Explicating+the+how+of+service-learning+-+A+proposal+for+the+use+of+Schwartz's+value+theory

**Explicating the how of service-learning: A proposal for the use of Schwartz's value theory** George Hrivnak, Assistant Professor, Bond University [ghrivnak@bond.edu.au] Amy Kenworthy, Associate Professor, Bond University [akenwort@bond.edu.au]





**Keywords:** Values, community & individual reciprocity, critical reflection

**Track:** Theoretical or conceptual frameworks to advance research

**Format:** Research paper  **Date & time:** Thursday 3:20-4:30 **Location:** Wilson

**Summary:** To date, much of the scholarly effort within the service-learning domain has focused on ‘the what’ of this instructional approach (e.g., what is it? what are associated outcomes?). To advance the theoretical development of the field, we argue for an increased focus on the how of service-learning (e.g., by what mechanisms are outcomes achieved?). We propose that personal values are one such mechanism. By exploring the theoretical and empirical linkages between service-learning and personal values, we may extend our knowledge beyond the measurement of cognitive and attitudinal outcomes to examine the key processes underpinning attitude formation and change.

The role of values in learning shares a common history with the foundational principles of service-learning. Service-learning scholars traditionally trace the theoretical roots of the field to the philosophy of Dewey, who emphasized the central role of experience and critical reflection in learning. Perhaps less noted, however, is the fact that Dewey (1939) also emphasized the process of valuing in both the exploration of one’s self, and one’s relationship to society. Values operate at the level of individuals, institutions, and entire societies (Schwartz, 1992). Thus, values provide a theoretical link connecting the individual, social, and cultural-levels of analysis. We believe these points are too often merely implied in the reflective processes of service-learning and experiential education in general or overlooked altogether.

Although values are relatively stable, their importance can change over time as an individual experiences situations that place two or more values in conflict, forcing the individual to choose one over the other (Rokeach, 1972). This hierarchical sorting process may also result from personal reflection (Locke & Henne, 1986); an essential pillar of service-learning. Moreover, values tend to change considerably during adolescence and young adulthood (especially undergraduates; Rokeach, 1972). Thus, values may be an important mechanism facilitating service-learning outcomes related to civic engagement and social responsibility.

**References:** Bardi, A., Hofman-Towfigh, N., Lee, J. A. & Soutar, G. (2009). The structure of intraindividual value change. //Journal of Personality and Social Psychology//, //97//(5), 913-929.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. //Michigan Journal of Community Service Learning//, //2//, 112-122.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Dewey, J. (1939). //Theory of Valuation//. Chicago: University of Chicago Press.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hatcher, J. A., & Bringle, R. G. (1997). Reflection: Bridging the gap between service and learning. //College Teaching//, //45//(4), 32-37.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hitlin, S., & Piliavin, J. A. (2004). Values: Reviving a dormant concept. //Annual Review of Sociology//, //30//, 359–393.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Locke, E. A., & Henne, D. (1986). Work motivation theories. In Robertson Cooper (Ed.), //International Review of Industrial and Organizational Psychology// (pp. 1–34). Chichester, NY: John Wiley & Sons Ltd.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Rokeach, M. (1972). //Beliefs, attitudes, and values: A theory of organization and change//. San Francisco: Jossey-Bass.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Rokeach, M. (1973). //The nature of human values//. New York: Free Press.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In Zanna (Ed.), //Advances in experimental social psychology// (pp. 1–65). San Diego, CA: Academic Press.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Verplanken, B., & Holland, R. W. (2002). Motivated decision-making: Effects of activation and self-centrality of values on choices and behavior. //Journal of Personality and Social Psychology//, //82//, 434–447.

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