Redefinition of Self and Community Through College Students' Service-Learning Participation: The Confucians' Perspective

• In Event: Cross-Cultural Dialogues on Public Scholarship: Rethinking Self-Other, Community, and Social Change

Abstract

Objective and Significance
In the era of globalization, definition of community is changing overtime, as well as students' self-position and relationship in/within the community. How students’ self-transformation and self-position take place after engaging in service-learning participation are to be investigated in a more cultural relevant and holistic way in order to accommodate students’ developmental need. The Confucian perspective provides a significant lens for examining the relationship between self and community, and self-development and self-transformation, which can provide profound insights on the building of college students service-learning programs.
Perspectives
The ultimate goal of becoming an educated being, a Junzi who leads with a strong sense of social responsibility, is deeply embedded in the Confucian tradition. Junzi follows the principle of "Do not impose on other what you do not desire" and he/she ceases in efforts to improve the self. In this research, the researcher specifies separated, but interconnected attributes, which are fundamental elements for building relationship between Junzi and others, and discuss their profound linkage between Confucian philosophy and service learning engagement.
The relationship between a Junzi and the community is rendered from his self-position. To reach the ultimate goal of "Heaven and Human Harmony", a Junzi needs to walk on "the Heaven's Way" by living out the characteristics indicated above. Confucian self-cultivation consists of high perfection of individual inner morality and achievements of administering the state well and ensuring global peace as a result. By delivering service to the community, especially for those in need, a Junzi fulfills his/her moral expectation and also brings out self-transformation in different levels and aspects.
Modes of Inquiry, data resources
This is a phenomenological investigation of the lived experience of college students' service learning experiences, and the examination of how Confucian value and pedagogy correspond and help complete the educational objectives of college service learning programs. This research involves interviews of 5 college students who participated in service learning projects and also secondary data including journals, reflection essays and blogs. The researcher also incorporates etymological inquiry to investigate the original meaning of service and learning in a more culturally relevant context.

Research Result and Implication
Students engaged in the service learning projects gain the most through the individual and group reflection sessions. The researcher reconsiders the reciprocal relationship between the two ends of service learning participation, the dynamics between giving and receiving, and the essentials of both doing and reflection in the service process. Students are found to demonstrate self-transformation in different aspects, including value and attitudes, self-expectation, accommodation of cultural diversity, and the commitment for more community engagement. Students also redefine community through the service-learning journey of crossing the border, recognition of uniqueness and similarity, respect and re-connect with it. The pedagogical implications include the emphasis of listening skill before, during, and after service. Guided, in-depth reflection before and after service is necessary to help students integrate their personal experiences, generate self-transformation and introduce to further community engagement.

Author

• Yuyun Peng, University of Maryland - College Park