This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within philosophy and what philosophy contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of philosophical service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.

Foreword--David A. Hoekema; PART ONE: SERVICE-LEARNING AS A MODE OF PHILOSOPHICAL INQUIRY: Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning--Goodwin Liu; Feminism, Postmodernism, and Service-Learning--Irene E. Harvey; Listening to the Evidence: Service Activity and Understanding Social Phenomena--Hugh Lacey; The Use of a Philosopher: Socrates and Myles Horton--John Wallace; Praxis-Informed Philosophy--C. David Lisman; Fluid Boundaries: Service-Learning and the Experience of Community--Cathy Ludlum Foos; Service-Learning, Citizenship, and the Philosophy of Law--Stephen L. Esquith; Deepening Democratic Participation Through Deweyan Pragmatism--Judith M. Green; PART TWO: COURSE NARRATIVES: Service-Learning as a Vehicle for Teaching Philosophy--Eugene J. Valentine; Service-Learning in Perspectives on Poverty--Carolyn H. Magid; Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge-- Sally J. Scholz; The Power of Service-Learning in Developing Critical-Thinking Skills--Mary Esther Schnaubelt; Sojourning in the Art World: Service-Learning in Philosophy of Art--Dan Lloyd. AFTERWORD: Philosophical Inquiry as Responsible Engagement--William M. Sullivan