Service-Learning, paradigm shift and educational revolution

Abstract

The article aims to justify why one of the most significant challenges currently facing Service-Learning is to become aware that not only is it a methodological improvement but that it is a true paradigm shift or educational revolution. It will be noted that Service-Learning contributes to the shift from possessive individualism to the paradigm of joint action, a collective vision of the world and education. Four derived theses supplement this statement: the concept of education needs to change, educational goals should be modified, a different teaching and learning methodology is required, and relevant innovations must be included in the educational system's organisation. Finally, it is pointed out that although paradigm shifts are possible, nothing ensures success without their promoters' conscious and continuous action. A claim made for Service-Learning.