Service Learning as Holistic Values Pedagogy

Abstract

Recent research findings have led to the conception that values pedagogy connotes a philosophy of learning and principle of curriculum organization with potential to enhance all dimensions of the learning environment. Enhancement includes student responsibility to themselves and others and positive impact on learning outcomes. Allied research demonstrates that a particularly potent feature of such pedagogy is to be found in service learning. The article appraises the research relevant to such claims, including among empirical findings from the Australian Values Education Program.