Productive Alienation via Service Learning

Teaching Philosophy 41 (3):217-238 (2018)
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Abstract

This paper argues for the specific pedagogical and philosophical value of toggling between places, as experienced in service or community-based learning. Regular shifting of student perspectives by traveling from a classroom to a community service site alienates students from their assumptions about beliefs, and opens up more diverse perspectives within the classroom.

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01455788

DOI

10.5840/teachphil201883194

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