Congregational Service-Learning Characteristics and Volunteer Faith Development

Autor/inn/en	Myers, Dennis R.; Wolfer, Terry A.; Garland, Diana R.
Titel	Congregational Service-Learning Characteristics and Volunteer Faith Development
Quelle	In: Religious Education, 103 (2008) 3, S.369-386 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
Schlagwörter	Community Leaders; Service Learning; Volunteers; Spiritual Development; Religious Education; Churches; Correlation; Religious Factors; Age Differences; Gender Differences; Ethnicity; Placement; Consciousness Raising; Cultural Pluralism; Individual Development; Conflict; California; Louisiana; Michigan; New York; South Carolina; Texas + Suchen Sie Ihr Suchwort? Community leadership; Gemeindeleitung; Service-Learning; Freiwilliger; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Church; Kirche; Korrelation; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ethnizität; Betriebspraktikum; Praktikum; Bewusstseinsbildung; Kulturpluralismus; Individuelle Entwicklung; Konflikt; Kalifornien
Abstract	A research study surveyed 946 volunteers from congregations who were actively involved in community service, as well as 3,959 other congregational attenders who were not involved in volunteer service, to understand the relationship between service learning and faith development. Findings show that service-learning is powerfully related to a mature faith and to other faith practices such as prayer, Bible study, and worship. Authors explore the characteristics of service-learning that strengthen its contribution to the faith life of volunteers. These findings have important implications for how religious educators and community leaders structure service-learning experiences. The authors conclude that leaders who want to nurture the life of faith need to consider service-learning to be at the core rather than elective in congregational life. (Contains 1 table and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10