Health Care Workers
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based Service Learning for Secondary School students in Hong Kong. New Horizons in Education, 57, No.3 (Special Issue),
Dec 2009,n15:82-96 . HK: Hong Kong Teachers Association
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Keeble, R. (1981) Community and Education. Some relationships and some issues, Leicester: National Youth Bureau.
Kertzman, J., & McKnight, J. (1993). Building Community from the inside out: A path toward finding and mobilizing a
community’s assets. Chicago: ACTA Publications.
Paulo Freire (1993). Pedagogy of the oppressed .London: Continuum International Publishing Group.
Putnam, R. D., Leonardi, R. & Nanetti, R. Y. (1993). Making Democracy Work: Civic Traditions in Modern Italy. NJ:Princeton
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参考数据
104. Bank of I.D.E.A.S.: http://bankofideas.com.au/resources/
Community Tool Box: http://ctb.ku.edu/en/table-of-contents
The citizen’s Handbook: http://www.citizenshandbook.org/
The community planning website:
http://www.communityplanning.net/index.php
Appreciative Inquiry common :
https://appreciativeinquiry.case.edu/
中华民国小区营造学会: www.peopo.org/cesroc/
Roger Greenaway. Active Reviewing Website
http://www.reviewing.co.uk.
参考数据
