Jewishly-Informed Mature Adult Service-Learning

Autor/in	Bretan, Gail Helene
Titel	Jewishly-Informed Mature Adult Service-Learning
Quelle	(2013), (339 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-3614-3
Schlagwörter	Hochschulschrift; Dissertation; Judaism; Jews; Service Learning; Adult Education; Lifelong Learning; Values; Epistemology; Social Justice; Social Action; Qualitative Research; Nonprofit Organizations; Social Services; Social Agencies; Religious Organizations; Observation; Electronic Mail; Diaries; Independent Study + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Judaismus; Jew; Jude; Jüdin; Juden; Service-Learning; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Wertbegriff; Erkenntnistheorie; Soziale Gerechtigkeit; Soziales Handeln; Qualitative Forschung; Nonprofit-Organisation; Social service; Soziale Dienstleistung; Soziale Dienste; Sozialisationsagentur; Beobachtung; Elektronischer Briefkasten; Diary; Tagebuch; Selbststudium
Abstract	The purpose of this study is to describe, implement, and interpret the intersection of service-learning, Jewish values and ways of knowing, adult education, and lifelong learning for people over the age of 50. By expanding service-learning to include both older adults and Jewish ways of knowing, there is potential for transforming these frameworks and models. Contrasting and comparing the experience of traditional American adult education with the experience of Jewish social-justice and social-action oriented ways of knowing, this study focuses on the third stage of life--transition to retirement--as a time of possible new learning, new self-identity, and new self-satisfaction through community engagement. Using the qualitative applied methodology of action-research, a new model was created and implemented in a Jewish non-profit, faith-based, social service agency as a means of discovering how older adults might benefit from service-learning modalities and how service-learning might be benefited by including older adults as well as Jewish ways of knowing. Data were obtained through observations at academic and social discussions, through collection of journals, e-mails, and other correspondences of participants and their agencies, and through evaluative processes. This study challenges the focus of service-learning on younger participants in need of academic development, skills development, character development, citizenry development, and vocational development. Older people generally have already developed these skills. They seek to simultaneously experience self-learning while giving back to the community. Themes that ran through this study were personal pleasure and satisfaction, compassion, relationships and community, and multiple viewpoints and interpretations in service, in reflection, and in learning. The results raise the issue of including older participants, as well as Jewish values and ways of knowing, into service-learning theory and practice. Based on the findings, the impact on theory and practice in secular and religious education, and especially in service-learning, is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01