scholarly journals Civic Engagement Index (CEI) - the case of liberal arts universities from Romania

2018 ◽  
Vol 12 (1) ◽  
pp. 1080-1088
Author(s):  
Shahrazad Hadad ◽  
Ramona Cantaragiu
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Liberal Arts ◽  
Nation State ◽  
Personal Factors ◽  
Academic Environments ◽  
Civic Values ◽  
Starting Point ◽  
Democratic Principles ◽  
The Moment

Abstract We have arrived to a moment in history when the society we are living in is confronted with different sets of problems: hunger, crime, economic crises, natural disasters or cataclysms, and various human rights violations. At the moment the most appropriate way to solve these problems still lies with the organisms of the nation state. As such, the lack of civic sense and the increasing political apathy will only allow these problems to grow out of proportions. We are of the opinion that most of them can be counteracted if we try to educate the civic sense in people. By civic sense or engagement we understand a type of orientation towards being involved in social groups according to democratic principles. It is said the post-socialist countries are particularly threatened by the lack of civic engagement on behalf of their citizens that have reached the point where they take democracy for granted. This is why we explore the role played by universities in developing and shaping this civic attitude amongst young people. In order to do so, we resorted to questionnaires applied in liberal arts universities in Romania. These universities have a special relation to democratic principles, national pride and the perpetuation of the nation state as an ideal for its citizens and because of this we believe they represent a proper starting point for the current investigation. The areas that are targeted through the questionnaire are the following: the academic environment, the methods through which civic values are instilled in the hearts and minds of the students, and the institutional and personal factors that determine faculty to introduce civic values in their academic environments. Using the results we create the Civic Engagement Index (CEI) that can be used as a valuable benchmarking mechanism for those universities that are trying to enhance their civic engagement activities. Finally, we test the hypothesis that certain universities fail to create civic-oriented graduates and we propose ways in which the organizational culture could be transformed into a more supportive one: civic participation guides, civic responsibility classes, and service learning classes for faculty members to increase their openness towards the promotion of civic values.

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

2020 ◽  
Vol 43 (4) ◽  
pp. 416-430
Author(s):  
David Lynn Painter ◽  
Courtney Howell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Community Engagement ◽  
Liberal Arts ◽  
Best Practice ◽  
Liberal Arts College ◽  
Different Types ◽  
Arts Community ◽  
Individual Conversations

Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

scholarly journals DEATH IN THE POLITICAL PHILOSOPHY OF J. DERRIDA: TERRORISM, SECRECY, DEATH PENALTY AND THE CRISIS OF THE MODERN NATIONAL STATE

2021 ◽  
Vol 17 (2) ◽  
pp. 184-197
Author(s):  
George Bakhtin ◽  
Keyword(s):  
Death Penalty ◽  
Capital Punishment ◽  
Nation State ◽  
Sovereign State ◽  
The Enlightenment ◽  
Starting Point ◽  
Enlightenment Project ◽  
The Moment ◽  
Integral Feature ◽  
Modern Nation State

The article outlines the main crisis points and trends in the development of the modern nation-state. Special attention is paid to the consideration of the phenomenon of terrorism as an inevitable product of the Enlightenment project. The coronavirus pandemic has made the problem points more relevant, calling into question not only the essence of democracies, but also the irreversibility of the processes of globalization. The author suggests following the logic of the argumentation of the French philosopher J. Derrida, who preferred to deconstruct the power discourse in order to find an answer to the question: how and to what extent is it possible to combat violence and terror, the products of modern Western civilization. The article consistently examines the prerequisites for understanding death not only as a secret rooted in antiquity and associated with the classical paradigm of philosophizing, phenomenology, Heideggerianism and existentialism, but also as an economy of mourning for the dead, which is close to psychologism and Freudianism. The focus is concentrated on the study of the mechanisms of the sovereign state that help it to claim comprehensive possession of the moment of death for a person sentenced to death. Capital punishment - an instrument of control on the part of sovereignty - is interpreted as the core of the theological and political tradition that determines the orthogenesis of any nation-state. Finally, the author considers the concept of the “heart of the other” as a starting point for the fight against abuse and for debunking phantasms and illusions that are an integral feature of the modern political organism. It is the deconstruction of the death penalty that is the key subject touched upon by the author of the article.

L’absence chez Michel Butor. L’Emploi du temps et Degrés

2012 ◽  
pp. 66-80
Author(s):  
Michał Mrozowicki
Keyword(s):  
Human Memory ◽  
Point Of View ◽  
Narrative Discourse ◽  
The Novel ◽  
Michel Butor ◽  
Starting Point ◽  
One Year ◽  
The Moment ◽  
Narrative Mode ◽  
The City

Michel Butor, born in 1926, one of the leaders of the French New Novel movement, has written only four novels between 1954 and 1960. The most famous of them is La Modification (Second thoughts), published in 1957. The author of the paper analyzes two other Butor’s novels: L’Emploi du temps (Passing time) – 1956, and Degrés (Degrees) – 1960. The theme of absence is crucial in both of them. In the former, the novel, presented as the diary of Jacques Revel, a young Frenchman spending a year in Bleston (a fictitious English city vaguely similar to Manchester), describes the narrator’s struggle to survive in a double – spatial and temporal – labyrinth. The first of them, formed by Bleston’s streets, squares and parks, is symbolized by the City plan. During his one year sojourn in the city, using its plan, Revel learns patiently how to move in its different districts, and in its strange labyrinth – strange because devoid any centre – that at the end stops annoying him. The other, the temporal one, symbolized by the diary itself, the labyrinth of the human memory, discovered by the narrator rather lately, somewhere in the middle of the year passed in Bleston, becomes, by contrast, more and more dense and complex, which is reflected by an increasinly complex narration used to describe the past. However, at the moment Revel is leaving the city, he is still unable to recall and to describe the events of the 29th of February 1952. This gap, this absence, symbolizes his defeat as the narrator, and, in the same time, the human memory’s limits. In Degrees temporal and spatial structures are also very important. This time round, however, the problems of the narration itself, become predominant. Considered from this point of view, the novel announces Gerard Genette’s work Narrative Discourse and his theoretical discussion of two narratological categories: narrative voice and narrative mode. Having transgressed his narrative competences, Pierre Vernier, the narrator of the first and the second parts of the novel, who, taking as a starting point, a complete account of one hour at school, tries to describe the whole world and various aspects of the human civilization for the benefit of his nephew, Pierre Eller, must fail and disappear, as the narrator, from the third part, which is narrated by another narrator, less audacious and more credible.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

The Impact of Service Learning on Democratic and Civic Values

2000 ◽  
Vol 33 (03) ◽  
pp. 623-626 ◽  
Author(s):  
Susan Hunter ◽  
Richard A. Brisbin
Keyword(s):  
Service Learning ◽  
Civic Values ◽  
The Impact

Service-learning effects on student civic engagement and community - A case study from India

2021 ◽  
pp. 174619792110413
Author(s):  
Siamack Zahedi ◽  
Rhea Jaffer ◽  
Camille L Bryant ◽  
Kala Bada
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Civic Engagement ◽  
Focus Groups ◽  
Empirical Studies ◽  
Educational Policies ◽  
Learning Effects ◽  
School Classroom ◽  
K 12

The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.

scholarly journals The Public and Private Spirit of Engagement

2018 ◽  
Vol 6 (3) ◽  
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Learning Experiences ◽  
Poor People ◽  
Public And Private ◽  
The Public ◽  
Young Teacher

From the early days of my career as an educator, I recall a discussion with students about their service-learning experiences in the community. “What I learned is that I really don’t like poor people,” one student said, without rancor. Chuckles of acknowledgment could be heard around the classroom. As a young teacher trying to learn how to facilitate reflection, I suddenly saw a space open up in the conversation for possibilities. One student’s honesty had allowed all of them to consider, without the anxiety of judgment, what they thought about what was going on inside themselves. Something had happened. That something was civic engagement.

Sign in / Sign up

Export Citation Format

Share Document