Efficacy of Border-Crossing Service-Learning in Empathy and Moral Development: Urban Students in the Rural Developing World

Autor/inn/en	Yung, Betty; Yu, Kam-por; Leung, Barbara Y. P.; Chun, Jack
Titel	Efficacy of Border-Crossing Service-Learning in Empathy and Moral Development: Urban Students in the Rural Developing World
Quelle	In: Journal of Higher Education Outreach and Engagement, 25 (2021) 1, S.51-64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Service Learning; Empathy; Moral Values; Developing Nations; Poverty; Foreign Countries; Study Abroad; Moral Development; Outcomes of Education; Experiential Learning; Undergraduate Students; Developed Nations; Teacher Student Relationship; Student Attitudes; Affective Behavior; Cognitive Processes; Urban Universities; Program Evaluation; Hong Kong; Cambodia + Suchen Sie Ihr Suchwort? Service-Learning; Empathie; Moral value; Ethischer Wert; Developing country; Developing countries; Entwicklungsland; Armut; Ausland; Studies abroad; Auslandsstudium; Moralische Entwicklung; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Developed countries; Industriestaat; Industrieland; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Programme evaluation; Programmevaluation; Hongkong; Kambodscha
Abstract	For a service-learning course focusing on poverty, students from a Hong Kong university took a 12-day trip to engage in various poverty alleviation services in Cambodia. This course was border-crossing on five dimensions: (1) urban versus rural, (2) developed versus developing world location, (3) classroom versus practical and experiential, (4) Hong Kong versus Cambodian (cross-cultural), and (5) teachers' paternalism versus students' voice. Students' firsthand observation of service recipients' absolute poverty gave them a deeper understanding of the problem of poverty. Evidence indicates that this service-learning experience led to incremental, rather than striking, empathy building and moral development, and built on cognitive empathy more than affective empathy. However, as an invaluable experience in the formative years of these undergraduates, this border-crossing service-learning trip may pave the way for future subtle or evident changes in their lives through having broadened their horizons and given exposure to another culture socioeconomically, culturally, and nationally. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01