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Community Integrated Teaching and Learning
The Context and Content of
Community Integrated Teaching and Learning
CONTEXTUALIZING CITL
HISTORICAL CONTEXT Classical theories of education by Plato and Aristotle as intended to produce good persons; to act on knowledge in the pursuit of good ends Classical liberal thinkers like Locke and Kant argued for character education, Mill for capable and sensible civic participation, and Rosseau’s sympathetic and civil interaction with other members of the society These philosophers have envisioned university graduates prepared to contribute to alleviation of human suffering, insurance of human rights and development of a productive society (Speck and Hoppe, 2004)
YET Academy implicated in the fracturing of the community “during the past fifty years, American Universities have come to be dominated by powerful interrelated values: materialism, individualism and competitiveness(Astin, 1993)�
A GLIMPSE OF THE COMMUNITY FRACTURING
Chinua Achebe: Things Fall Apart American culture has lost a sense of community; socially relevant virtues have fallen apart Robert Putnam: Bowling Alone Evidence of the loss of social capital; there is alienation Speck and Hoppe, 2004
IMAGE OF HIGHER EDUCATION
Educational institutions are expected to play a significant role in social development and nation building BUT‌‌esoteric research, failure to promote moral character, and civic consciousness, etc
HIGHER EDUCATION: SEEN AS AN “IVORY TOWER” For producing abstract research unconnected to real life problems; for being indifferent to societal and community problems and for producing poorly educated students who are not only unprepared for work life but who also have no souls. (Thomas,2000)
REMEDY FOR A FRACTURED COMMUNITY HEIs are challenged to respond beyond its traditional
function of providing knowledge through teaching and research. The emerging role is to contribute to public service with the community through collaborative discovery, learning, engagement and application. Create a classroom that would rebuild the fracture: link theory in classroom with student participation in community affairs (Speck and Hoppe, 2004)
HENCE, THE FOUNDATIONS OF HEI’S CE SUCH AS CITL ARE:
CITL HEI’s commitment To nation building:
Social Responsibility
HEI’s fundamental goal: Student learning and development
TWO MAJOR STRATEGIES OF REBUILDING Renew historic commitment of HEI’s to nation building and in addressing society’s problems : Scholarship of Engagement (Boyer 1990, 1993) Effectiveness in achieving its most fundamental goal which is student learning and development: Following Dewey (Pedagocic Creed), Freire(Critical Pedagogy), Kolb (Jacoby and Associates)
PURSUE SCHOLARSHIP OF ENGAGEMENT The triumvirate of teaching , research and service has ruled … yet service remains to be less rewarded and respected (Jay, 2012) The challenge is to broaden the scope of scholarship and pursue scholarship of engagement (Boyer, 1990). SE: bridging the gap between community/societal needs and
academic resources (Boyer, 1996)
THEORETICAL UNDERPINNINGS OF CITL Dewey (1859-1952)- “to prepare him for the future life means to give him command of himself; it means to train him that he will have the full and ready use of all this capacities.” making sense of knowledge or what has been learned
through (community) experience
meaning making facilitated by reflective problem solving Dewey’s Progressive education involves CE that grapples with
real social problems, requiring students to come up with solutions and applying ideas studied in the classroom
THEORETICAL UNDERPINNINGS OF CITL Freire:
Balance between theory and practice=praxis (informed action) Conscientization (using education as a means of consciously shaping the person and the society Action-reflection (interconnected when one is sacrificed the other suffers) ; -clear course of future action is possible when there is authentic reflection renewed reflection
KOLB’S INFLUENCE TO CITL • Experiential Learning Model (ELM) 4 stage cyclical process
AND THE
PRACTICAL MODE ENRICHING HE’S CIVIC RESPONSIBILITY AND STUDENT DEVELOPMENT
Connect learning and community via academic curriculum Align the perspectives of the academe to the nature of community work and student’s learning methodology as they realize school’s mission to contribute to social transformation. Deprogram instructors and students away (partly) from traditional classroom roles, relationships, and norms
H OW D O W E O P E R A T I O NA L I Z E T H E COMMITMENT?
Conceptualizing CITL
PERSPECTIVE-SETTING 1. Community based sources of knowledge included in the curricular content
Curriculum Integration
CITL 2. Learning thru community interactive and experiential process
3. Student learning outcomes that reflect the impact integrated and experiential learning process
Conceptualizing CITL
2.Community integration, identification of relevant issue, reflection on the issue
Student development
CITL 1. Expose students to fundamental knowledge, skills and values relevant to the discipline
3. Application and action in partnership with the community
Conceptualizing CITL
2.Community needs matched with scholarly resources
Community Impact
CITL
1. Community Profiling
3. Contributed in promoting poverty alleviation, democratization process, etc
PRINCIPLES Appropriateness of the pedagogy to the desired learning outcomes; student enhancement
Meaningfulness of the student activity to the community; community is involved Evidence of link of the partnership and scholarship
PRINCIPLES That the community are also sources and "creators of knowledge"
Learning also happens in the actual interaction, exposure and exchange with the community
Individual and collective reflection and action
COMMUNITY INTEGRATED TEACHING AND LEARNING
Context & Concepts
Community Types & Models
Reflection & Way Forward
Faculty
Students
Implementing Mechanism
END ď śA growing number of educators are recognizing the power of the community for civic learning, drawing upon the educational philosophies like Dewey. These educators have found that thinking more broadly about
where and how learning takes place is equally as important as what is learned. It also unleashes a vast set of resources for learning and allows education to be more
connected to democratic revitalization.