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Elder Care and Service Learning A Handbook Susanne Bleiberg Seperson, Dowling College Carol Hegeman, Research of the Foundation for Long Term Care |
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2008.
This is a comprehensive book that covers the field from every dimension: knowledge, skills, sensitivities, policy, history, and pedagogy. There are examples and illustrations to inspire and encourage students and instructors to embrace this innovative pedagogy. No one will be afraid to break new ground since careful reading anticipates most basic concerns. The book is inspirational and instructional in showing how learning, teaching, and service can work together on behalf of the elderly. What a wonderful way to learn! Dienes’ notion of embodied knowledge presaged other cognitive scientists who eventually came to recognize the importance of embodied knowledge and situated cognition - where knowledge and abilities are organized around experience as much as they are organized around abstractions. Dienes was an early pioneer in what was later to be called sociocultural perspectives and democratization of learning. Part I describes the diverse service-learning experience. Part II provides basic information on aging from demographic, biological, physiological, and psychosocial perspectives. Part III describes a service learning classroom and the many tools a student and a professor can use to maximize the learning in this special kind of class. Part IV is devoted to communication. Here, interviewing, surveying, and oral history skills are defined. Part V helps the student prepare for the unexpected--what to do when one is actually in a service learning experience with an elder or a group of elders. Part VI is devoted to elder-care policy. Students and their professors will gain a perspective on how to think about and debate issues about aging. Part VII is devoted to case studies of very different service-learning experiences. Following are four comprehensive appendixes, including annotated bibliographies for further reading about service-learning and aging, a code of ethics, and a service learning elder-care manual for implementation of a program. CONTENTS: Preface. What Is Service Learning? Basic Information on Aging. The Service-Learning Class. Communication Skills. Doing Service Learning with the Elderly. Elder-Care Issues, Policy and History. Case Studies of Service-Learning. Experiences. Appendixes. Index. | ||
